Primjena asistivne tehnologije u procjeni povezanosti združene pažnje i nekih psihosocijalnih čimbenika u predškolskoj dobi

master's thesis

• Title (english): The use of assistive technology in the assessment of the joint attention and some psychosocial factors in chldren with motor disorders
• Author: Sara Katić
• Mentor: Renata Pinjatela (mentor)
• Committee member: Renata Pinjatela (predsjednik povjerenstva)
• Committee member: Renata Martinec (član povjerenstva)
• Committee member: Damir Miholić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2016-07-01, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences

Abstract

Združena pažnja važan je razvojni miljokaz, koji utječe na daljnji djetetov razvoj u području komunikacije, socio-emocionalne i kognitivne domene. Ona označava dijeljenje fokusa između djeteta, roditelja i predmeta ili događaja. Sa 9 mjeseci dolazi do uvjetovanog praćenja pogleda što predstavlja pasivnu združenu pažnju, dok se sa 12 mjeseci javlja spontano praćenje pogledom, odnosno koordinirana združena pažnja.
Cilj ovog diplomskog rada bio je ispitati postojanje razlika između djece tipičnog razvoja i djece s razvojnim odstupanjima iste kronološke (predškolske) dobi na varijablama komunikacije, socio-emocionalnog razvoja i združene pažnje s obzirom na neke okolinske čimbenike te postoji li povezanost između okolinskih i psihosocijalnih čimbenika sa frekvencijom združene pažnje uz primjenu asistivne tehnologije. U tu svrhu korišteno je tablet računalo pomoću kojeg je čitana slikovnica. Prvo se tablet računalo nalazilo ispred djeteta, u razini pogleda istraživača, a zatim sa strane djeteta, udaljeno od pogleda istraživača. Združena pažnja ispitivana je i pomoću postera koji su se nalazili desno, desno iza, lijevo i lijevo iza djeteta, pokazivanja slikovnice te igračaka koji su bili smješteni u šest malih kutija i njihovih uvećanih ekvivalenata koji su bili razmješteni po sobi.
Za potrebe ovog diplomskog rada korišteni su upitnici Lista procjene ponašanja (Glasnik, 1997) te određena područja upitnika Early Sociocognitive Battery (Roy i Chiat, 2006).
Rezultati su pokazali da postoje razlike između djece iste kronološke dobi tipičnog razvoja i djece s odstupanjima u razvoju na svim varijablama združene pažnje pri čemu su značajnije razlike u slučaju djeteta s poremećajem iz autističnog spektra. Također, pokazalo se da i neki okolinski čimbenici mogu imati utjecaj na združenu pažnju.
Ovo je istraživanje pokazalo, unatoč nedostacima koji se odnose na mali i prigodni uzorak sudionika te jednokratnu procjenu, da procjena združene pažnje može imati ulogu u razumijevanju individualnih razlika kod djece u socijalno-emocionalnom razvoju i razvoju govora. Obzirom na potrebu dubljeg razumijevanja čimbenika koji utječu na proces učenja djece, združena pažnja može se koristiti kao čimbenik u pronalaženju optimalnih okolinskih čimbenika u procesu učenja predškolske djece.

Abstract (english)

Joint attention is an important developmental milestone and it affects childs development in communication, socio-emotional and cognitive aspects. It means sharing a focus between a child, parent and object or event. When child is at 9 months of age condition tracking of eye-gaze and that represents passive joint attention. At 12 months of age child is capable of spontaneously following eye-gaze and that represents coordinated joint attention.
In this work, the goal was to assay were there any differences between children with developmental difficulties and those without, in the same chronological (preschool) age on variables of communication, socio-emotional development and joint attention, considering some environmental factors. Also, whether there is a connection between some environmental and psychosocial factors with frequency of joint attention, using assistive technology. Assistive technology that was used was a tablet and the picture book was read by it. At first, the tablet was situated in front of the child, aligned with researcher's eye-gaze, and then by the child's side, away from eye-gaze of researcher. Joint attention was also assessed with posters, positioned right, right behind, left and left behind the child. Furthermore, the picture book was shown and toys were placed in six little boxes and theirs enlarged equivalents deployed around the room.
Questionnaires used for the purpose of this master thesis are Lista procjene ponašanja (Glasnik, 1997) and some sections of questionnaire Early Sociocognitive Battery (Roy i Chiat, 2006).
Results have shown differences between children of same chronological age with tipical development and those with discrepancy in development on all variables of joint attention. Significant differences were shown in a case of a child with autistic spectrum disorder. Furthermore, it has been shown that also some environmental factors can have influence on joint attention.
This research has shown, despite the shortcomings regarding small and convenient sample and one-term assessment, that joint attention assessment can take a part in understanding individual differences with children in socio-emotional development and development of speech. Given the need for a deeper understandiong of the factors that affect the learning process of children, joint attention can be used as a factor in finding optimal environmental factors in the learning process of pre-school children.

• Keywords: združena pažnja; djeca predškolske dobi; motorički poremećaji
• Keywords (english): joint attention; pre-school age; motor disturbances
• Language: croatian
• URN:NBN: urn:nbn:hr:158:488506
• Study programme: Title: Educational Rehabilitation; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacijske rehabilitacije (magistar/magistra edukacijske rehabilitacije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Repository: Faculty of Education and Rehabilitation Sciences
• Created on: 2016-09-02 13:46:10