Spodbujanje razvoja otroške risbe

diplomsko delo

Alenka Vindiš Brozović (Author), Zlatka Cugmas (Mentor)

Abstract

Različni avtorji se strinjajo, da obstajajo v otrokovem življenju različne faze risanja (Horvat in Magajna, 1987; Karlavaris, 1986; Marjanovič Umek in Zupančič, ur., 2004; Pogačnik Toličič, 1986; Toličič in Smiljanič, 1979; Troj, 1997). Niso popolnoma enotni v navajanju, kdaj se začne oziroma konča katera izmed le-teh, toda enotni so v tem, da obstajajo. Vzgojitelji lahko z napačnimi metodami pri likovni vzgoji zavirajo razvoj otroške risbe, dušijo otroško ustvarjalnost in zavirajo razvoj pozitivne otrokove samopodobe (Belamarić, 1986). Otroška risba nam mnogokrat nudi pogled v psihično življenje otroka, saj lahko z njo izvemo o marsikateri otrokovi stiski in mu pomagamo. Vendar je zato potrebno globlje poznavanje govorice otroške risbe (Pogačnik Toličič, 1986). Psihologi uporabljajo otroško risbo v diagnostične namene (Cugmas, 2003). Istočasno nam otroško risanje nudi tudi terapevtske možnosti. Z risanjem lahko sprostijo otroške frustracije, strahove; izrazijo žalost, trpljenje ... (Malchiodi, 1997). V diplomskem delu sem preučila, kako vzgojiteljice/vzgojitelji spodbujajo razvoj otroške risbe. Ugotavljala sem, ali vzgojiteljice/vzgojitelji: individualizirajo likovno ustvarjanje otrok, ki so na različnih stopnjah razvoja risbe; dovoljujejo samostojnost pri likovnem izražanju; učijo otroke likovnih shem; spodbujajo terapevtski pomen likovnega ustvarjanja; skušajo prepoznavati otrokovo psihično doživljanje s pomočjo risbe. Ugotovila sem, da vzgojiteljice/vzgojitelji včasih individualizirajo likovno ustvarjanje otrok, otrokom dovoljujejo samostojnost pri likovnem izražanju, da otroke učijo likovnih shem, spodbujajo terapevtski pomen likovnega ustvarjanja in se trudijo prepoznavati otrokovo psihično doživljanje s pomočjo risbe.

Keywords

predšolska vzgoja;otroška psihologija;otroci;otroške risbe;razvoj;spodbujanje;pomen;diplomska dela;

Data

Language:	Slovenian
Year of publishing:	2013
Source:	Maribor
Typology:	2.11 - Undergraduate Thesis
Organization:	UM FF - Faculty of Arts
Publisher:	[A. Vindiš Brozović]
UDC:	159.9(043.2)
COBISS:	19772168
Views:	5292
Downloads:	1459
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	SUPPORTING THE DEVELOPMENT OF A CHILD'S DRAWING
Secondary abstract:	Different authors agree that there exist various drawing phases in a child's life. (Horvat in Magajna, 1987; Karlavaris, 1986; Marjanovič Umek in Zupančič, ur., 2004; Pogačnik Toličič, 1986; Toličič in Smiljanič, 1979; Troj, 1997). They do not have exactly the same view on that when each phase begins and ends, but they all believe in their existence. Educators can hinder the development of the child's drawing by implementing wrong methods, they can suffocate child's creativity and the creation of a positive self-image (Belamarić, 1986). The child's drawing often offers an insight into his/her psychic life, because with it we can find out a lot about child's distress and therefore it enables us to help the child, but a thorough understanding of a child's drawing is needed for that (Pogačnik Toličič, 1986). Psychologists use a child's drawing for diagnostic purposes (Cugmas, 2003) and it also offers them therapeutic possibilities. A child's frustrations, fears can be loosen; sorrow, suffering are expressed by their drawing (Malchiodi, 1997). In my diploma work is explored how educators encourage the development of child's drawing. I also state it if educators: individualize an artistic creativity of children who are on a different levels of drawing's development, allow independency at artistic expression, teach artistic schemes to children, encourage the therapeutic meaning of artistic creativity, try to recognize a child's psychic experience through his/her drawing. I state it that educators sometimes individualize children's artistic expression, they allow them independency at artistic expression, they teach children artistic schemes, encourage the therapeutic meaning of artistic creativity and try to recognize a child's psychic experience through his/her drawing.
Secondary keywords:	child;child’s drawing;development;encouragement;meaning;
URN:	URN:SI:UM:
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. v Mariboru, Pedagoška fak., Oddelek za predšolsko vzgojo
Pages:	73 f.
Keywords (UDC):	philosophy;psychology;filozofija;psihologija;psychology;psihologija;
ID:	1027348