diplomsko delo
Katarina Jereb (Author), Uršula Podobnik (Mentor)

Abstract

Risba otroka je povezana z njegovim mišljenjem, zaznavanjem, govorom, izkušnjami in čustvi. Preko nje lahko ugotovimo, kakšen je njegov spoznavni razvoj, kako doživlja svet, kako je razvita njegovo fina motorika, risba nam razkrije, kaj je otroku pomembno in kaj ne. Prav tako je risba lahko uporabljena kot diagnostično in terapevtsko sredstvo ter pomembna je pa tudi kot vaja za proces opismenjevanja (Nemec in Krajnc, 2013). Predšolski otroci najpogosteje v svojih ribah upodobijo človeško figuro (Goodnow, 1997 v Marjanovič Umek in Zupančič, 2011). Prve upodobitve same človeške figure se odraslim zdijo nenavadne in neobičajne. Nastajajo glavonožci, ki s starostjo otroka spremenijo svojo figuro, ki je podobna človeku. Starejši otroci svoji figuri že rišejo določene podrobnosti, ki jih lahko prepišemo določenemu spolu. Najpogosteje so upodobljena oblačila, lasje ter modni dodatki (torbice, obutev, nakit) (Marjanovič Umek in Zupančič, 2011). V diplomskem delu sem se osredotočila predvsem na razvoj otroške ribe ter razvoja človeške figure. Zanimalo me je, kako otroci ločijo spola med seboj in katere spolne atribute uporabljajo v svoji risbi, če jih. Raziskovala sem tudi razlike med spoloma in kako se te razlike kažejo v njihovih risbah. Vse omenjeno sem v empiričnem delu raziskovala z opazovanjem risanja človekove figure pri otroku.

Keywords

človeška figura;risbe;risanje;otroška risba;predšolski otroci;spol;spolna identiteta;spolni atributi;razlike med spoloma;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [K. Jereb]
UDC: 373.2:159.922.1(043.2)
COBISS: 80260611 Link will open in a new window
Views: 155
Downloads: 14
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Other data

Secondary language: English
Secondary title: Gender identity in a preschool child's drawing
Secondary abstract: A child's drawing is connected to their thinking, perception, speech, experience, and emotions. With its help, we can determine the child's cognitive development, how they experience their surroundings, and how well their fine motor skills are developed. A drawing also reveals what the child deems important and what not. In addition, not only can it be used as a diagnostic and therapeutic tool, but it can also act as exercise in literacy development (Nemec in Krajnc, 2013). Preschool children most commonly draw a human figure (Goodnow, 1997 v Marjanovič Umek in Zupančič, 2011). The first drawings of human figures may seem unusual and surprising to adults. The figure that children normally draw has only a head and legs, but it changes its appearance as children get older, thus becoming more familiar to a human. Older children can already draw certain details on their figure that can be attributed to a certain gender. Most frequently, they draw clothes, hair, and accessories (bags, shoes, jewellery) (Marjanovič Umek in Zupančič, 2011). In this paper, I focused mainly on the development of a child's drawing and the development of a human figure. I wanted to determine how children tell apart the two genders and what gender attributes they use in their drawings, if any. I studied gender differences and how they are reflected in children's drawings. All of this was examined in the empirical part by observing children drawing a human figure.
Secondary keywords: pre-school education;predšolska vzgoja;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: VI, 53 str.
ID: 13500543