diplomsko delo
Lucija Sotošek (Author), Tomaž Petek (Mentor)

Abstract

V diplomskem delu sem preučila, kako liki iz pravljic vplivajo na otroke in česa jih pravljica uči. V teoretičnem delu sem opredelila pravljice in preučila, kakšno mesto ima pravljica v otrokovem življenju. Nato je prikazano, kako izbrati primerno pravljico za predšolskega otroka, kako in kdaj jo brati, zakaj naj otroci berejo pravljice in ali so klasične pravljice za predšolske otroke strašljive. Ugotovila sem, da se otroci skupaj s pravljicami učijo o življenju, stvareh, ki jih smejo početi, in tem, česa ne smejo, naučijo se obnašati v določenih situacijah s prijatelji, sorodniki, s starejšimi. Otroci se s pravljicami poistovetijo z liki iz pravljic, naredijo vse, kar počnejo njihovi junaki. Vsi, ki otrokom berejo pravljice, vedo, da jih močno čustveno doživljajo. V drugem, empiričnem delu, je predstavljena vloga pravljice v vrtcih, kdaj jo beremo, zakaj in kako vpliva na otroke. Ugotavljala sem, katere pravljice so primerne za predšolske otroke in katere ne. S pomočjo raziskave, opravljene med vzgojitelji, sem ugotovila, kako pravljice vplivajo na predšolske otroke, ali se otroci poistovetijo s pravljičnimi liki, ali vzgojitelji mislijo, da so sami dovolj izobraženi za razlago pravljic. Vzorec raziskave sestavljajo vzgojitelji/ce in pomočniki vzgojiteljev, vzorec obsega 80 anketiranih iz več kot 60 različnih vrtcev v Republiki Sloveniji. S pomočjo opravljene raziskave sem dobila odgovor na vprašanje, kakšno je mesto in vloga pravljice pri otrokovem čustvenem in socialnem razvoju v predšolskem obdobju. Raziskava je pokazala, da vsi vzgojitelji ne mislijo, da so vse pravljice primerne za predšolske otroke, menijo tudi, da so dovolj izobraženi za razlago pravljic otrokom. Večina jih je mnenja, da se vsi otroci poistovetijo s pravljičnimi liki in da so pravljice poučne za predšolske otroke.

Keywords

morfologija pravljice;razvoj pravljic;razvojne faze;primernost pravljic;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [L. Sotošek]
UDC: 373.2:028(043.2)
COBISS: 113293315 Link will open in a new window
Views: 2
Downloads: 0
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Other data

Secondary language: English
Secondary title: The impact of fairy tales on the emotional and social development of preschool children
Secondary abstract: In the thesis, I tried to show how fairy tale characters affect children and what the fairy tale actually teaches them. In the theoretical part, I defined fairy tales and examined the place of fairy tales in a child's life. It then shows how to choose a suitable fairy tale for a preschool child, how and when to read it, why children should read fairy tales, and whether classic fairy tales for preschool children are scary. Along with fairy tales, children learn about life, the things they are allowed to do, and what they are not allowed to do, they learn to behave in certain situations with friends, relatives, with the elderly. Together with the fairy tales, the children identify with the characters from the fairy tales, they do everything their heroes do. Everyone who reads fairy tales to children knows that they experience them strongly emotionally. Second, the empirical part, presents the role of the fairy tale in kindergartens, when we read it, why and how it affects children. I figured out which fairy tales are appropriate for preschool children and which are not. With the help of research conducted among educators, we found out how fairy tales affect preschool children, whether children identify with fairy tale characters, or whether educators think they themselves are educated enough to interpret fairy tales. The research sample consists of educators and assistant educators, the sample consists of 80 respondents from over 60 different kindergartens in the Republic of Slovenia. With the help of the research, I got an answer to the question of what is the place and role of a fairy tale in a child's emotional and social development in the preschool period. Research showed that not all of the preschool teachers thinks that all fairy tales are good for kids and they also think they are educated enough to explain fairy tales to children. Most of preschool teachers believe that all children identify with fairy tales and that fairy tales are very instructive for preschool children.
Secondary keywords: Predšolska vzgoja;Knjige in branje (otroci);Pravljice;Čustvenost;Družbeni razvoj;Univerzitetna in visokošolska dela;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: 54 str.
ID: 15785535