Telesna lutka v otrokovi komunikaciji

diplomsko delo

Nina Oražem (Author), Helena Korošec (Mentor)

Abstract

V diplomskem delu z naslovom »Telesna lutka v otrokovi komunikaciji« v teoretičnem delu najprej predstavim komunikacijo. Opišem, kaj je komunikacija, katere vrste komunikacije poznamo in kakšna je komunikacija oziroma razvoj govora v predšolskem obdobju. Če je komunikacija v prvih mesecih življenja nebesedna, se nekje po prvem letu, ko večina otrok izgovori prvo besedo, kretnjam, joku in gruljenju priključi še besedna komunikacija, ki se v prvih letih življenja nato hitro razvija in raste. Preplet besedne in nebesedne komunikacije nas potem spremlja praktično celo življenje. Sledi predstavitev igre kot ene temeljnih dejavnosti otrok s poudarkom na lutkovni igri kot simbolni igri. Zadnji del teoretičnega dela predstavi lutko. Ker si zlasti vrtčevskega vsakdana vsaj brez občasne prisotnosti lutke v skupini ne morem zamisliti, sem predstavila njeno vlogo v pedagoškem procesu in vključitev v kurikulum. Poznamo različne lutkovne tehnike, v diplomskem delu pa je osrednjo vlogo dobila telesna lutka, ki je v vrtcu redkeje prisotna, zato mi je predstavljala še dodaten izziv. V empiričnem delu predstavim projekt »Goska Lučka«, ki sem ga izvedla v skupini »Polžki« v Vrtcu dr. Franceta Prešerna v Ljubljani. Skupino je sestavljalo enaindvajset otrok, starih od štiri do šest let, še podrobneje pa sem opazovala dve deklici in štiri dečke. Na osnovi zgodbe »Goska Lučka« smo izdelali telesne lutke in pripravili lutkovno uprizoritev. Med izvajanjem projekta me je predvsem zanimalo, kakšno vlogo ima telesna lutka pri komunikaciji otroka z vzgojiteljem, ali vpliva na komunikacijo z vrstniki in kako. Telesna lutka se je kot zelo dobra pomoč izkazala pri komunikacijsko in socialno zelo zadržanem dečku, saj mu je pomagala pri boljši vključitvi v skupino ter sprejemanju ostalih otrok in strokovnih delavcev v skupini. Da so telesne lutke primerna tehnika, prek katere se otroci učijo vključevanja v skupinske dejavnosti ter sodelovanja in spodbujanja drug drugega, je pokazal tudi sociogram. Otroci so pri izdelovanju, rokovanju in igri z lutkami (v lutkovnem kotičku tudi z drugimi vrstami lutk, ne samo telesnimi) razvijali socialno vedenje, empatijo, komunikacijo in svoje odnose znotraj skupine postavili v nov kontekst in dvignili na višji nivo tudi z večjo zmožnostjo prisluhniti drugemu, drugačnim predlogom in idejam. Nedvomno so lutke vsem otrokom tekom projekta nudile obilo različnih doživetij, izzivov in pozitivnih spodbud ob ustvarjanju in igri z njimi.

Keywords

igra;telesna lutka;igra s telesno lutko;komunikacija;

Data

Language:	Slovenian
Year of publishing:	2023
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[N. Oražem]
UDC:	373.2(043.2)
COBISS:	156302851
Views:	12
Downloads:	2
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Body puppet in the child's communication
Secondary abstract:	The theoretical part of this paper titled Body Puppet in the Child's Communication first presents communication. I describe what communication is, what types of communication there are and what communication and speech development are like in the preschool period. While communication is non-verbal in the first few months of life, it develops into verbal communication approximately one year after the first word, gesture, cry, babbling, etc., of most children, which then quickly develops further in the first few years of life. The interplay between verbal and non-verbal communication is present practically our entire life. The paper goes on to present play as one of fundamental children’s activities, focusing on puppet shows as symbolic play. The last section of the theoretical part presents puppets. Since I cannot imagine a day in preschool without at least sporadic presence of a puppet in the group, I present its role in the educational process and its integration into the curriculum. There are different puppet techniques, but the central role in this paper is assumed by the body puppet, which is used only rarely in preschool, therefore its use was additionally challenging. In the empirical part, I present a project performed in a group of children named “Little Snails” (Polžki) in the France Prešeren Preschool in Ljubljana, called “Little Goose Lucy” (Goska Lučka). The group comprised twenty one children aged from four to six years, with two girls and four boys taken under detailed observation. Based on the story about Little Goose Lucy, we made body puppets and put on a puppet show. During project implementation, I mainly wanted to determine the role of body puppets in the communication between a child and a preschool teacher and whether and how it affects the communication between peers. Body puppets proved to be of very good assistance when interacting with a very shy and socially reserved boy, as it helped me integrate him into the group better and enabled me to help him accept other children and professional workers in the group. Another indicator of the fact that body puppets are an appropriate technique used to make children learn to participate in group activities as well as collaborate with and encourage one another was a sociogram. When making, handling and playing with puppets (including other types of puppets available in the puppet corner, not only body puppets), children developed social behaviour, empathy, communication and relationships within the group, including a stronger capability to listen to one another as well as to different suggestions and ideas, putting these abilities into a new context and improving them considerably. Without doubt, puppets offered children numerous experience, challenges and positive incentives in making and playing with them during the project.
Secondary keywords:	play;body puppet;play with body puppet;communication;Predšolska vzgoja;Lutke;Univerzitetna in visokošolska dela;
Type (COBISS):	Bachelor thesis/paper
Study programme:	0
Embargo end date (OpenAIRE):	1970-01-01
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages:	1 spletni vir (1 datoteka PDF (57 str.))
ID:	19304490