Vloga lutke pri usvajanju kurikularnih ciljev v vrtcu

magistrsko delo

Andreja Ropotar Jagodic (Author), Edi Majaron (Mentor)

Abstract

Magistrsko delo z naslovom Vloga lutke pri usvajanju kurikularnih ciljev v vrtcu se osredinja na uporabo lutke (v najširšem pomenu) za doseganje kurikularnih ciljev pri dejavnostih v vrtcu. Osnovni namen raziskave je bil na podlagi teoretičnih izhodišč ter stališč in izkušenj vzgojiteljev utemeljiti vključitev lutke v vse kurikularne dejavnosti na posameznih področjih. Igra z lutko pripomore k dobrim socialnim odnosom v oddelku, razbremeni, sprosti in vzpostavi medsebojni odnos, hkrati pa omogoča tudi neverbalno komunikacijo med vpletenimi. Predstavili smo stališča in raziskave nekaterih avtorjev, ki so ugotovili, da sta komunikacija in socializacija uspešnejši, če se otrok z lutko in z njeno uporabo sreča že v predšolskem obdobju ter s tem omili stresno komunikacijo s tujim odraslim, hkrati pa omogoča vzgojiteljici, da vidi v otrokovi simbolni igri njegove psihične procese: emocionalni razvoj, splošni kognitivni razvoj in domišljijo. Tako se otrok pri doseganju kurikularnih ciljev z različnimi preprostimi lutkovnimi tehnikami uči celostno. V empiričnem delu smo proučevali stališča vzgojiteljic v vrtcih do uporabe lutke pri usvajanju kurikularnih ciljev in ugotovili, da imajo vzgojiteljice v vrtcu do tega pozitivno stališče, in sicer z več vidikov: z vidika simbolne igre, komunikacije, socializacije, kreativnosti, vendar premalokrat posegajo po tej možnosti. Ugotovljeno je bilo, da bi se metoda dela z lutko in uporaba ter usvajanje kurikularnih ciljev z lutko morala razširiti in da bi lutka morala dobiti svoje mesto tudi v Kurikulumu za vrtce, saj se večina vzgojiteljic, ki tako Kurikulum za vrtce kot lutko uporabljajo vsakodnevno, s tem strinja. Prav tako so vzgojiteljice potrdile, da je lutka idealni pripomoček za posredovanje kurikularnih sredstev na likovnem, dramskem, plesnem in glasbenem področju, a jim primanjkuje poznavanja metod dela z lutko. Prav tako tudi da je lutka lahko povezovalni člen med otrokom in odraslim ter otrokom in vrtcem. Uporabili smo deskriptivno in kavzalno neeksperimentalno metodo pedagoškega raziskovanja. Stališča vzgojiteljic o uporabi lutke pri usvajanju kurikularnih ciljev smo pridobili z vprašalnikom. V vprašalniku smo uporabili petstopenjsko lestvico Likartovega tipa z odprtimi in zaprtimi vprašanji.

Keywords

simbolna igra;spontana igra;vzgojitelj;komunikacija;

Data

Language:	Slovenian
Year of publishing:	2014
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[A. Ropotar Jagodic]
UDC:	373.2:688.721.2(043.2)
COBISS:	10379337
Views:	1311
Downloads:	197
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	The role of the puppet in creating curricular goals in kindergarten
Secondary abstract:	The role of the puppet in creating curricular goals in kindergarten The master's thesis, entitled The role of the puppet in creating curricular goals in kindergarten, focuses on using the puppet (in the broadest sense) for achieving curricular goals in kindergarten activities. The main purpose of the research was to set out the reasons for introducing puppets in all curricular activities in individual areas on the basis of theoretical grounds, viewpoints and experience of kindergarten teachers. Playing with puppets enhances social relations in class, unburdens, relaxes and establishes interpersonal relations, and enables nonverbal communication between the participants. The thesis outlines the views and research of certain authors who established that communication and socialisation are more successful if a child learns to manipulate puppets in the preschool period, thus reducing stress while communicating with unknown adults. In addition, teachers can identify the child's psychological processes while he is playing with the puppet: his emotional development, general cognitive development and imagination. In this way, the use of simple puppetry techniques while achieving curricular goals helps the child to learn comprehensively. The empirical part of the master's thesis examines the opinions of kindergarten teachers about using puppets for achieving curricular goals. The results suggest that teachers have a positive attitude towards using puppets for achieving curricular goals from various perspectives: symbolic play, communication, socialisation, and creativity. However, they choose this option rather rarely. We established that the method of working with a puppet as well as using and mastering the curricular goals with the puppet should be expanded. In addition, the puppet should be integrated into the kindergarten curriculum, because the majority of the teachers who daily use both the kindergarten curriculum and puppets support the idea. The teachers also confirmed that a puppet is an ideal means of conveying curricular content in the areas of art, drama, dance and music, but the teachers require more profound knowledge of other puppetry methods. They also feel that a puppet can establish a link between the child and an adult and between the child and the kindergarten. The descriptive and causal non-experimental methods of pedagogical research were used in the thesis. The opinions of the teachers about using a puppet for mastering curricular goals were obtained through a questionnaire, which involved a five-level Likert scale with open-ended and closed-ended questions.
Secondary keywords:	nursery school;curriculum;puppetry;vrtec;kurikulum;lutke;
File type:	application/pdf
Type (COBISS):	Master's thesis/paper
Pages:	125 str.
ID:	8708401