Participacija otrok pri lutkovnih dejavnostih

diplomsko delo

Petra Topić (Avtor), Helena Korošec (Mentor)

Povzetek

Pri lutkovnih dejavnostih participacija otrok zavzema posebno mesto. Otroci v teh dejavnostih vseskozi ustvarjalno sodelujejo, pri tem pa ima njihov prispevek pomembno vlogo. Vzgojitelji morajo pri delu z lutko stopiti iz svojih okvirov ter otrokom dopustiti svobodno izražanje lastnih idej in zamisli. V prvem delu diplomskega dela predstavljam pedagoški pristop Reggio Emilia, saj posamezni elementi tega koncepta vedno bolj predstavljajo dobro izhodišče za delo z otroki. V tem delu predstavljam tudi participacijo, ki je v tem pristopu osrednjega pomena. Pedagoški delavci spodbujajo možnosti za participacijo predvsem zato, ker želijo, da se vsak posameznik v njihovem vrtcu počuti kot del tega okolja. V drugem delu predstavljam eno izmed možnosti, ki nam omogoča uresničevanje participacije v naših vrtcih. To nam na široko ponuja ustvarjalna drama, saj lutkovne dejavnosti pri tem potekajo tako, da spodbujajo aktivno učenje in raziskovanje otrok na vseh področjih. Enako pomembna kot zapisani cilji v kurikulumu je tudi komunikacija. Ta sicer ni nikjer posebej opredeljena, ampak predstavlja del prikritega kurikuluma, ki je prav tako pomemben del našega vzgojno-izobraževalnega pristopa. Če želimo v naših vrtcih uresničevati participacijo na ustrezen način, je pri tem zelo pomemben način komunikacije, ki poteka med vzgojiteljem in otroki. Lutka pri tem predstavlja učinkovito vzgojno sredstvo, saj kot posrednik v komunikaciji izboljšuje medosebne odnose in sprošča ozračje v skupini. Dobro izhodišče za različne dejavnosti in povezovanje različnih področij kurikuluma predstavlja učenje s pomočjo zgodb in lutk. V tem delu želim predvsem prikazati, da lahko lutko uporabljamo tudi za učenje, pri tem pa nam pomaga njena zgodba. V takšnem načinu dela učenje poteka celostno, kar pomeni, da so otroci v celoten proces vključeni aktivno. V tem pristopu učenja z lutko je zaznati visoko stopnjo participacije otrok. V raziskovalnem delu sem preverjala uporabo lutke v vzgojnem delu in otrokovo participacijo pri tem. Osredinila sem se predvsem na vse mogoče elemente otrokove participacije pri ustvarjanju z lutkami. Rezultati so pokazali, da uporaba lutke v vzgojnem delu ni tako pogosta, kot bi si želeli. Prav tako je v naših vrtcih vprašljiva participacija otrok, saj sem z raziskavo ugotovila, da participativne možnosti niso zagotovljene na način, kot ga navaja strokovna literatura.

Ključne besede

aktivna vloga;ustvarjalna drama;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2015
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[P. Topić]
UDK:	373.2.016:688.721(043.2)
COBISS:	10606665
Št. ogledov:	96
Št. prenosov:	8
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Children,s participation in puppetry
Sekundarni povzetek:	In puppetry, children's participation has a special place. Children take a creative part in it and have a very important role. Their teachers should let them express their ideas freely when working with the puppet. Reggio Emilia's pedagogical approach is introduced in the first part of this paper, since certain segments of this concept continually represent a solid ground of working with children. Participation as the core principle of this approach is also described here. Teachers encourage participation basically because they want to make each and every individual child in the kindergarten feel as part of this environment. In part two, creative drama is described as one of the ways of how to implement participation in the kindergarten. In creative drama, puppetry encourages active learning and discovering process in children. Communication is as important as the objectives stated in the curriculum. It is not structured separately, but it is nonetheless part of the unofficial curriculum that represents an equally important segment of our educational approach/programme. Should participation in the kindergarten be implemented appropriately, special attention needs to be paid to the children – teacher communication and the puppet as a mediator in this communication is a very efficient means of education as it improves personal relationships and makes the atmosphere in the group more relaxed. Learning through stories and puppets represents a solid ground for the implementation of different activities and areas of the curriculum. In this part, the main objective is to show the puppet as a learning tool. The puppet's story is a huge help in that. Such an approach enables holistic learning where children are an active part of the whole learning process. A high participation rate on behalf of the children can be observed in the learning-with-the-puppet approach. In the research part of the paper, the use of the puppet in education process and children's participation in that were looked into. The main focus was on the variety of elements of children's participation with the puppet. The results showed that the use of the puppet in education was not as frequent as one might wish. The participation of our kindergarten children population was not satisfactory either as the research showed the lack of participative possibilities as stated in the literature.
Sekundarne ključne besede:	pre-school child;puppetry;participation;predšolski otrok;lutke;soodločanje;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Strani:	63 str.
ID:	26531761