magistrsko delo
Urška Poljšak (Avtor), Olga Poljšak-Škraban (Mentor)

Povzetek

V magistrskem delu sem raziskovala pomen pravljic za razumevanje, prepoznavanje in izražanje čustev pri otrocih na začetku osnovne šole. Otroci okoli 7. leta so še posebej občutljivi in čustveni, saj se šele učijo in spoznavajo svet okoli sebe, družbene norme in svoj notranji svet. To je zanje čas sprememb, saj s prihodom v šolo spoznajo nove osebe in pravila, ki jih morajo upoštevati. Ravno pravljice lahko otrokom pomagajo razreševati tako notranje kot zunanje konflikte, s katerimi se srečujejo ob vstopu v šolo. V teoretičnem delu sem predstavila razvoj čustev, njihove značilnosti in vlogo odraslih pri tem razvoju. Razložila sem pomen pravljic in njihovo vlogo pri čustvenem razvoju. V empiričnem delu sem s pomočjo kvalitativne raziskave ugotavljala, kako le-te spodbujajo izražanje, prepoznavanje in razumevanje čustev na začetku šolanja. Izvedla sem delno strukturirane intervjuje s štirimi učiteljicami od 1. do 2. razreda, in sklop štirih delavnic za otroke, katerih namen je s pomočjo slikovnega gradiva, nalog, opazovanja med delavnico in kratkih pogovorov z otroki pridobiti podatke o razumevanju, prepoznavanju in izražanju čustev pri otrocih. Z raziskavo sem želela spoznati uporabno vrednost pravljice kot iztočnice za pogovor o čustvih pri otrocih in pokazati, kako jo lahko vpletemo pri socialno pedagoškem delu, z namenom spodbujanja otrokovega čustvenega razvoja. Namen je bil predstaviti obliko dela, ki otroke aktivno vključuje v pogovor o čustvih in predstaviti njihovo razumevanje temeljnih čustev, ki so bila opisana v pravljicah (jeza, strah, veselje, žalost). Na podlagi rezultatov intervjujev in izvedenih delavnic lahko sklepam, da intervjuvane učiteljice pravljice uporabljajo predvsem s cilji, ki so skladni s predpisanim učnim načrtom in za medpredmetno povezovanje. Učiteljice prepoznajo vlogo pravljice na različnih področjih otrokovega razvoja. Menijo, da le-te spodbujajo otrokovo ustvarjalnost in kritično mišljenje, imajo pozitiven učinek na otroke, učijo različne vrednote in vrline, socialne veščine in navsezadnje učijo o čustvih. Učiteljice so izpostavile tako pozitivne, negativne kot tudi čustvene odzive na pravljice. Delavnice so bile med otroki dobro sprejete. Pri nalogah je sodelovala večina otrok. Iz opazovanja delavnic, analize nalog in kratkih pogovorov z otroki lahko povzamem, da so otroci prepoznali vsa temeljna čustva, ki so bila v ospredju posameznih zgodb. Nekateri so prepoznali tudi preostala čustva, ki so se pojavljala v pravljici. Čustva so izrazili skladno z opredelitvami izražanja čustev, razen pri žalosti, kjer se je pojavilo več neustreznih izražanj žalosti v primerjavi z delavnicami o veselju, strahu in jezi. Podobno sem ugotovila tudi pri navajanju situacij, v katerih izražajo temeljna čustva, saj so pri veselju, strahu in jezi navajali ustrezne situacije glede na opredelitve, nekoliko več neustreznih situacij se je pojavilo pri žalosti.

Ključne besede

čustva;spodbujanje čustvenega razvoja;šolski otroci;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [U. Poljšak]
UDK: 159.942:373.3(043.2)
COBISS: 12140873 Povezava se bo odprla v novem oknu
Št. ogledov: 742
Št. prenosov: 127
Ocena: 0 (0 glasov)
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Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Importance of fairy tales for children's emotional development at start of school
Sekundarni povzetek: In the master's thesis, I reasearched the importance of fairy tales for understanding, recognizing and expressing emotions in children, at the beginning of primary school. Children around the age of 7 are particularly sensitive and emotional, as they are only learning and getting to know about the world around them, social norms and also their inner world. This is a time of change for them, since they come to school, where they meet new people and the rules they need to follow. Fairy tales can help children solve both internal and external conflicts that they encounter when entering school. In the theoretical part, I presented the development of emotions, their characteristics and the role of adults in this development. I also explained the importance of fairy tales and their role in emotional development. In the empirical part, through qualitative research, I determined how fairy tales promote expression, recognition and understanding of emotions at the beginning of schooling. I conducted partially structured interviews with four teachers from the 1st to the 2nd grade, and a set of four workshops for children, of which the purpose is to obtain information on understanding, recognizing and expressing emotions in children, through visual materials, tasks, observation during the workshop and short interviews with children. Through the research, I wanted to explore the useful value of a fairy tale as a source for discussing emotions in children and to show how it can be involved in social pedagogical work in order to promote the child's emotional development. The purpose is to present a form of work that actively involves children in discussing emotions and presenting their understanding of the basic emotions that are described in fairy tales (anger, fear, joy, sadness). Based on the interviews and workshops I can conclude that teachers mainly use fairy tales in accordance with the curriculum and interdisciplinary integration. The teachers recognize a special role of a fairy tale on different areas of the child's development. They believe that fairy tales promote child's creativity and critical thinking. They have a positive effect on children and teach them different values, virtues and social skills. Through fairy tales children can learn about emotions. The teachers set out a positive , negative or even emotional response to fairy tales. The children accepted the workshop very well. Most of them participated in them. From the observation of the workshops, the analysis of the tasks and short conversations with children I can summarize that the children recognized all basic emotions that were in foreground of individual stories. Some children recognized also other emotions in the fairy tales. They expressed emotions in accordance with definitions of expressing emotions except sadness where I could see more unsuitable expressions of sadness in comparison to the workshops about joy, fear and anger. Similar findings where in recognizing situations in which children express basic emotions. The most unsuitable refrences according to definitions where of sadness.
Sekundarne ključne besede: affective development;fairy tale;child;čustveni razvoj;pravljica;otrok;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Socialna Pedagogika
Strani: 98 f.
ID: 10973311