analiza otroških risb pred in po neposrednem stiku z žabo in kuncem
Povzetek
Za celostno predstavo je potrebno objekt neposredno spoznati in doživeti. Predstave, ki se
pridobijo in oblikujejo le na podlagi medijev, so lahko popačene; za realne predstave je
potrebno neposredne izkušnje in informacije pridobiti s čim več čutili.
Konkretno pri spoznavanju živali otroci z neposrednim opazovanjem in rokovanjem z živalmi
veččutno spoznavajo njihove značilnosti in jih celostno doživijo. Pomembno je, da otrokom
pokažemo in privzgajamo primeren, spoštljiv odnos do živali in jim pomagamo pri
premagovanju morebitnih strahov in predsodkov.
V diplomskem delu z naslovom »Pomen neposredne izkušnje na predstavo otrok – analiza
otroških risb pred in po neposrednem stiku z žabo in kuncem« smo raziskovali vpliv
neposredne izkušnje na predstavo otrok. Zanimalo nas je, kako otroci narišejo določeno žival
pred in po tem, ko jo neposredno spoznajo in doživijo, ter ali na risbe vnesejo več vidnih
značilnosti in čutnih zaznav po neposrednem stiku. S ponovnim risanjem po tednu dni od
neposredne izkušnje smo želeli ugotoviti, ali so otroci na risbah ohranili določene vizualne
značilnosti živali. Poleg tega nas je zanimalo, kakšen odnos imajo otroci do kosmatih živali in
dvoživk ter ali se njihov odnos po neposrednem stiku s krastačo in kuncem spremeni.
Otroške risbe smo analizirali po kriterijih v vsaki od kategorij, le te pa smo oblikovali v
ocenjevalno lestvico. Analizirali smo tudi odgovore otrok na kratek vprašalnik o njihovem
odnosu do krastače in kunca.
Rezultati so pokazali, da je po neposredni izkušnji več otrok narisalo vidne značilnosti
opazovanih živali (tj. telesna zgradba, anatomske značilnosti, podrobnosti ... ), več otrok je v
risbo vneslo tudi naravoslovna spoznanja, čutne zaznave in neshematsko risanje.
Ugotovili smo tudi, da so imeli otroci pred neposredno izkušnjo bolj naklonjen odnos do
kosmate živali. Po neposrednem stiku s krastačo se je odnos otrok do dvoživke spremenil,
otroci so izražali naklonjenost tako kuncu kot tudi krastači. Po neposredni izkušnji so otroci
podali le pozitivne razloge o odnosu do živali, večinoma vezane na doživeto izkušnjo.
Ključne besede
neposredno spoznavanje živali;
Podatki
Jezik: |
Slovenski jezik |
Leto izida: |
2022 |
Tipologija: |
2.11 - Diplomsko delo |
Organizacija: |
UL PEF - Pedagoška fakulteta |
Založnik: |
[P. Oblak] |
UDK: |
373.2:911.52(043.2) |
COBISS: |
112296707
|
Št. ogledov: |
1 |
Št. prenosov: |
0 |
Ocena: |
0 (0 glasov) |
Metapodatki: |
|
Ostali podatki
Sekundarni jezik: |
Angleški jezik |
Sekundarni naslov: |
The importance of direct experience with children'sperception – analysis of children's drawings before and after direct contact with a frog and arabbit |
Sekundarni povzetek: |
For a comprehensive perception, it is necessary to get to know the object directly and
experience it. Perceptions acquired and formed only based on media can be distorted; it is
required to gain direct experience and information with as many senses as possible for
realistic perceptions.
Specifically, when getting to know animals, children learn about their characteristics and
holistically experience them by direct observation and handling. It is essential to show and
impart a suitable, respectful attitude towards animals to children and help them overcome any
fears and prejudices.
In the graduation thesis entitled "The importance of direct experience with children's
perception – analysis of children's drawings before and after direct contact with a frog and a
rabbit," we investigated the impact of direct experience on children's perception. We were
interested in how children draw a particular animal before and after they directly get to know
and experience it and whether they incorporate more visible characteristics and sensory
perceptions into the drawings after direct contact. By re-drawing after a week of direct
experience, we investigated if the children retained specific visual features of the animals in
the drawings. In addition, we were interested in children's attitude toward furry animals and
amphibians and whether their attitude changes after direct contact with a toad and a rabbit.
The children's drawings were analyzed according to criteria in each category and formulated
into an assessment scale. We also examined the children's responses to a short questionnaire
on their attitude towards toads and rabbits.
The results showed that after the direct experience, several children drew the visible
characteristics of the observed animals (i.e., body structure, anatomical characteristics, details,
etc.), while several children also introduced scientific knowledge, sensory perceptions and
non-graphic drawing.
We also found that before the direct experience, the children had a more favorable attitude
towards the furry animal. After the direct contact with the toad, the children's attitude towards
the amphibian changed; they expressed affection for both the rabbit and the toad. After the
direct experience, the children gave only positive reasons regarding their attitude towards
animals, mostly related to the occasion. |
Sekundarne ključne besede: |
Predšolska vzgoja;Otroci in okolje;Risba;Univerzitetna in visokošolska dela; |
Vrsta datoteke: |
application/pdf |
Vrsta dela (COBISS): |
Diplomsko delo/naloga |
Komentar na gradivo: |
Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja |
Strani: |
91 str. |
ID: |
15701055 |