Risanje po spominu v predšolskem obdobju

diplomsko delo

Ernesa Blažević (Avtor), Uršula Podobnik (Mentor)

Povzetek

Diplomsko delo z naslovom Risanje po spominu v predšolskem obdobju vsebuje teoretični del z vidiki risanja v povezavi s spominom ter raziskovalni del. V teoretičnem delu sem podrobneje opredelila risanje, predstavila pomen risanja v otroštvu, otrokov odnos do barve, risarske tehnike in pripomočke. V zvezi s spominom se v teoretičnem delu diplome osredotočam na delovanje spomina, vrste spomina, razvojne stopnje spomina in predstavim načine merjenja spomina ter dodam opis nekaterih tehnik, ki omogočajo krepitev spominskih sposobnosti. V empiričnem delu sem v raziskavo vključila 16 predšolskih otrok, starih med 5 in 6 let (8 dečkov ter 8 deklic). V prvem delu raziskovanja sem preverjala, kaj vse lahko vpliva na spomin pri risbi (motivika), koliko časa si lahko otrok zapomni svojo risbo ter kateri dejavniki vplivajo na spominske procese. V raziskavi sem ugotavljala, koliko elementov oziroma likov si lahko otrok zapomni, če motiviko izbere vzgojitelj oziroma če jo izbere sam otrok. Pri tem sem ugotavljala tudi vpliv barv . Za iskanje odgovora na eno od raziskovalnih vprašanj sem otroke razdelila v dve skupini (skupina A in skupina B). Obe skupini sta poslušali zgodbo z naslovom Medved in klobuk avtorice Anje Štefan. Skupina A je neposredno po poslušanju zgodbe prejela pripomočke ter navodilo, da zgodbo ponazori v risbi, medtem ko skupina B te naloge ni dobila. Po preteku enega tedna sem nato preverjala stopnjo spominjanja zgodbe pri obeh skupinah. S kodiranjem sem besedilo razgradila na manjše, za analizo pomembne enote, na katere sem bila pozorna pri obnavljanju zgodbe s strani otrok. Pridobljene rezultate sem nato analizirala in po opravljeni analizi pridobljenih podatkov ter z upoštevanjem pridobljenih spoznanj o vplivu otrokove ilustracije na spomin ob pripovedovanju zgodbe ugotovitve strnila v zaključku. Ugotovila sem, da so otroci, ki so risali zgodbo, le-to pripovedovali bolj bogato in z več detajli oz. kodami. Pri vključevanju vpliva barv nisem ugotovila večjega (pozitivnega) vpliva na rezultate. Glede izbire motivike risanja ter v primerjavi samostojnega risanja s tako imenovanim šablonskim risanjem sem ugotovila višjo stopnjo spominjanja v primeru, ko spoštujemo likovno-izrazno avtonomnost otroka in na tem temelječo svobodo likovnega izražanja. Slednje je ključnega pomena tudi sicer in je prvi pogoj za uspešen razvoj otrok na likovnem področju.

Ključne besede

spomin;risanje;vpliv barv;pripovedovanje;ilustracija;kodiranje;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2023
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[E. Blažević]
UDK:	373.2(043.2)
COBISS:	163804931
Št. ogledov:	6
Št. prenosov:	1
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Drawing from memory in preschool
Sekundarni povzetek:	The bachelor’s thesis entitled Drawing from Memory in the Preschool Period contains a theoretical part from the point of view of drawing in connection with memory, and a research part. In the theoretical part, I define drawing in more detail, presented the importance of drawing in childhood, children's attitude to colors, drawing techniques and tools. In relation to memory, in the theoretical part of the thesis, I focus on the functioning of memory, types of memory, developmental stages of memory and presentation methods of measuring memory and I add a description of some techniques that need to strengthen memory abilities. In the empirical work, I included 16 preschool children between the ages of 5 and 6 (8 boys and 8 girls) in the research. In the first part of the research, I checked what can affect the memory of a drawing (motive) and how long a child can remember his drawing and what factors affect memory processes. In the research, I found out how many elements or characters a child can remember if the motif is chosen by the educator or if it is chosen by the child himself. I also found out the influence of the color aspect. In one of the research questions, I divided the children into two groups (group A and group B). Both groups listened to the story entitled The Bear and the Hat by Anja Štefan. Group A received aids directly after listening to the story and was instructed to illustrate the story in a drawing, while Group B was not given this task. After one week, I then checked the story recall list of both groups. By coding, I devided the text into smaller, important for the analysis units, which I paid attention to when retelling the stories by the child. I then analyzed the obtained results and after a prepared analysis of the obtained data and using the acquired knowledge about the influence of the child's illustration on the memory when telling the story, I condensed the findings into a conclusion. I found that the children who drew the story told it more richly and with more details, or codes. When including the color aspect, I did not find a major positive impact on the results. With regard to the choice of drawing motifs and in the comparison of independent drawing with so-called template drawing, I found a higher memory score if the child is given the freedom of artistic expression. The latter is also of vital importance and is a prerequisite for the successful development of a child in the field of art.
Sekundarne ključne besede:	memory;drawing;color aspect;storytelling;illustration;coding;Predšolska vzgoja;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS):	Diplomsko delo/naloga
Študijski program:	0
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani:	1 spletni vir (1 datoteka PDF (53 str.))
DOI:	20.500.12556/RUL-149392
ID:	19900764