diplomsko delo
Ana Rotovnik (Avtor), Vesna Geršak (Mentor)

Povzetek

Diplomsko delo Uporaba nestrukturiranega materiala in plesnih zgodb za spodbujanje plesne ustvarjalnosti v vrtcu je razdeljeno na dva dela: teoretičnega in empiričnega. V prvem delu sem opredelila ples in ustvarjalni gib v predšolskem obdobju ter se osredotočila na to, kaj so plesni elementi in zakaj so plesne spodbude v predšolskem obdobju tako pomembne. Opredelila sem tudi pojem plesno-gibalnih zgodb, njihovo povezavo z utelešeno kognicijo in pomembnost vloge vzgojitelja pri načrtovanju. Ker me je zanimalo, kako se bodo otroci čustveno odzivali na dejavnosti v sklopu diplomskega dela, sem raziskala, katera so osnovna čustva in kako poteka čustvovanje. Zanimal me je tudi vpliv gibanja na ranljivejše otroke ‒ tujejezične otroke in otroka s posebnimi potrebami. V empiričnem delu je predstavljenih šest plesno-gibalnih dejavnosti, ki sem jih izvedla v heterogeni vrtčevski skupini otrok, starih od 4 do 6 let. Glavni namen diplomskega dela je bil ugotoviti, kako se bodo otroci odzivali na plesne spodbude in na kakšen način bodo raziskovali elemente plesa v okviru šestih dejavnosti. Zanimalo me je tudi, kako se bodo v dejavnosti vključevale ranljivejše skupine otrok in ali se bo socialna povezanost na nivoju skupine pred in po izvedenih dejavnostih spremenila. Ker sta v skupini tudi dva tujejezična otroka in otrok s posebnimi potrebami, me je zanimalo, kakšen bo njihov odziv na zastavljene dejavnosti. Otroci so v plesno-gibalnih dejavnostih res uživali in se v obdobju šestih tednov pri ustvarjanju zelo sprostili. Izvajali so spontano gibanje, ki jim je bilo na začetku tuje, saj tega načina izvajanja dejavnosti v vrtcu niso poznali. S pomočjo plesno-gibalnih zgodb so utrjevali vsebine z različnih kurikularnih področij, predvsem narave in družbe. Otroci so vsebinam zgodb najprej prisluhnili, nato pa so jih ponazorili in ponotranjili s pomočjo ustvarjalnega gibanja. Tako so lažje utelesili vsebine, ki so jim bile manj poznane. Čeprav je bil otrok s posebnimi potrebami vključen v vse dejavnosti, obdelava podatkov zaradi njegovih nepredvidljivih čustvenih stanj ni bila mogoča. Tujejezična otroka sta bila pri dejavnostih zelo aktivna in motivirana, po večini sta pri gibanju posnemala vrstnike in pri tem doživljala pozitivna čustva.

Ključne besede

spodbudni material;plesno-gibalne zgodbe;ustvarjalni gib;tujejezični otroci;utelešena kognicija;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [A. Rotovnik]
UDK: 373.2(043.2)
COBISS: 191034883 Povezava se bo odprla v novem oknu
Št. ogledov: 24
Št. prenosov: 149
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Encouraging children's dance creativity in kindergarten with unstructured materials and dance stories
Sekundarni povzetek: The thesis, entitled The Use of Unstructured Material and Dance Stories in Encouraging Dance Creativity in Kindergarten, is divided into two parts: the theoretical and the empirical. I first defined dance and creative movement as they relate to the preschool stage and focused on what dance elements are and why dance incentives in the preschool stage are so important. I defined the concept of dance and movement stories, their connection to embodied cognition, and the importance of the educator's role in their planning. As I was interested in seeing how children would respond emotionally to the activities laid out in the thesis, I researched basic emotions and the way they are processed. I was also curious as to the impact of movement on the more vulnerable children: children who speak Slovene as a second language and a child with special needs. The empirical part of the thesis lays out six dance and movement activities that I conducted within a heterogeneous kindergarten group of children aged four to six. The main aim of the thesis was to discover how the children would respond to stimulus in the form of dance and how they would explore the elements of dance during the course of the six activities. I also wanted to observe how the more vulnerable children would be included in the activities and whether social cohesion at the group level would change before and after the activities were carried out. As the group of children also included two children who speak Slovene as a second language and a child with special needs, I wondered how they would react to the proposed activities. The children thoroughly enjoyed the dance and movement activities and, over the course of six weeks, became very relaxed in their creative work. Their movements were spontaneous, a concept foreign to them at first as they were not familiar with this approach to activities in kindergarten. Through dance and movement stories, they consolidated knowledge from various curricular areas, focusing on nature and society. The children listened to the contents of the stories and then illustrated and internalised them through creative movement. This made it easier for them to embody content that was less familiar to them. Although the child with special needs was included in all activities, the processing of data was not possible due to the unpredictability of their emotional state. The children who speak Slovene as a second language were very active and motivated, mostly imitating peers in their movements and, in doing so, experiencing positive emotions.
Sekundarne ključne besede: encouraging material;dance and movement stories;creative movement;foreign-language children;embodied cognition;Predšolska vzgoja;Ples;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Diplomsko delo/naloga
Študijski program: 0
Konec prepovedi (OpenAIRE): 1970-01-01
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani: 1 spletni vir (1 datoteka PDF (X, 103 str.))
ID: 23281744