Lutka in socialni odnosi v vrtcu

doktorska disertacija

Helena Korošec (Avtor), Marcela Batistič-Zorec (Mentor), Janez Vogrinc (Komentor)

Povzetek

Področje raziskovanja doktorske disertacije je proučevanje igre z lutko pri izvajanju dnevnih dejavnosti v vrtcu in njenega vpliva na socialno vedenje otrok v oddelku. Zanimalo nas je, kakšna je praksa vzgojiteljev pri izvajanju lutkovno-gledaliških dejavnosti v vrtcu in koliko se pri načrtovanju ter izvajanju teh dejavnosti upošteva procesno-razvojni pristop, ki temelji na načelih ustvarjalne drame. Gledališke dejavnosti so družbena oz. socialna oblika umetnosti, v kateri otroci ne morejo sodelovati brez povezovanja, dogovarjanja in komuniciranja z drugimi. Ker je uspešno sodelovanje v lutkovno-gledaliških dejavnostih odvisno prav od obvladanja teh spretnosti, je gledališče lahko izjemno polje za razvoj otrokovih sposobnosti in kompetenc. V teoretičnem delu obravnavamo socialni razvoj v zgodnjem otroštvu in pomen socialne kompetentnosti za uspešno vključevanje v okolje. Otrokovo igro z lutko smo proučili v okviru simbolne igre v drugem poglavju, v katerem smo predstavili tudi ustvarjalno igranje vlog, sociodramsko igro in igro pretvarjanja. Naslednje poglavje je posvečeno vzgoji z umetnostjo in skozi umetnost, ki je uspešna metoda učenja in poučevanja na vseh področjih kurikuluma. S primerjalno analizo pristopov in metod gledališke pedagogike, v okviru katere smo se poglobljeno posvetili interakciji in ustvarjanju z lutko, smo utemeljili pomen lutkovne umetnosti za kakovostno vzgojo in izobraževanje. V empiričnem delu smo opravili pregledno raziskavo, v kateri smo uporabili kavzalno neeksperimentalno metodo pedagoškega raziskovanja. Zanimalo nas je, kakšna so stališča in praksa vzgojiteljev pri delu z lutko, kako se z izobraževanjem spremeni njihov pristop k izvajanju lutkovno-gledaliških dejavnosti in kakšno vlogo ima igra z lutko pri spremembi socialnega vedenja ter razvoju socialne kompetentnosti posameznikov v skupini. Z rezultati raziskave smo potrdili pomen vključevanja lutkovno-gledaliških dejavnosti, načrtovanih in izpeljanih po načelih ustvarjalne drame, za kakovostno izvajanja predšolskega kurikula in kot pomoč vzgojiteljem pri komunikaciji s skupino otrok ter posamezniki. Ugotovili smo, da je izobraževanje z lutkovno-gledališkega področja vplivalo na spremembo stališč do uporabe lutke v pozitivno smer, prav tako pa se je praksa lutkovnih dejavnosti spremenila v smeri procesno-razvojnega pristopa. Raziskovanje vpliva lutke na otrokovo socialno vedenje je pokazalo, da redno in kontinuirano izvajanje procesno-razvojno načrtovanih lutkovnih dejavnosti prispeva k pozitivnim spremembam na tem področju. Po trimesečnem izvajanju lutkovnih dejavnosti je bilo po presoji vzgojiteljic agresivnega vedenja manj, zadržani otroci so se bolj vključevali v dejavnosti, več je bilo prosocialnega vedenja, pozornost in vztrajnost otrok pri dejavnostih pa sta bili po njihovem mnenju boljši.

Ključne besede

socialno vedenje;lutkovno-gledališke dejavnosti;socialni razvoj;igra;vzgoja z umetnostjo;stališča;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2015
Tipologija:	2.08 - Doktorska disertacija
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[H. Korošec]
UDK:	792.97:373.2.16(043.2)
COBISS:	10387785
Št. ogledov:	1147
Št. prenosov:	248
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Puppets and social behaviour in preschool
Sekundarni povzetek:	This doctoral thesis examines puppet play in preschool daycare activities and its impact on the social behaviour of the children in a preschool classroom. We were interested in the preschool teachers' practical experience of using puppetry and drama activities, and the degree to which they used the developmental model for education, which is based on the principles of creative drama, in their planning and carrying out of these activities. Drama is a societal or social form of art in which children cannot co-operate without connecting, making agreements and communicating with others. Since successful participation in puppetry and drama depends on these skills, drama can be a very valuable area for developing children's capabilities and competencies. The theoretical part addresses social development in early childhood and the meaning of social competence for successful inclusion in the environment. The children's play with the puppet was studied as part of symbolic play, which is presented in the second chapter of the thesis along with creative role play, socio-dramatic play and pretend play. The next chapter focuses on early education with and through art, namely a successful method of learning and teaching in all areas of the curriculum. In the thesis, the importance of puppetry for a quality early upbringing and education is substantiated in a comparative analysis of the approaches and methods of theatre pedagogy in which we were deeply interested with regard to the interaction and creative work with the puppet. The empirical part involves survey research in which we used the causal non-experimental method of pedagogical research. We were interested in the standpoints and practices of preschool teachers in their work with the puppet, how their approach to conducting puppetry and drama activities changes in the course of their education, and what is the role of puppet play in the children's changed social behaviour and the development of the social competence of individuals in the group. The research results corroborated the importance of including puppetry and drama activities planned and carried out according to the principles of creative drama for quality implementation of the preschool curriculum, and as an aid to preschool teachers when communicating with a group of children and with individual children. It was established that the education in puppetry and drama led to a positive change in attitudes to use of the puppet, with the practice of puppetry activities also changing towards the developmental model approach. The research into how the puppet influences the children's social behaviour showed that engaging in regular and continuing puppetry activities planned according to and grounded in the developmental model contributes to a positive change in this area. After three months of carrying out the puppetry activities, by the teachers’ estimates, children displayed less aggressive behaviour, an increase in their participation in activities and prosocial behaviour was noticed, with improvements being also seen in the children's focus and perseverance in activities.
Sekundarne ključne besede:	puppetry;nursery school;trainer;lutke;vrtec;vzgojitelj;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Doktorska disertacija
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak.
Strani:	XIV, 247 str.
ID:	8708427