LUTKA IN OTROKOV VSAKDAN

• Main Author: Žerjav, Anja
• Other Authors: Šinko, Sabina
• Format: Bachelor Thesis
• Language: Slovenian
• Published: A. Žerjav 2011
• Subjects: lutka; predšolska vzgoja; igra; otrok; okolje (prostor); materiali; komunikacija (verbalna in neverbalna); pozitivna samopodoba; samozavest; puppet; preschool education; game; child; environment (space); materials; communication (verbal and non-verbal); positive self-image; self-confidence; info:eu-repo/classification/udc/373.2(043.2); sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=20673; https://dk.um.si/Dokument.php?id=25743&dn=; https://plus.si.cobiss.net/opac7/bib/18713864?lang=sl

S pomočjo strokovne literature ter zapiskov s predavanj pri predmetu Lutkovno-gledališka vzgoja z metodiko je v diplomski nalogi predstavljena lutka kot sredstvo, za doseganje vzgojno izobraževalnih ciljev v predšolskem obdobju. Zanimala nas bo tudi lutka v povezavi z igro ter vpetost v ostala vzgojno izobraževalna področja, kot so glasba, umetnost, jezik, gibanje, matematika, narava, družba … Za otrokov razvoj je lutka ena izmed pomembnih komponent, kajti z njeno pomočjo si otrok razvija ustvarjalnost, gibanje, govor, spoznava naravo, zaznava svet, ga lažje razume, mu pomaga pri socializaciji. Poznamo različne vrste lutk, ki jih otroci lahko tudi sami ustvarijo ter jih oživijo v komunikaciji s samim seboj, vrstniki ali z drugo lutko. Kot popotnica pa lutko večkrat spremlja tudi igra, ki je spontana in ustvarjalna dejavnost, ki se pojavi v različnih obdobjih človekovega življenja. V predšolskem obdobju je igra osnovna dejavnost otrok. Za otrokov razvoj ob igri z lutko so pomembna področja otrokovega čustvenega, socialnega in spoznavnega razvoja: razvoj domišljije, ustvarjalnosti, razvoj samopodobe in samozavesti, razvoj socialnih veščin, razvoj empatije, izražanje čustev ter razvoj verbalne in neverbalne komunikacije. Zanimalo nas bo, kako strokovna literatura opredeljuje igro kot osnovno dejavnost predšolskega otroka ter vrste in značilnosti posameznih iger, ki se pojavljajo v predšolskem obdobju. Otrokom moramo ponuditi prijetno izkušnjo, srečanje z lutko, ki kot motivacijsko sredstvo pripomore k izvajanju vzgojnega dela. With the help of a specialist literature and notes from the lectures of Puppet-theatrical education with methodology, I present in my diploma paper the puppet as a way to achieve pedagogic-educational goals in preschool age. We will study the puppet related to the games, and inclusion into other pedagogic-educational fields, such as music, art, language, motion, mathematics, nature, society… For child development the puppet is very important factor, because it helps a child to develop creativity, motion, speaking skills, to know the nature even better, to perceive the world and understand it better and it also helps in socializing. We know different kinds of puppets, which can be made by children themselves so they consider them as living beings while communicating with it or by playing with peers or another puppet. A puppet is also accompanied by playing, which is spontaneous and creative activity that appears in different periods of human’s life. At preschool age playing is child’s main activity. Child development is connected to playing with puppets so the child evolves emotional, social and cognitive development development of imagination, creativity, self-esteem and self-confidence, social skills, empathy, expressing feelings and development of verbal and non-verbal communication. We will be interested in how the specialist literature defines the game, as the basic activity of children at preschool age, as well as different kinds and characteristics of particular games, which appear at preschool age. We should offer a child a pleasant experience when he gets to know the puppet, which can be used as kind of motivation while dealing with educational activities.