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Title:SPODBUJANJE RAZVOJA OTROŠKE RISBE
Authors:ID Vindiš Brozović, Alenka (Author)
ID Cugmas, Zlatka (Mentor) More about this mentor... New window
Files:.pdf VS_Vindis_Brozovic_Alenka_2013.pdf (418,05 KB)
MD5: 5E1F4F49DA1ADA9C3C84A2F843D69926
PID: 20.500.12556/dkum/4d528736-99f1-4470-9cba-67d129fdb7c4
 
Language:Slovenian
Work type:Undergraduate thesis
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:Različni avtorji se strinjajo, da obstajajo v otrokovem življenju različne faze risanja (Horvat in Magajna, 1987; Karlavaris, 1986; Marjanovič Umek in Zupančič, ur., 2004; Pogačnik Toličič, 1986; Toličič in Smiljanič, 1979; Troj, 1997). Niso si popolnoma enotni v navajanju, kdaj se začne oziroma konča katera izmed le-teh, toda edini so si v tem, da obstajajo. Vzgojitelji lahko z napačnimi metodami pri likovni vzgoji zavirajo razvoj otroške risbe, dušijo otroško ustvarjalnost in zavirajo razvoj pozitivne otrokove samopodobe (Belamarić, 1986). Otroška risba nam mnogokrat nudi pogled v psihično življenje otroka, saj lahko preko nje izvemo o marsikateri otrokovi stiski in mu pomagamo. Vendar je zato potrebno globlje poznavanje govorice otroške risbe (Pogačnik Toličič, 1986). Psihologi uporabljajo otroško risbo v diagnostične namene (Cugmas, 2003). Istočasno pa nam otroško risanje nudi tudi terapevtske možnosti. Preko risanja se lahko sprostijo otroške frustracije, strahovi; izrazijo se žalost, trpljenje... (Malchiodi, 1997). V diplomski nalogi sem preučila, kako vzgojiteljice/vzgojitelji spodbujajo razvoj otroške risbe. Ugotavljala sem, ali vzgojiteljice/vzgojitelji: ● individualizirajo likovno ustvarjanje otrok, ki so na različnih stopnjah razvoja risbe; ● dovoljujejo samostojnost pri likovnem izražanju; ● otroke učijo likovnih shem; ● spodbujajo terapevtski pomen likovnega ustvarjanja; ● poskušajo prepoznavati otrokovo psihično doživljanje s pomočjo risbe. Ugotovila sem, da vzgojiteljice/vzgojitelji včasih individualizirajo likovno ustvarjanje otrok, otrokom dovoljujejo samostojnost pri likovnem izražanju, da otroke učijo likovnih shem, spodbujajo terapevtski pomen likovnega ustvarjanja in se trudijo prepoznavati otrokovo psihično doživljanje s pomočjo risbe.
Keywords:otrok, otroška risba, razvoj, spodbujanje, pomen
Place of publishing:Maribor
Publisher:[A. Vindiš Brozović]
Year of publishing:2013
PID:20.500.12556/DKUM-39741 New window
UDC:159.9(043.2)
COBISS.SI-ID:19772168 New window
NUK URN:URN:SI:UM:DK:5FTENM4D
Publication date in DKUM:27.03.2013
Views:6628
Downloads:1692
Metadata:XML DC-XML DC-RDF
Categories:PEF
:
VINDIŠ BROZOVIĆ, Alenka, 2013, SPODBUJANJE RAZVOJA OTROŠKE RISBE [online]. Bachelor’s thesis. Maribor : A. Vindiš Brozović. [Accessed 28 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=39741
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Secondary language

Language:English
Title:SUPPORTING THE DEVELOPMENT OF A CHILD'S DRAWING
Abstract:Different authors agree that there exist various drawing phases in a child's life. (Horvat in Magajna, 1987; Karlavaris, 1986; Marjanovič Umek in Zupančič, ur., 2004; Pogačnik Toličič, 1986; Toličič in Smiljanič, 1979; Troj, 1997). They do not have exactly the same view on that when each phase begins and ends, but they all believe in their existence. Educators can hinder the development of the child's drawing by implementing wrong methods, they can suffocate child's creativity and the creation of a positive self-image (Belamarić, 1986). The child's drawing often offers an insight into his/her psychic life, because with it we can find out a lot about child’s distress and therefore it enables us to help the child, but a thorough understanding of a child’s drawing is needed for that (Pogačnik Toličič, 1986). Psychologists use a child’s drawing for diagnostic purposes (Cugmas, 2003) and it also offers them therapeutic possibilities. A child’s frustrations, fears can be loosen; sorrow, suffering are expressed by their drawing (Malchiodi, 1997). In my diploma work is explored how educators encourage the development of child’s drawing. I also state it if educators: ● individualize an artistic creativity of children who are on a different levels of drawing’s development ● allow independency at artistic expression ● teach artistic schemes to children ● encourage the therapeutic meaning of artistic creativity ● try to recognize a child’s psychic experience through his/her drawing I state it that educators sometimes individualize children’s artistic expression, they allow them independency at artistic expression, they teach children artistic schemes, encourage the therapeutic meaning of artistic creativity and try to recognize a child’s psychic experience through his/her drawing.
Keywords:child, child’s drawing, development, encouragement, meaning


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