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Title:Lutke na delih našega telesa
Authors:Brec, Bernarda (Author)
Šinko, Sabina (Mentor) More about this mentor... New window
Files:.pdf VS_Brec_Bernarda_2020.pdf (4,08 MB)
MD5: F478859DFD95C2DC91D03191D12DE0D4
 
Language:Slovenian
Work type:Bachelor thesis/paper (mb11)
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:Namen diplomske naloge z naslovom Lutke na delih našega telesa je predstaviti, kako lahko vzgojiteljice s predšolskimi otroki uporabijo lutko v prav vseh dejavnostih in področjih dela v vrtcu. Z lutko spodbujamo otrokovo ustvarjalnost, ta jih motivira za delo in zato lahko učenje poteka celostno. Otrok s pomočjo lutke lažje razume in spoznava svoje telo, čustva in svet okoli sebe. Vživlja se v različne situacije in tako z lahkoto osvaja kurikularne cilje (Korošec, 2005). Lutka jim pomaga, da na zabaven in enostaven način pridejo do določenega znanja. Ta zato vedno bolj postaja partner vsake vzgojiteljice. Najprej nas je zanimal zgodovinski razvoj lutke, saj ta sprva ni bila v vlogi pedagoške funkcije, včasih je bila le razvedrilo otrokom in starejšim ter imela precej nizkoten status. Potrebnega je bilo veliko truda, da se je lutkovna umetnost razvila, dobila svoj stalni prostor (lutkovno gledališče), stopila ob bok gledališki umetnosti in dobila svoje mesto tudi v vzgojnem in izobraževalnem procesu. Tako smo se v teoretičnem delu v nadaljevanju osredotočili predvsem na vlogo lutke, ki jo ima ta pri igri in pri vzgojno-pedagoških vsebinah, s tem je velikokrat uresničen tudi terapevtski učinek, ki ga ima lutka v rokah vzgojiteljice in otroka. Otrok se igra z različnimi predmeti in igračami, ki jih ves čas oživlja in z njimi komunicira. Ob vodeni dejavnosti ugotavlja, kako vsestransko moč imajo prav preproste lutke, kot so stopala, kolena in prsti, ki so mu vsak trenutek na voljo, tako lutka zaživi na različnih delih njegovega telesa. V naši skupini nas lutka spremlja na prav vsakem koraku, zato smo v praktičnem delu skozi aktivnosti otrok prikazali, kako ti preko animacije z lutko spoznavajo svoje telo, možnosti gibanja, urijo motorične sposobnosti delov telesa in razvijajo neverbalno komunikaciji s posameznimi gibi, izražajo svoja čustva, krepijo medosebne odnose in prav vsak del telesa spremenijo v lutko.
Keywords:lutkovno ustvarjanje, predšolski otroci, preproste lutke, oživljanje predmetov, moje telo – lutka
Year of publishing:2020
Publisher:[B. Brec]
Source:Maribor
UDC:373.2:688.721.27(043.2)
COBISS_ID:16766723 New window
NUK URN:URN:SI:UM:DK:KGGJOBQ0
Views:234
Downloads:51
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:PEF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:04.02.2020

Secondary language

Language:English
Title:Different types of puppets based on our body parts
Abstract:The aim of the diploma thesis entitled Different Types Of Puppets Based On Our Body Parts is to present how teachers can use a puppet with preschool children in just about every activity and field of work in kindergarten. The puppet encourages children’s creativity, which motivates them to work, therefore learning can become a holistic process. With the help of a puppet, children can more easily understand and get to know their body, emotions and the world around them. They get involved in different situations and thus easily achieve curricular goals (Korošec, 2005). A puppet helps them to gain certain knowledge in a fun and easy way. This is why kindergarten teachers are using puppets increasingly often. Firstly, we were interested in the historical development of the puppet, since it initially did not have a pedagogical function. In the past, it was merely an entertainment for children and adults, and had a rather low status. It took a lot of effort effort for puppetry to develop, get a permament position (a puppet theatre), be able to compete with theatre art and also got its place in the educational process. In the theoretical part, we have thus focused primarily on the puppet’s role during play and its role in the educational contents. This often results in the therapeutic effect of the puppet in the hands of the teacher and the child. A child plays with various objects and toys, which he constantly animates and interacts with. Throughout guided activity, he discovers how versatile power is given to simple puppets, such as the feet, knees, and toes that are available to him every moment, resulting that the puppet comes to life in various parts of his body. In our group, the puppet follows us every step of the way. In the practical part, we have shown through children’s activities how they get to know their body and their movement possibilities, master motor abilities of body parts and develop non-verbal communication with individual movements, express their emotions, strengthen interpersonal relationships and turn every part of the body into a puppet through being animated by the puppet.
Keywords:puppetry craft, preschool children, simple puppets, animating objects, my body – a puppet


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