20.500.12556/RUL-186572 Učenje z umetniško izkušnjo v vrtcu montessori: vloga plesno-gledaliških dejavnosti diplomsko delo Learning through artistic experience in a Montessori kindergarten: the role of dance and theatre activities Diplomsko delo je umeščeno v področje predšolske vzgoje in proučuje učenje z umetniško izkušnjo, natančneje s plesno-gledališko umetnostjo v vrtcu montessori. V teoretičnem delu sem predstavila izhodišča celostnega in izkustvenega učenja, ki poudarjajo otrokovo aktivno vlogo v učnem procesu in pomen učenja z umetniško izkušnjo za otrokov razvoj. Osredotočila sem se na pedagogiko montessori in pomen pripravljenega okolja, samostojnost in učenje skozi lastno izkušnjo, ki predstavljajo pomemben okvir za razvijanje umetniških dejavnosti. Posebno pozornost sem namenila plesnemu izražanju in vlogi gledališča v predšolskem obdobju. Menim, da se plesno-gledališke dejavnosti, ki temeljijo na gibanju in igri, smiselno povezujejo s pedagogiko montessori, zato je namen diplomskega dela raziskati, kako se predšolski otroci odzivajo na načrtovane vodene plesno-gledališke dejavnosti ter dejavnosti, ki so vsebinsko in organizacijsko prilagojene načelom pedagogike montessori. Pri tem je plesno-gledališko okolje pripravljeno po načelih pedagogike montessori. Pri opazovanju sem spremljala odzive otrok na plesno-gledališke dejavnosti, njihovo vključenost, medsebojno sodelovanje in vidike gibalne ustvarjalnosti oziroma elemente plesa, kot so raznolikost gibanja, uporaba prostora, smeri, nivojev, časa in energije. Zaključujem z ugotovitvijo, da so se otroci na plesno-gledališke dejavnosti odzvali zelo pozitivno in izkazali visoko stopnjo motivacije. Aktivno so se vključili v dejavnosti, pri čemer so spontano razvijali lastne gibalne ideje in medsebojno sodelovali. Opazila sem tudi pozitivne spremembe na področju socialnega razvoja, še posebej v sodelovanju, komunikaciji in prevzemanju različnih vlog znotraj skupine. Poleg tega so otroci izkazali raznoliko in zanimivo gibalno ustvarjalnost, saj so uporabljali različne načine gibanja, raziskovali prostor in prilagajali gibanje glede na potek zgodbe ter temo dejavnosti. Ugotovitve potrjujejo, da je plesno-gledališke dejavnosti mogoče smiselno vključevati v okolje montessori, kjer lahko ob ustrezni prilagoditvi in izvedbi spodbujajo celostni razvoj otrok. This thesis is situated within the field of early childhood education and explores learning through artistic experience, more specifically through dance-theatre art in a Montessori kindergarten. In the theoretical part, I present the foundations of holistic and experiential learning, which emphasize the child’s active role in the learning process and the importance of learning through artistic experience for a child’s development. I focus on Montessori pedagogy and the significance of the prepared environment, independence, and learning through one’s own experience, which together provide an important framework for the development of artistic activities. Special attention is given to dance expression and the role of theatre in early childhood. I believe that dance-theatre activities, which are based on movement and play, meaningfully align with Montessori pedagogy. Therefore, the aim of this thesis is to investigate how preschool children respond to planned and guided dance-theatre activities, as well as to activities that are content-wise and organizationally adapted to the principles of Montessori pedagogy, in the form of a Montessori-prepared environment for dance-theatre play. During the observation, I monitored children’s responses to dance-theatre activities, their level of engagement, mutual cooperation, and aspects of motor creativity, such as diversity of movement, use of space, directions, levels, and the time and energy of movement. I conclude that the children responded very positively to the dance-theatre activities, demonstrating a high level of motivation. They actively engaged in the activities, spontaneously developing their own movement ideas and collaborating with one another. Progress was also observed in the area of social development, particularly in cooperation, communication, and the assumption of various roles within the group. Furthermore, the children exhibited diverse and engaging movement creativity, as they employed a variety of movement patterns, explored space, and adapted their movements in accordance with the progression of the story and the theme of the activity. The findings confirm that dance-theatre activities can be meaningfully integrated into the Montessori environment, where, with appropriate adaptation and implementation, they can support the holistic development of children. metoda montessori pedagogika montessori učenje z umetniško izkušnjo plesno-gledališko izražanje celostno učenje predšolski otroci Montessori pedagogy learning through artistic experience dance-theatre expression holistic learning preschool children true false false Z. Stolec Slovenski jezik Angleški jezik Diplomsko delo/naloga 2026-09-03 08:32:34 2026-09-03 08:32:45 2026-09-04 16:14:24 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 73 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2(043.2) 209155 290100483 53212.pdf 53212.pdf 1 4877498A6D57CBE41C8699C53B8F448B 2a13765948318bc47977dd54189ab27651c6a652733d1bb254616728d032a44c da8d9b3c-a760-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=245848 Pedagoška fakulteta 0 0 0