Vloga vzgojitelja pri posredovanju pravljic predšolskim otrokom

Gutnik, Urška (author), Petek, Tomaž (mentor)

V diplomskem delu z naslovom Vloga vzgojitelja pri posredovanju pravljic predšolskim otrokom sem se osredotočila na posredovanje pravljic predšolskim otrokom v vrtcu. V teoretičnem delu sem opredelila termin pravljica, na kratko opisala njen izvor, opisala osnovno delitev pravljic in nato značilnosti posamezne vrste. Razjasnila sem tudi vprašanje, zakaj bi morali predšolskim otrokom brati (ljudske) pravljice. Nadaljevala sem s književno vzgojo v vrtcih, pri čemer sem opisala tri vrste ciljev književne vzgoje: izobraževalne, funkcionalne in vzgojne. Zadnji del sem namenila vlogi vzgojitelja. Opisala sem korake za pripravo na posredovanje pravljice, kako naj bi potekalo posredovanje pravljice, kakšni so načini posredovanja, pogoste napake ob posredovanju in zakaj bi morali posredovanje pravljic predšolskim otrokom ponavljati. Z raziskavo sem dosegla cilj diplomskega dela in napisala primere priprav ter preverila smiselnost zapisanih meril za posredovanje pravljic. Ugotovila sem, da se lahko spremeni njihov namen, saj se jih lahko uporablja za posredovanje vseh besedil v predšolskem obdobju. Ugotovila sem, da pride do razlik v posredovanju pravljic med 1. in 2. starostnim obdobjem. Razlika je v dolžini posredovanega besedila ali pravljice. Med pisanjem evalvacije sem ugotovila, da so faze interpretacije zelo koristne, saj nam dajo osnovne smernice, kako moramo načrtovati dejavnost posredovanja besedila: uvodna motivacija, premor pred branjem/poslušanjem, branje/poslušanje, premor po branju/poslušanju, nove naloge.

• Language: Slovenian
• Keywords: predšolski otrok
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-110573
• COBISS.SI-ID: 12586057
• Publication date in RUL: 18.09.2019

Secondary language

• Language: English
• Title: Preschool teacher´s role in telling fairy tales to preeschool children

Abstract

In the diploma thesis with entitle Preschool Teacher´s Role in Telling Fairy Tales to Preeschool Children, I focused on spreading fairy tales to pre-school children in kindergarten. In the theoretical part I defined the fairy tale, I shortly describe its origin, the basic distribution of fairy tales and the characteristics of individual species. I also clarified why we should read (folk) fairy tales to pre-school children and then I continued with literary education in kindergartens, where I described three types of literary education goals: educational, functional and upbringing goal. The last part I devoted to the role of educator. I have described steps to prepare for the transmission of the fairy tale, how this transmission should look like, which are the ways of transmission, the frequent mistakes at transmission, and why the fairy tale to the pre-school children should be repeated. With the research I reached the goal of the diploma work and wrote examples of preparations and I checked the meaningfulness of the written criteria for the transmission of fairy tales. I have found that their purpose can be changed, since they can be used for the transmission of all texts in the pre-school period. I have found that there are differences in the transmission of fairy tales between the 1st and 2nd age periods at the kindergarten. Of course, there is a difference in the length of the text or fairy tale. During the writing of the evaluation, I realized that the phases of interpretation are very useful, since they provide us with basic guideline on how to plan the activity of the text transmission: introductory motivation, pause before reading/listening, pause after reading/listening, new tasks.

• Keywords: pre-school child