Ples kot ustvarjalni proces in medpodročno povezovanje: analiza stanja v slovenskih vrtcih

Čović, Adis (avtor), Šubic-Kovač, Maruška (mentor), Geršak, Vesna (avtor)

V prispevku je predstavljena analiza plesnega področja v slovenskih vrtcih. V raziskavi so sodelovali vzgojitelji prvega kroga izobraževanja »Profesionalno usposabljanje strokovnih delavcev za izvajanje elementov posebnih pedagoških načel koncepta Reggio Emilia na področju predšolske vzgoje v letih 2008– 2013« na Pedagoški fakulteti v Ljubljani. V raziskavi je sodelovalo 810 vzgojiteljic in vzgojiteljev iz vrtcev različnih regij Slovenije. Udeleženci izobraževanja so v anketnem vprašalniku odgovarjali na vprašanja o vključevanju različnih plesnih vsebin pri delu z otroki, medpodročnem povezovanju plesa in o uporabi plesnih dejavnosti v vrtcu v različne namene. Za obdelavo podatkov smo uporabili osnovno statistiko in frekvenčne porazdelitve, ki smo jih grafično ponazorili s histogrami. Izračunali smo aritmetično sredino posameznih spremenljivk. Pridobljene rezultate smo analizirali in primerjali s cilji in vsebinami Kurikuluma za vrtce (1999) in načeli pedagoškega pristopa Reggio Emilia. Rezultati so pokazali, da vzgojitelji v vrtcu še vedno v veliki meri sledijo stereotipom o plesni vzgoji kot učenju že vnaprej določenih form in oblik (učenje koreografij), ki stremijo k cilju (nastopu za občinstvo) in ne k ustvarjalnemu procesu, tj. otrokovemu ustvarjanju, raziskovanju plesa in izražanju skozi ustvarjalni gib in ples. Poleg tega rezultati kažejo, da vzgojitelji ples v največji meri integrirajo v področje umetnosti. Presenetljivi so rezultati, ki kažejo, da vzgojitelji v vrtcu praktično ne vpeljujejo ustvarjalnega giba in plesa kot medpodročnega povezovanja pri razumevanju matematičnih vsebin. V povprečju vzgojitelji uporabljajo plesne vsebine v projektnem delu le občasno, v pedagoškem pristopu Reggio Emilia pa je projektno delo ena izmed glavnih oblik dela. Ob navedenih rezultatih se nam pojavlja mnogo vprašanj. Stanje na področju plesne vzgoje v vrtcih bi bilo potrebno še podrobneje raziskati, upamo pa, da bo izobraževanje vzgojiteljev po načelih pristopa Reggio Emilia doprineslo k kvalitetnejšim plesnim dejavnostim v vrtcu v smislu ustvarjanja, izražanja, raziskovanja in povezovanja plesa in skozi ples.

• Jezik: Neznan jezik
• Ključne besede: ples
• Vrsta gradiva: Delo ni kategorizirano
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: Pedagoška fakulteta
• Leto izida: 2010
• Št. strani: 291-306
• Številčenje: 2010
• PID: 20.500.12556/RUL-69833
• Datum objave v RUL: 10.07.2015

ČOVIĆ, Adis in GERŠAK, Vesna, 2010, Ples kot ustvarjalni proces in medpodročno povezovanje: analiza stanja v slovenskih vrtcih [na spletu]. 2010. Pedagoška fakulteta. [Dostopano 3 april 2025]. Pridobljeno s: http://pefprints.pef.uni-lj.si/450/

Sekundarni jezik

• Jezik: Neznan jezik
• Naslov: Dancing as a creative process and intersubject integration: the analysis of the situation in Slovenian kindergartens

Izvleček

The following paper presents an analysis from the field of dance education in Slovenian kindergartens. Participants in the survey were the preschool staff from the first round of the education programme titled “Professional training for practitioners for the purpose of implementing elements of special pedagogical principles of the Reggio Emilia concept in the field of preschool education for the period 2008–2013”, which took place at the Faculty of Education in Ljubljana. 810 preschool staff from kindergartens of various regions of Slovenia participated in the survey. The participants filled in the questionnaire referring to the integration of various dance sessions into their work with preschool children, regarding the intersubject integration of dance sessions and the use of dance activities in a kindergarten for different purposes. Data were analysed using the basic statistics and frequency distribution and are graphically presented in histograms. Moreover, the arithmetic mean of various variables was calculated. The obtained results were analysed and compared to the objectives and contents of the Kindergarten Curriculum (1999) and the principles of the Reggio Emilio Approach. The results have shown that kindergarten preschool staff still follow the stereotypes in dance education, perceiving it as a way of learning predefined forms and styles (learning choreographies) that aim to achieve a certain goal (performance in front of an audience) rather than creative processes such as a child’s creativity, exploration of dance and expression through creative movements and dancing. The findings further reveal that preschool staff integrate dancing into the arts section as much as possible. However, the results, which are most surprising, show that preschool staff do not introduce creative movements and dancing as the means of intersubject integration for the purpose of understanding mathematical content. Preschool staff only occasionally use dance sessions as part of project work, which according to the Reggio Emilia Approach is one of the main forms of work. Many questions arise from the results presented in the paper. The situation in the field of dance education in kindergartens needs to be further researched. However, we hope that educating preschool staff using the Reggio Emilia Approach can contribute to quality dance activities in kindergartens in terms of creativity, expression, exploration and linking dance through dancing.

• Ključne besede: dance