Spodbujanje ustvarjalnosti 5-6 let starih otrok s pomočjo igralnega materiala

Zajec, Ana (avtor), Avsec, Stanislav (mentor), Šuligoj, Veronika (komentor)

Spodbujanje ustvarjalnosti predšolskih otrok, starih 5 in 6 let, s pomočjo igralnih materialov predstavlja velik izziv za vzgojitelje, ki s pomočjo vsakodnevnega načrtovanja igralnih dejavnosti spodbujajo igro za razvoj ustvarjalnosti. Razvoj ustvarjalnosti je ravno v tem predšolskem obdobju pomemben, saj bodo otroci v vrtcu pridobljeno ustvarjalnost potrebovali v šoli za napredovanje, pogajanje, kakovostnejše odnose in bogatejše življenje. Za doseganje uspešnosti razvoja ustvarjalnosti je pri vzgojitelju potrebno dobro prepoznavanje in spremljanje otrokovega znanja, sposobnosti, osebnih lastnosti in igralnih materialov. Le tako lahko vzgojitelj načrtuje izvajanje dejavnosti, ki največ prispevajo k otroškemu pridobivanju novih znanj in ustvarjalnosti. Teoretična izhodišča diplomskega dela predstavljajo glavne zakonitosti razvoja predšolskega otroka, simbolne igre in igralnih materialov. V celoti potrjujejo, da je poznavanje otrokovega razvoja ključno za razvoj ustvarjalne predšolske vzgoje v vrtcu, ki otroku omogoča pridobitev potrebnih spretnosti. Za otroke v starostni skupini 5 in 6 let je značilno, da dosegajo najvišjo raven razvoja simbolne igre ne glede na vrsto igralnega materiala. Otroci so zelo fleksibilni pri pretvarjanju igralnih materialov. Z uporabo strukturiranih igralnih materialov ustvarjajo nove ideje, kar izboljšuje njihove učne in razvojne sposobnosti. Uporaba nestrukturiranih materialov pa omogoča otrokom učenje sodelovanja, prilagajanja, raziskovanja ter krepitev spretnosti razmišljanja in koncentracije. Z nizko strukturiranimi materiali lahko otrok doseže največjo stopnjo ustvarjalnosti. V diplomskem delu z metodo anketiranja raziskujemo, katere igralne materiale vzgojitelji Vrtca Litija najpogosteje uporabljajo za doseganje ustvarjalnosti otrok, starih 5 in 6 let. Pri tem nas zanima, ali prihaja do razlik pri rokovanju otrok z nizko in visoko strukturiranim igralnim materialom, prav tako bi radi ugotovili, katere vrste igralnih materialov vzgojitelji najpogosteje uporabljajo za doseganje ustvarjalnosti in s katerimi lahko najbolj spodbudijo ustvarjalnosti pri otrocih v tej starostni kategoriji. V analizi rezultatov ugotovimo, da se spreminja čas uporabe igralnega materiala in zanimanja otrok za rokovanje z visoko in nizko strukturiranim materialom. Čas uporabe in zanimanje je daljše pri nizko strukturiranem igralnem materialu. Vzgojitelji najpogosteje uporabljajo nizko strukturiran material za doseganje ustvarjalnosti otrok v tej starosti, pri čemer se kot igralni material najpogosteje uporabljajo listje, kocke in blago. Ustvarjalnost otrok je mogoče najbolj spodbujati z nestrukturiranimi igralnimi materiali. To so predvsem naravni materiali, med njimi pesek, glina in plastelin. Z metodo kvalitativnega raziskovalnega pristopa kritično analiziramo in ovrednotimo spoznanja glede uporabe igralnih materialov z vidika spodbujanja ustvarjalnosti. Predstavljeni rezultati vrednotenja so pokazali, da so otroci najbolj vztrajni pri uporabi nestrukturiranega materiala, pri katerem so pridobili tudi največ asociacij, bili najbolj samostojni in vztrajali najdaljši čas od ideje do končnega izdelka. V analizi rezultatov vzajemno z rezultati anketiranja še ugotovimo, da otroci z uporabo nestrukturiranih in odpadnih materialov najbolj razvijajo ustvarjalnost.

• Jezik: Slovenski jezik
• Ključne besede: predšolsko obdobje
• Vrsta gradiva: Diplomsko delo/naloga
• Tipologija: 2.11 - Diplomsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2020
• PID: 20.500.12556/RUL-117750
• COBISS.SI-ID: 23377155
• Datum objave v RUL: 24.07.2020

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Promotion of creativity of 5-6 old children with play material

Izvleček

Encouraging creativity of preschool children aged 5 to 6 through play materials is a great challenge for teachers who by daily planning of play activities encourage playing in order to develop creativity. Developing creativity in early childhood education is essential, since the children will need their creative skills later in school to prepare them for a successful future, for example to learn appropriate negotiation skills, to foster relationships and enrich their lives. In order to succeed in developing the creative abilities of children, the teacher needs to be able to recognise and monitor the child's knowledge, abilities, personality traits and play materials. Only thus, the teacher can plan the implementation of activities that contribute most to children's acquisition of new knowledge and creativity. The main principles of preschool child development, symbolic play and play materials, represent the theoretical frame of this thesis, confirming that the knowledge of the child's development is of key importance to fully develop creativity in early childhood education in order to obtain the necessary skills. Children in the age group of 5 to 6 years are characterised by the achievement of the highest level of development of symbolic play regardless of the type of play material. Children are very flexible in shaping play materials. By using structured play materials children create new ideas, which contributes to their learning and development abilities. The use of unstructured materials allows children to be cooperative, adaptable, exploring, and at the same time it stimulates their way of thinking and concentration. With low-structured materials, it is possible for a child to achieve the highest level of creativity. Therefore, a survey was conducted to find out what kind of play material is used by the teachers of the Litija Kindergarten to develop creativity among children aged 5 to 6 years. Furthermore, the goal was to find out whether there are differences in children handling either low or highly structured play material as well as what kind of play materials teachers use most often in order to encourage and foster creativity in children at this age. The analysis of the obtained results proved that the time children spend on using play material and their interest in using low or highly structured play material varies, which means more time and interest is spent on low-structured play material. As a result, teachers most often use low-structured play material to develop a child's creativity at this age, including leaves, blocks and fabric. Unstructured play material offers a lot of potential for creativity, especially when natural materials are used, such as sand, clay and dough. By using the method of qualitative research, it is possible to critically analyse and evaluate the findings concerning the use of play materials from the aspect of stimulating children's creativity. According to the evaluation results, children were most persistent in using unstructured play material, whereby they also had most associations, were most independent and persisted the longest time when creating something from scratch. The obtained results of the analysis as well as of the survey show that the use of unstructured and waste materials enables children to develop their creative mind best.

• Ključne besede: preschool years