Pomen neposredne izkušnje na predstavo otrok

Oblak, Patricija (author), Kos, Marjanca (mentor), Podobnik, Uršula (comentor)

Za celostno predstavo je potrebno objekt neposredno spoznati in doživeti. Predstave, ki se pridobijo in oblikujejo le na podlagi medijev, so lahko popačene; za realne predstave je potrebno neposredne izkušnje in informacije pridobiti s čim več čutili. Konkretno pri spoznavanju živali otroci z neposrednim opazovanjem in rokovanjem z živalmi veččutno spoznavajo njihove značilnosti in jih celostno doživijo. Pomembno je, da otrokom pokažemo in privzgajamo primeren, spoštljiv odnos do živali in jim pomagamo pri premagovanju morebitnih strahov in predsodkov. V diplomskem delu z naslovom »Pomen neposredne izkušnje na predstavo otrok – analiza otroških risb pred in po neposrednem stiku z žabo in kuncem« smo raziskovali vpliv neposredne izkušnje na predstavo otrok. Zanimalo nas je, kako otroci narišejo določeno žival pred in po tem, ko jo neposredno spoznajo in doživijo, ter ali na risbe vnesejo več vidnih značilnosti in čutnih zaznav po neposrednem stiku. S ponovnim risanjem po tednu dni od neposredne izkušnje smo želeli ugotoviti, ali so otroci na risbah ohranili določene vizualne značilnosti živali. Poleg tega nas je zanimalo, kakšen odnos imajo otroci do kosmatih živali in dvoživk ter ali se njihov odnos po neposrednem stiku s krastačo in kuncem spremeni. Otroške risbe smo analizirali po kriterijih v vsaki od kategorij, le te pa smo oblikovali v ocenjevalno lestvico. Analizirali smo tudi odgovore otrok na kratek vprašalnik o njihovem odnosu do krastače in kunca. Rezultati so pokazali, da je po neposredni izkušnji več otrok narisalo vidne značilnosti opazovanih živali (tj. telesna zgradba, anatomske značilnosti, podrobnosti ... ), več otrok je v risbo vneslo tudi naravoslovna spoznanja, čutne zaznave in neshematsko risanje. Ugotovili smo tudi, da so imeli otroci pred neposredno izkušnjo bolj naklonjen odnos do kosmate živali. Po neposrednem stiku s krastačo se je odnos otrok do dvoživke spremenil, otroci so izražali naklonjenost tako kuncu kot tudi krastači. Po neposredni izkušnji so otroci podali le pozitivne razloge o odnosu do živali, večinoma vezane na doživeto izkušnjo.

• Language: Slovenian
• Keywords: predšolski otroci
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2022
• PID: 20.500.12556/RUL-137550
• COBISS.SI-ID: 112296707
• Publication date in RUL: 23.06.2022

Secondary language

• Language: English
• Title: The importance of direct experience with children'sperception – analysis of children's drawings before and after direct contact with a frog and arabbit

Abstract

For a comprehensive perception, it is necessary to get to know the object directly and experience it. Perceptions acquired and formed only based on media can be distorted; it is required to gain direct experience and information with as many senses as possible for realistic perceptions. Specifically, when getting to know animals, children learn about their characteristics and holistically experience them by direct observation and handling. It is essential to show and impart a suitable, respectful attitude towards animals to children and help them overcome any fears and prejudices. In the graduation thesis entitled "The importance of direct experience with children's perception – analysis of children's drawings before and after direct contact with a frog and a rabbit," we investigated the impact of direct experience on children's perception. We were interested in how children draw a particular animal before and after they directly get to know and experience it and whether they incorporate more visible characteristics and sensory perceptions into the drawings after direct contact. By re-drawing after a week of direct experience, we investigated if the children retained specific visual features of the animals in the drawings. In addition, we were interested in children's attitude toward furry animals and amphibians and whether their attitude changes after direct contact with a toad and a rabbit. The children's drawings were analyzed according to criteria in each category and formulated into an assessment scale. We also examined the children's responses to a short questionnaire on their attitude towards toads and rabbits. The results showed that after the direct experience, several children drew the visible characteristics of the observed animals (i.e., body structure, anatomical characteristics, details, etc.), while several children also introduced scientific knowledge, sensory perceptions and non-graphic drawing. We also found that before the direct experience, the children had a more favorable attitude towards the furry animal. After the direct contact with the toad, the children's attitude towards the amphibian changed; they expressed affection for both the rabbit and the toad. After the direct experience, the children gave only positive reasons regarding their attitude towards animals, mostly related to the occasion.

• Keywords: preschool children