Slikanica kot sredstvo spodbujanja otrokovega čustvenega doživljanja

Zalokar, Teja (author), Skubic, Darija (mentor)

V teoretičnem delu diplomskega dela, sem sprva predstavila področja razvoja, ki vplivajo na otrokovo doživljanje čustev. Najprej je podrobneje predstavljen miselni razvoj, njegove glavne značilnosti, ter tri stopnje, skozi katere v razvoju prehaja otrok. Nato je opredeljen sam govorni razvoj, stopnje skozi katere poteka, ter dejavniki, ki vplivajo nanj. V nadaljevanju je predstavljen še razvoj čustev, z razlogi, zakaj je razumevanje, prepoznavanje in izražanje le teh v predšolskem obdobju zelo pomembno. Zapisano je tudi nekaj o čustveni pismenosti, ter vrtcu, kot enemu izmed pomembnih dejavnikov, ki lahko vplivajo nanjo. Teoretični del se nadaljuje z opredelitvijo slikanic. Nato pa z opisom biblioterapije, kot terapevtskega procesa s katerim si lahko vzgojitelji in vzgojiteljice v vrtcu pomagamo pri svojem neposrednem delu. V drugem delu diplomskega dela, sem izvedla raziskavo v kateri sem želela s pomočjo izvajanja biblioterapije ugotoviti, ali oziroma kako slikanice otrokom pomagajo pri doživljanju čustev, ter kako jih izbrati. Sama sem izbrala tri slikanice, »Piščanček Pik«, »Feri je jezen« in slikanico »Mamica, kje si?«. Slikanice smo najprej skupaj prebrali, nato pa sem s posameznim otrokom izvedla krajši intervju, ki sem ga zvočno posnela, ter njihove odgovore nato zapisala v vnaprej pripravljen obrazec. Odgovore sem analizirala s pomočjo literature, ki sem jo zapisala v teoretičnem delu. V raziskavo je bilo vključenih 7 otrok (en deček in šest deklic), ki obiskujejo vrtec Mojca v Ljubljani, ter so stari 2-3 leta. Rezultati so pokazali, da je slikanica dober pripomoček za pomoč otroku pri doživljanju čustev. Zanimalo me je tudi, ali se vzgojiteljice in vzgojitelji zavedajo pomena uporabe biblioterapije, zato sem izvedla tudi tri intervjuje z vzgojiteljicami, v katerih me je zanimalo, če pri svojem delu uporabljajo biblioterapijo, ter kakšen pomen ji pripisujejo? Ob kakšnih priložnostih jo uporabljajo in kako? Ter katere pravljice uporabljajo pri njenem izvajanju in katere cilje želijo z njo doseči? Izkazalo se je, da se vse tri vzgojiteljice pomena biblioterapije zavedajo in jo pri svojem delu uporabljajo skoraj vsakodnevno.

• Language: Slovenian
• Keywords: predšolski otrok
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2022
• PID: 20.500.12556/RUL-138082
• COBISS.SI-ID: 114648323
• Publication date in RUL: 11.07.2022

Secondary language

• Language: English
• Title: Picture book as a means of promoting a child emotional experience

Abstract

In theoretical part of my degree I presented parts of the development that efects emotional experience of a child. At first I focused on mental development, his main characteristics and tree stages that child passes through. Than I defined oral development, his stages and influential factors. It`s also written about emotional development and reasons why is it so important for children in preschool to understand, recognize and express their emotions. Then I wrote about emotional intelligence and very important factors that effects on it. Theoretical part includes picture book characterization and description of bibliotherapy as therapeutic process, which can help kindergarten teachers at their direct work. In second part of my degree I performed a research in which I discovered the effects that picture books have on children`s emotional experience and how to pick the right ones. I chose three picture books: »Chicken Pik«, »Feri is angry« and »Mom, where are you?«. At first we read those books together, then I made an interview. I recorded and wrote their answers down in forms. I analised the answers with the literature from theoretical part of my degree. There were seven 2–3 years old children in my research (one boy and six girls) from kindergarten Mojca in Ljubljana. The results showed that picture book is a very good tool to help children with their emotional expression. Also I was wondering if kindergarten teachers are aware of the meaning of bibliotherapy. In that matter I performed three interviews with them. I wanted to know if they use bibliotherapy at their work and what kind of a meaning do they appen to them? In which occasion do they use it and how? Which fairy tale do they use at their execution and which goals do they want to achieve? As it turned out, all of the three kindergarten teachers are very aware of the meaning of the bibliotherapy and they use it almost every day at their work.

• Keywords: preschool child