Through artistic expression, children interpret the world around them. In kindergarten, this is influenced by educators, the playroom, and an environment that fosters creativity and diversity. It is essential for educator to follow children and their abilities in choosing artistic techniques and understanding that the process of creation is more important than the final product. In my thesis, I have outlined the general developmental characteristics of children, which also affect their artistic development. Additionally, the literature mentions developmental stages specific to artistic development, although it is important to note that these stages are approximate, and significant individual age differences may occur. These developmental stages are related to the field of drawing, as development in other artistic areas is less researched. Hence, I explored the field of graphics in my thesis. Printing, a special method within graphics, is less represented in kindergarten. Through printing, children explore and recognize various textures of objects, discover symmetry, and understand the possibility of reproduction.
In my thesis, I investigated educators' perspectives on the use of graphic techniques in kindergarten through a questionnaire survey. I was interested in which graphic techniques educators are familiar with and which they use in their work. Additionally, I wanted to know how often they conduct activities involving graphic techniques. I found that some techniques are well-known to them, while others are entirely unknown to most. Educators commonly use the known techniques occasionally, meaning several times a year.
In addition to the survey, I conducted graphic techniques with children in kindergarten following those mentioned by Vrlič (2001). The children were eager to participate and discover new creative techniques. After printing with objects they found in the playroom (printing with stamps), they brought various items from kindergarten or nature to me, eager to see what impression each item would leave. From an organizational and execution standpoint, collagraphy was the most demanding technique, and in terms of organization, monotype as well. However, I discovered that nothing is impossible. Techniques can be adapted to the age and abilities of children in the vast majority of cases.
|
