Pripovijedanje kao projekt u dječjem vrrtiću i prikaz MAIN instrumenta

master's thesis

• Title (english): Storytelling as a project in kindergarten and representation of MAIN instrument
• Author: Martina Radat
• Mentor: Vladimira Velički (mentor)
• Committee member: Jelena Vignjević (predsjednik povjerenstva)
• Committee member: Ivana Golik Homolak (član povjerenstva)
• Committee member: Vladimira Velički (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; (Chair of Croatian Language and Literature, Drama and Media Education); Zagreb
• Defense date and country: 2020-09-17, Croatia
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Philology
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Interdisciplinary Humanistic Studies; Teaching Methods in the Humanistic Sciences
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Early Childhood and Preschool Pedagogy

Abstract

U ranom predškolskom odgoju i obrazovanju pripovijedanje ima važnu ulogu unutar kurikuluma radi potrebe razvijanja različitih kompetencija djeteta. Ono se detaljno planira, a odgojitelj se priprema za pripovijedanje priča djeci prvenstveno se vodeći razvojnim i individualnim karakteristikama svakog djeteta koje priču sluša, a onda i jačanjem vlastitih kompetencija koje su potrebne jednom pripovjedaču. Iako čitanje slikovnica i priča ima svoje mjesto u predškolskim ustanovama, pripovijedanje je zanemareno od strane odgojitelja iako su odgojitelji svjesni važnosti koju pričanje ima za djecu predškolske dobi. Pripovijedanje je izvrstan alat za razvijanje djetetove mašte, obogaćivanja djetetova govora, razvoj kompetencija na materinjem, ali i stranom jeziku. Pripovijedanje može biti i dobra motivacija za uvod u neke druge planirane aktivnosti s djecom, ali može i potaknuti samostalno izražavanje djeteta, najčešće likovnog izražavanja.
Rad na projektima omogućuje djeci izražavanje na različite načine prilikom čega donose zaključke o stvarima i pojavama, ali i prate vlastiti rast i razvoj, putem dokumentiranja toga stvaralaštva. Uključujući djecu u planiranje odgojno obrazovnog rada grupe dajemo im priliku učiti čineći prateći njihov individualni razvoj, a to upravo dolazi do izražaja radeći na projektima.
MAIN instrument koji se opisuje u ovom radu jest višejezični instrument za ispitivanje pripovijedanja, a provodi se s djecom koja usvajaju jedan ili više jezika od svoga rođenja, a imaju od tri do deset godina. Kako je u Europi, ali i svijetu povećan broj migracija tako se povećao i broj djece koja govore dva i više jezika te je iz tog razloga i nastao ovaj instrument za procjenu jer također omogućuje stručnjacima odrediti imaju li dvojezična djeca neka specifična oštećenja jezika.

Abstract (english)

In early preschool education, storytelling plays an important part within the curriculum due to the need to develop different competencies of the child. It is planned in detail, and the educator is preparing for telling stories to children, primarily guided by the developmental and individual characteristics of each child who listens to the story and then by strengthening their own competencies for which one should have as a narrator. Although reading picture books and stories has its place in preschool institutions, storytelling is neglected by educators even though educators are aware of the importance that storytelling has for preschool children. Storytelling is an excellent tool for developing a child's imagination, enriching a child's speech, developing competencies in the mother tongue, but also in a foreign language. Storytelling can also be a good motivation to introduce some other planned activities with children, but it can also encourage the child's independent expression, most often artistic expression.
Working on projects allows children to express themselves in different ways while making conclusions about things and phenomena, but they can also monitor their own growth and development by documenting that creativity. By involving children in the planning of the process, we give them the opportunity to learn by doing, following their individual development, and this is exactly what comes to light when working on projects.
The MAIN instrument described in this paper is a multilingual instrument for researching storytelling and is been carried out with children who have acquired one or more languages since their birth and are three to ten years old. As the number of migrations in Europe and the world has increased, so has the number of children who speak two or more languages, which is why this assessment tool was created so it can also allow experts to determine if bilingual children have specific language impairments.

• Keywords: priča; pripovijedanje; pripovjedač; projekt; MAIN instrument
• Keywords (english): story; storytelling; storyteller; project; MAIN instrument
• Language: croatian
• URN:NBN: urn:nbn:hr:147:052372
• Study programme: Title: Graduate University Study of Early and Preschool Education; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra ranog i predškolskog odgoja i obrazovanja (magistar/magistra ranog i predškolskog odgoja i obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2021-03-08 09:42:33