Zastupljenost lutke i lutkarskog medija u predškolskim ustanovama

master's thesis

• Title (english): Representation of puppets and puppet media in preschool institutions
• Author: Lana Rački
• Mentor: Marijana Županić Benić (mentor)
• Committee member: Antonija Balić-Šimrak (predsjednik povjerenstva)
• Committee member: Marijana Županić Benić (član povjerenstva)
• Committee member: Adrijana Višnjić-Jevtić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; (Chair of Arts); Zagreb
• Defense date and country: 2020-09-11, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Early Childhood and Preschool Pedagogy
• Scientific / art field, discipline and subdiscipline: FIELD OF ART; Theater Arts (Performing and Media Arts); Puppetry

Abstract

Scenska lutka je temeljno izražajno sredstvo lutkarstva te se ona razlikuje od onih lutaka koje služe za igru. U radu su opisane brojne prednosti koje lutka donosi ukoliko ju odgojitelji koriste i primjenjuju u svom odgojno-obrazovnom radu. Lutkarstvo i scenska lutka vrlo su važni u odgoju predškolske djece i poticajni su za uspostavljanje lakše komunikacije, za lakšu prilagodbu djeteta u vrtićkoj odgojnoj skupini, za poticanje odgojnih vrijednosti, za stvaralačke aktivnosti kao i za razvoj samostalnosti i poticanje pozitivne slike o sebi. Nadalje, cilj rada bio je uvidjeti kakva je zastupljenost lutke i lutkarskog medija u predškolskim ustanovama. Istraživačka pitanja koja su se u anketi postavljala odgojiteljima jesu: Kakav je odnos odgojitelja prema lutkama i koriste li se njima? Koliko je lutka i u kojim situacijama prisutna u radu odgojitelja? Koju vrstu scenskih lutaka odgojitelji najčešće koriste u radu? Imaju li odgojitelji zastupljenu (fizički) scensku lutku u sobi dnevnog boravka?
Rezultati istraživanja pokazali su da gotovo tri četvrtine odgojitelja smatra svijet lutaka jednako bitnim kao i druge aktivnosti, velika većina smatra kako je lakše zadovoljiti razvojne potrebe djece kroz lutkarstvo, vjeruju u moć lutke, lutka im pomaže u svakodnevnim situacijama u komunikaciji s djecom i u rješavanju sukoba, no s druge strane, pokazalo se kako brojni odgojitelji nisu sigurni u vlastite kompetencije za primjenu lutke u ostvarivanju kurikularnih ciljeva. Odgojitelji najčešće koriste štapne lutke, rjeđe ginjole, zatim prstne lutke, zijevalice te ostale lutke. Učestalost korištenja lutaka proteže se od svaki dan do jednom mjesečno, a lutku nikada ne koristi samo 5 od 147 odgojiteljica koje su sudjelovale u ovom istraživanju. Dobiveni rezultat o tome kako manje od pola odgojitelja ima fizički zastupljenu scensku lutku u sobi dnevnog boravka bilo bi zanimljivo dalje istražiti te uvidjeti koji je razlog tome.

Abstract (english)

A scene puppet is the main medium of puppetry and it is different from puppets used in child's play. In this work, presented and described are many advantages of a puppet when used in educational work. Puppetry and a scene puppet are extremely important in the education of preschool children. They provide a way for easier communication and easier adjustment of a child to their preschool group. Also, they encourage educational values, creative activities, and development of children's independence and positive self-image. Furthermore, the goal of this work was to examine the presence of a puppet and puppetry in preschool institutions. The research questions used in the questionnaire that educators completed were: “What is the educator's stance toward using puppets and if they use them?“, ”How much and in what situations they use a puppet in their work?“, “What type of puppets they use the most in their work?“, and “Do preschool teachers have a scene puppet physically present in their working environment, such as a room?“.
The results showed that almost three quarters of the educators in this research consider the world of puppets as important as all the other educational activities. A large majority thinks it is easier to satisfy a child's developmental needs by using puppetry and also considers that the power of a puppet is to help them in everyday situations, such as in communicating with children and resolving any conflict that might arise. On the other hand, many educators admitted to not feeling confident in their competence to use a puppet in order to reach the curricular goals. Educators most often use stick puppets, a little less often guignol puppets, then finger puppets, mouth puppet, etc. The frequency of using a puppet ranges from every day to once a month, and only 5 of 147 educators in this research reported not ever using a puppet. Finally, only less than a half of educators reported having a puppet physically present in their working environment, such as a room, which could be interesting for future research.

• Keywords: odgojitelj; odgojno-obrazovni rad; predškolsko dijete; scenska lutka; zastupljenost lutke
• Keywords (english): educator; educational work; preschool child; a scene puppet; puppet presence
• Language: croatian
• URN:NBN: urn:nbn:hr:147:423931
• 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: 2021-03-24 10:37:30