Emocije u dječjem likovnom stvaralaštvu

master's thesis

• Title (english): Emotions in children´ s art
• Author: Laura Grgić
• Mentor: Kristina Horvat Blažinović (mentor)
• Committee member: Ivana Gagić Kičinbači (predsjednik povjerenstva)
• Committee member: Kristina Horvat Blažinović (član povjerenstva)
• Committee member: Morana Varović Čekolj (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2022-09-20, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Early Childhood and Preschool Pedagogy

Abstract

Emocionalni dio razvoja intenzivno počinje u dobi od 5 godina te se u dobi pred polazak u školu značajnije intenzivira. Ipak, emocionalni razvoj te prvo iskazivanje i doživljavanje emocija počinje već po rođenju. Emocionalni aspekt pojedinca razvija se sve do njegovih dvadesetih godina. U ranom i predškolskom periodu djetetu je još uvijek izazovno verbalizirati svoja emocionalna stanja i promjene, a ona se u tom periodu naglo i brzo izmjenjuju. Ponekad ni dijete samo nije svjesno o kojoj emociji je riječ i teško to prihvaća. U tome je ključna uloga odraslih, posebice stručnih. Dodatno je naglašena uloga odgojitelja u predškolskim ustanovama čija zadaća je prepoznati razvojne faze te omogućiti djetetu da se adekvatno izrazi.
S obzirom da se u ovom razdoblju odvija i intenzivan razvoj govora, važno je osigurati djeci različite mogućnosti za izražavanje. U ovom radu opisuje se likovna umjetnost kao način komunikacije odnosno izražavanja emocija. Naime, djeca svoje emocije prenose i izražavaju u likovnom stvaralaštvu.
U radu se opisuje istraživanje provedeno u mješovitoj starijoj vrtićkoj skupini jednog zagrebačkog vrtića. Istraživanje je provedeno u svrhu pisanja diplomskog rada. Cilj istraživanja bio je utvrditi doživljaje emocija kod djece nakon što su poslušala zadanu skladbu. U drugom dijelu istraživanja djeca su likovno prikazala događaj ili situaciju koja kod njih evocira određene osjećaje. Opisi su temeljeni na dječjim verbalnim iskazima i interpretacijama radova od strane autorice ovog rada.
Analiza dječjih radova pokazala je da djeca lakše i u većoj mjeri prepoznaju emociju sreće, potom tuge, a u puno manjoj mjeri ljutnje. Radovi koji su povezani sa slušanjem skladbi su apstraktni. Radovi su odraz dječjih reakcija na skladbu. U radovima djeca emociju tuge povezuju s vremenskim pilikama.
Prikazi događaja i opisi sugeriraju kako djeca povezuju emociju ljutnje s emocijom tuge te su motivi i opisi na crtežima stoga slični. Djeca emocije na ovim crtežima prikazuju kroz izraz lica. Karakter crta u radovima odražava određenu emociju koja je kod djeteta evocirana.

Abstract (english)

The emotional part of development begins intensively at the age of 5 and intensifies significantly at the age before starting school. However, emotional development and the first expression and experience of emotions begin at birth. The emotional aspect of an individual develops until his twenties. In the early and preschool period, it is still challenging for the child to verbalize his emotional states and changes, and they change suddenly and quickly in that period. Sometimes even the child is not aware of which emotion it is and has a hard time accepting it. Adults, especially professionals, play a key role in this.The role of educators in preschool institutions is additionally emphasized, whose task is to recognize developmental stages and enable the child to adequately express himself.
Given that intensive speech development takes place during this period, it is important to provide children with various opportunities for expression. In this paper, fine art is described as a way of communication or expression of emotions. Namely, children convey and express their emotions in art.
The paper describes the research conducted in a mixed older kindergarten group in a kindergarten in Zagreb. The research was conducted for the purpose of writing a diploma thesis. The aim of the research was to determine the emotional experiences of children after they listened to a given composition. In the second part of the research, the children depicted an event or situation that evokes certain feelings in them. The descriptions are based on children's verbal statements and interpretations of the works by the author of this paper.
The analysis of children's works showed that children recognize the emotion of happiness more easily and to a greater extent, then sadness, and to a much lesser extent anger. Works related to listening to compositions are abstract. The works are a reflection of children's reactions to the composition. In the works, the children associate the emotion of sadness with the weather.
The depictions of events and descriptions suggest that children associate the emotion of anger with the emotion of sadness, and the motifs and descriptions in the drawings are therefore similar. Children show emotions in these drawings through facial expressions. The character of the lines in the works reflects a certain emotion that is evoked in the child.

• Keywords: emocije; izražavanje; likovno stvaralaštvo
• Keywords (english): art; emotions; expression
• Language: croatian
• URN:NBN: urn:nbn:hr:147:251703
• 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: 2023-02-17 10:51:40