Simbolička igra

master's thesis

• Title (english): Symbolic Game
• Author: Lucija Brkić
• Mentor: Ljubimka Hajdin (mentor)
• Mentor: Biserka Petrović Sočo (sumentor)
• Committee member: Adrijana Višnjić-Jevtić (predsjednik povjerenstva)
• Committee member: Matea Galinec (član povjerenstva)
• Committee member: Ljubimka Hajdin (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; (Chair of Pedagogy and Didactics); Zagreb
• Defense date and country: 2020-07-07, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Early Childhood and Preschool Pedagogy

Abstract

Igra je temeljna aktivnost svakog djeteta. Kroz igru dijete upoznaje sebe i svijet oko sebe, ali ono najbitnije jest da igra utječe na djetetov cjelokupan razvoj.
Simbolička igra se u pedagoškoj teoriji određuje kao igra zamišljenih situacija u kojoj dijete koristi predmete “kao da”, odnosno vrši zamjenu funkcije nekog predmeta za funkciju nekog drugog predmeta. U toj igri dijete se razvija primjenjujući simbolizaciju (Miljak, 2009.) te brojne socioemocionalne odnose “igra” u igri na način kako ih je ono doživjelo i razumjelo. Simbolička igra utječe na njegov sociološki, emocionalni i kognitivni, razvoj, kao i razvoj kognitivnih sposobnosti, kreativnosti i boljeg razumijevanja međuljudskih odnosa. Uloga odgajatelja u simboličkoj igri ovisna je o samoj složenosti igre koju iniciraju djeca. Odgajatelj je odgovoran za organizaciju poticajnog pedagoškog okruženja u sveukupnom pedagoškom kontekstu, kao i u ulozi suigrača ili prikupljanju dokumentacije u igri te unapređivanju igre na osnovi refleksije prikupljene dokumentacije.
Uz navedeno, odgajatelj vodi računa i osigurava fleksibilnu organizaciju dječjih aktivnosti, kako ne bi dolazilo do prekida djece tijekom same igre.

Abstract (english)

Play is a fundamental activity of every child. Through play, the child gets to know himself and the world around him, but the most important thing is that the game embodies the child's overall development.
Symbolic play is defined in pedagogical theory as a game of imagined situations in which a child uses objects "as if", replaces the function of an object with the function of another object. In this game, the child develops by applying symbolization and many socio-emotional relationships "playing" in the game in the way he experienced and understood them.
Symbolic play influences his sociological, emotional, and cognitive, development, as well as the development of cognitive abilities, creativity, and a better understanding of interpersonal relationships. The role of the educator in the symbolic game depends on the very complexity of the game initiated by the children. The educator is responsible for organizing a stimulating pedagogical environment in the overall pedagogical context, as well as in the role of teammates or collecting documentation in the game and improving the game based on the reflection of the collected documentation.
In addition, the educator takes care and ensures a flexible organization of children's activities, so as not to interrupt the children during the game.

• Keywords: igra; razvoj djeteta; simbolička igra; odgojitelj
• Keywords (english): play; child development; symbolic game; educator
• Language: croatian
• URN:NBN: urn:nbn:hr:147:610891
• 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: 2020-12-08 10:05:15