| Abstract | Dramskopedagoške aktivnosti potiču djetetov razvoj i utječu na djetetovu osobnu, emocionalnu, tjelesnu, obrazovnu i socijalnu dobrobit. Za razliku od ostalih aktivnosti koje se koriste u odgojno-obrazovnoj praksi, dramskopedagoške aktivnosti sastoje se od dramskih tehnika koje potiču dijete da u zamišljenom svijetu, uz pomoć mašte, napreduje i razvija svoje vještine. Kvalitetan odgajatelj nakon provedenih aktivnosti vrednuje djetetov napredak ili nazadovanje koristeći različitu dokumentaciju, a dobivene podatke koristi za osmišljavanje i prilagođavanje novih aktivnosti. Cilj ovog diplomskog rada jest istražiti koliko danas odgajatelji koriste dramskopedagoške aktivnosti u svojim skupinama i na koji način vrednuju djetetov razvoj nakon provedenih aktivnosti. Istraživanje je provedeno među odgajateljima iz Republike Hrvatske te se provodilo korištenjem online ankete. U istraživanju je sudjelovalo 118 ispitanika. Postavljena pitanja odnosila su se na korištenje dramskog centra i dramskih tehnika te vrednovanje djetetovog napretka nakon provedene aktivnosti. Rezultati su prikazali da većina ispitanika koristi dramski centar (88,1 %) i dramske tehnike (65,3 %). Na različite načine vrednuju djetetov razvoj, a većinom su to razgovor s djecom (31,2 %), primjena dječjih crteža/fotografija (13 %) i refleksija na vlastiti rad (13 %). Čak 54,5 % ispitanika vrednuje individualni napredak djeteta, a 83,1 % ispitanika smatra kako dramskopedagoške aktivnosti utječu na djetetovu osobnu, emocionalnu i tjelesnu dobrobit. Također, više od 90 % ispitanika slaže se s tvrdnjama da dramskopedagoške aktivnosti razvijaju djetetovu maštu, kreativnost, kognitivni razvoj, socio-emocionalnu razvoj te razvoj govora, a 55,8 % se slaže da one potiču djetetov motorički razvoj. Ipak, postoje i oni ispitanici koji nisu svjesni koliko dramskopedagoške aktivnosti mogu utjecati na djetetovu dobrobit i razvoj. Odgajatelje treba potaknuti na praćenje nove literature kako bi dobili motivaciju za provođenje dramskih aktivnosti, a zatim i sami na temelju vlastite prakse osmišljavali istraživanja i objavljivali rezultate. |
| Abstract (english) | Educational drama activities encourage children's development and affect their personal, emotional, physical, educational, and social welfare. Unlike other activities commonly used in educational practice, educational drama activities encompass various drama techniques that encourage a child to progress and develop various skills through imaginary settings, using their imagination. A quality kindergarten teacher uses various types of documentation to monitor child's progress (or regress) after several completed activities, taking them in consideration when creating new lesson plans and adjusting activities to children. This paper aims to research to what extent kindergarten teachers use educational drama activities in their classes, as well as how children's progress is evaluated after such activities. The research was done on 118 kindergarten teachers in Croatia, and was conducted using an online poll. The questions assessed the use of the educational drama centre and drama techniques, as well as the way in which children were subsequently evaluated after such activities. The result showed that most of the participants use the drama centre (88.1 %), as well as drama techniques (65.3 %). Also, the participants evaluate the activities in different ways, but mostly through having a conversation with the children (31.2 %), using children's drawings and/or photographs (13 %), and making children reflect on their own work (13 %). 54.5 % of participants assess individual progress on children, and 83.1 % agree that educational drama activities have a positive effect on children's personal, emotional, and physical welfare. Furthermore, more than 90 % of participants agree that educational drama activities help in developing children's imagination, creativity, cognition, as well as social and emotional skills, and speech production, while 55.8 % agree that such activities improve children's motor skills. However, there are several participants that are unaware of the benefits of educational drama activities for children's development and welfare. All kindergarten teachers should be encouraged to consult contemporary research and literature on this topic in order to try including educational drama activities in their lesson plans, and then conduct more research on this and share their results. |
