Simbolička igra na otvorenom u procesu djetetova učenja

master's thesis

• Title (english): Outdoor symbolic play in the child's learning process
• Author: Valentina Drempetić
• Mentor: Edita Rogulj (mentor)
• Committee member: Adrijana Višnjić-Jevtić (predsjednik povjerenstva)
• Committee member: Ivana Golik (član povjerenstva)
• Committee member: Edita Rogulj (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2021-09-02, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy

Abstract

U životu svakog djeteta, razdoblje djetinjstva predstavlja period najintenzivnijeg rasta
i razvoja, a jedan od čimbenika koji na isti utječu svakako je igra. Na razvoj simboličke igre
kod djece utječe okruženje u kojem dijete odrasta, unutar kojeg djeca jačaju unutarnju
motivaciju, fleksibilnost i usmjerenost na proces igre. U ovom radu naglašava se važnost
vanjskog prostora u simboličkoj igri djece i utjecaj na proces djetetova razvoja i učenja. U
teorijskom dijelu rada opisane su karakteristike te klasifikacija dječje igre, definirana je
simbolička igra te njezin utjecaj na spoznajni, emocionalni, tjelesni i socijalni razvoj djeteta.
Obzirom na predmet istraživanja, odnosno promatranje simboličke igre na otvorenom,
navedena je važnost prostornog i materijalnog konteksta u kojem se simbolička igra odvija.
Značajan utjecaj na razvoj simboličke igre svakako ima odgojitelj, stoga se u radu elaborira
uloga odgojitelja u simboličkoj igri djece rane i predškolske dobi na otvorenom. U
empirijskom dijelu rada provedeno je akcijsko istraživanje u dva intervala unutar kojih je
promatrana simbolička igra na otvorenom. Prvi interval obuhvaća praćenje igre bez
intervencija odgojitelja. Drugi interval uključuje intervenciju odgojitelja usmjerenu na
obogaćivanje materijalne sredine dodavanjem novih poticajnih sredstava. Osim praćenja
promjena u materijalnom kontekstu, istraživanje je obuhvatilo socijalni kontekst, značaj
prostora na otvorenome te vremenske prilike kao elemente koji imaju utjecaj na kvalitetu
simboličke igre na otvorenome. Rezultati istraživanja ukazuju na to da se prva i druga faza
akcije međusobno nadopunjuju jer djeca podjednako koriste prirodne materijale koji su im
dostupni na otvorenom te ponuđene poticaje. Zaključuje se kako je kvalitetnim i bogatim
okruženjem za simboličku igru na otvorenom moguće postići odmak od stereotipnih igara na
koje neće utjecati vremenske prilike.

Abstract (english)

Childhood is a period of intense growth and development in every child's life, and one
of the main factors that influence that period is play. Symbolic play is affected by their
childhood surroundings, in which the children develop internal motivation, flexibility and
focus towards the process of play. This thesis emphasizes the importance of outdoor space in
children's symbolic play and its effect on the process of a child's development and learning.
The characteristics and classifications of children's play are described in theoretical
framework, as well as symbolic play and its effect on cognitive, emocional, physical and
social development of a child. Considering that symbolic play in outdoor space is the object
of this research, the importance of spatial and material context in which it takes place is
emphasized. Preschool teachers significantly influence the development of symbolic play in
outdoor environment among preschool children, so in this thesis their role is furthermore
elaborated.
In empirical framework of the thesis the action research is conducted in two intervals through
which the symbolic play in outdoor environment is observed. First interval includes the
observation of the play without the intervention of preschool teacher. The second interval
involves the intervention of preschool teacher aimed at enrichment of the material enviroment
through adding new incentives. Apart from observing the changes in material context, the
research encompasses social context, the significance of outdoor environment as well as the
elements of weather, all of which affect the quality of symbolic play in outdoor space. The
research results have shown that the first and the second phase of action are complemented
because children equally utilize natural materials acessible in outdoor environment, as well as
the incentives offered to them. The conclusion is that symbolic play in outdoor environment
can diverge itself from stereotypical games affected by the weather through finer and
abundant surrounding.

• Keywords: dijete; simbolička igra; poticajno okruženje; akcijsko istraživanje
• Keywords (english): child; symbolic play; stimulative environment; action research
• Language: croatian
• URN:NBN: urn:nbn:hr:147:220337
• 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: Access restricted to students and staff of home institution
• Created on: 2022-07-12 10:48:34