Intrinzična vrijednost i raznolikosti dječje dramske igre u predškolskoj dobi

professional thesis

• Author: Jadranka Bratković Aračić
• Mentor: Nataša Govedić (mentor)
• Mentor: Vladimir Krušić (sumentor)
• Committee member: Katarina Aladrović Slovaček (predsjednik povjerenstva)
• Committee member: Maša Rimac Jurinović (član povjerenstva)
• Committee member: Nataša Govedić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2025-11-12, Croatia
• Scientific / art field, discipline and subdiscipline: FIELD OF ART; Interdisciplinary Fields of Art

Abstract

Ovaj rad prikazuje dramsku raznolikost i izvedbeno bogatstvo metodologije dječje igre u predškolskoj dobi, naglašavajući važnost akademskog prepoznavanja estetičke i etičke vrijednosti igre pri analitičkom i kritičkom pristupu. U početnim poglavljima navode se razlike između tradicionalne i suvremene paradigme djetinjstva, teorijski se definiraju pojmovi igre, dramske spontane i organizirane igre, simboličke igre, te se propituje odnos igre i pedagogije. Vrlo bitan dio rada su primjeri iz prakse – tipovi i
vrste dječjih igara iz opservacijskog iskustva, kroz koje se razmatraju prostorna i vremenska dimenzija igre u dječjoj spontanoj igri te odnos prema digitalnim tehnologijama.
S obzirom na to da je igra dječja temeljna aktivnost, rad donosi promišljanja o ulozi odgojitelja. Budući da je igra intrinzično motivirana i usredotočena je na proces, a ne na produkt, tj. sama sebi je svrha, u radu se razmatra u kojoj mjeri odgojitelji mogu i trebaju usmjeravati dječju igru, a da ona ostane autonomna dječja aktivnost, ono što ona ustvari jest i što bi uvijek trebala biti. Od odgojitelja se očekuje da budu profesionalci koji razumiju teoriju i praksu te da se u svom svakodnevnom odgojno-obrazovnom radu oslanjaju na suvremene spoznaje, što je povezano s osvještavanjem vlastite implicitne pedagogije i skrivenog kurikuluma. Kako odgojitelj vidi dijete i djetinjstvo te koju teoriju učenja i poučavanja zastupa, vidi se kroz njegove intervencije u dječjoj igri.
Nadalje, u radu se razmatra zašto i kako odgojitelji ponekad instrumentaliziraju igru te se navode posljedice takvog pristupa dječjoj igri u svakodnevnom odgojno-obrazovnom radu.

Abstract (english)

This paper presents the dramatic diversity and performative richness of the methodology of children's play in preschool age, emphasizing the importance of academic recognition of the aesthetic and ethical value of play through an analytical and critical approach. The initial chapters outline the differences between traditional and contemporary paradigms of childhood, theoretically define the concepts of play, dramatic spontaneous and organized play, symbolic play, and examine the relationship between play and pedagogy. A very important part of the paper includes practical examples: types and kinds of children's games from observational experience, through which the spatial and temporal dimensions of play in children's spontaneous play and the relationship with digital technologies are considered.
Given that play is a fundamental children's activity, the paper offers reflections on the role of educators. Since play is intrinsically motivated and focused on the process rather than the product, i.e., it is an end in itself, the paper examines to what extent educators can and should guide children's play while ensuring it remains an autonomous children's activity, what it essentially is and should always be.
Educators are expected to be professionals who understand theory and practice and to rely on contemporary knowledge in their daily educational work, which is connected to the awareness of their own implicit pedagogy and hidden curriculum. How the educator views the child and childhood and which theory of learning and teaching they support is reflected through their interventions in children's play.
Furthermore, the paper discusses why and how educators sometimes instrumentalize play and outlines the consequences of such an approach to children's play in everyday educational work.

• Keywords: dramska pedagogija; igra; instrumentalizacija igre; rana i predškolska dob
• Keywords (english): children of early and preschool age; preschool drama pedagogy; instrumentalization of play; play
• Language: croatian
• URN:NBN: urn:nbn:hr:147:215334
• Study programme: Title: Theatre Pedagogy; Study programme type: university; Study level: postgraduate specialist; Academic / professional title: sveučilišni/a specijalist/specijalistica dramske pedagogije (sveučilišni/a specijalist/specijalistica dramske pedagogije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2025-01-20 13:20:53