20.500.12556/DKUM-98871 Zgodba med črko in sliko: analiza čustev, prikazanih v izbranih slovenskih slikanicah magistrsko delo The story between text and image: an analysis of emotions in selected Slovenian picture books Obdobje zgodnjega otroštva je v kontekstu razvoja izjemno razgibano - govor in mišljenje se sorazmerno krepita, njun razvoj je predpogoj za izgrajevanje metakognicije, socialna kognicija se izboljšuje z več socialnimi interakcijami, izpopolnjujejo se zmožnosti prepoznavanja, razumevanja in nadziranja čustev. Prav emocionalno izobraževanje lahko podpremo s prebiranjem kakovostnih slikanic. Otrok na tako pride v stik z naprednejšim jezikom, novimi temami. S seznama nagrajenih slikanic smo po načelu nasičenosti izbrali 30 knjižnih del, napisanih v letih 1896–2024. Slikanice smo obravnavali kvantitativno ter kvalitativno – preučevali smo besedilo in ilustracije. Rezultati so pokazali, da so knjižna dela v največji meri pisala o emociji veselje, da je bilo prisotnih več osnovnih kot kompleksnih čustev. Posebej smo se posvetili obraznim izrazom osnovnih emocij ter ugotovili, da slikanice čustva prikazujejo korektno. Liki so se v zgodbah s težavnimi situacijami v večji meri soočali s konstruktivnimi strategijami emocionalne regulacije kot z nekonstruktivnimi. Nazadnje pa smo v nasprotju s pričakovanim ugotovili, da so slikanice povečini zapisane v pretekliku, tretji osebi, prav tako pa so omenjale več odraslih likov kot otrok. Magistrsko delo daje vpogled v izbrane slovenske slikanice, vendar pa bi bilo dobro preveriti, ali se otroci s prebiranjem res učijo poimenovanja, nadziranja emocij, nadalje strategij emocionalne regulacije. The early childhood period is highly dynamic developmentally. Language and thinking develop in parallel. Their development serves as a prerequisite for metacognition. Social cognition improves with increased social interactions. Children’s abilities to recognize, understand, and regulate emotions become more refined. Emotional education can be supported through reading high-quality picturebooks. Using the principle of saturation, we selected 30 award-winning picturebooks, published between 1896 and 2024, and analysed them both quantitatively and qualitatively. The results indicated that the books most frequently addressed the emotion of joy and that basic emotions were represented more often than complex emotions. Close attention was devoted to the facial expressions of basic emotions, and the findings indicated that picture books generally depict emotions accurately. When confronted with challenging situations, characters more often employed constructive than non-constructive emotion regulation strategies. Finally, we found out that most of the picture books were written in the past tense and from a third-person perspective. In addition, they featured more adult characters than child characters. This master's thesis provides insight into selected Slovenian picture books; however, further research is needed to determine whether reading such books helps children learn to identify and regulate emotions, as well as to acquire emotion regulation strategies. zgodnje otroštvo osnovna čustva strategije emocionalne regulacije slikanice early childhood basic emotions emotion regulation strategies picturebooks true true false K. Brvar Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-07-14 20:16:11 2026-09-04 11:27:05 2026-09-05 03:09:29 0000-00-00 00:00:00 2026 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (X, 124 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 159.942.5-053.4:087.5(043.2) 290042883 MAG_Brvar_Katja_2026.pdf MAG_Brvar_Katja_2026.pdf 1 7DBAFE3F767CC0C4805CA36B7F50EBC0 0f26f8d275bf3f602e69a3c1f1ab53a5fa1c6db54b738f0f6282fd1b23c2f082 fbc7bdd3-8e46-11f1-8a7b-00155d0001be https://dk.um.si/Dokument.php?lang=slv&id=208830 Filozofska fakulteta 0 0 0