Domišljijski binom pri otrocih starih od štiri do pet let

Pavlič, Alja

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Title:	Domišljijski binom pri otrocih starih od štiri do pet let
Authors:	ID Pavlič, Alja (Author) ID Ropič Kop, Marija (Mentor) More about this mentor...
Files:	VS_Pavlic_Alja_2018.pdf (1,66 MB) MD5: 47DE60BEFF5535A44FBD783BECB850AC PID: 20.500.12556/dkum/dcb52dc8-1ded-4fe9-82aa-3d68eb557db5
Language:	Slovenian
Work type:	Bachelor thesis/paper
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	POVZETEK Predšolsko obdobje je ključno za razvoj ustvarjalnosti in s tem povezane domišljije. Otrok si domišljijo razvija preko različnih iger, med katerimi je tudi domišljijski binom. Pomembno je, da sta si besedi tuji, na določeni razdalji, njuno zbližanje pa mora biti nenavadno. To je pogoj za vzpostavitev domišljije. Naš cilj je bil, da otroci samostojno pripovedujejo ob dveh sličicah (kostanj in snežak), ki predstavljata domišljijski binom. V času štirih mesecev, v katerih so bili otroci deležnih vaj v okviru domišljijskega binoma, nas je zanimala razlika v številu uporabljenih besed in povedi ter tudi razlika na podlagi kriterijev domišljijskega binoma: ali bodo otroci pri svojem pripovedovanju uporabili oba elementa in ju med seboj povezali, ali bo njihova zgodba temeljila na življenjskih izkušnjah ali na nesmislu. Ugotovili smo, da so otroci med prvim in drugim preverjanjem napredovali v številu uporabljenih besed, obsegu pripovedovanja in tudi v sposobnosti domišljijskega binoma. Nekateri otroci so že pri prvem preverjanju pri svojem pripovedovanju kazali ustvarjalnost, saj so v zgodbah uporabili nesmisel in asociacijo na življenjske izkušnje z možnostjo, da se neka stvar lahko zgodi. Velik preskok se je izkazal pri otrocih, ki pri prvem preverjanju niso povedali nič, pri drugem pa so zgodbo oblikovali na podlagi nesmisla. Velik pomen lahko pripišemo interakcijam med otroki in vajami v okviru obeh preverjanj.
Keywords:	predšolski otrok, pripovedovanje, zgodba, ustvarjalnost, domišljijski binom.
Place of publishing:	Maribor
Publisher:	[A. Pavlič]
Year of publishing:	2018
PID:	20.500.12556/DKUM-72061
UDC:	373.2(043.2):159.954.2
COBISS.SI-ID:	24179976
NUK URN:	URN:SI:UM:DK:3JHZXGIV
Publication date in DKUM:	28.11.2018
Views:	1643
Downloads:	208
Metadata:
Categories:	PEF
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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	09.09.2018

Secondary language

Language:	English
Title:	Using fantastic binomial with children of four to five years of age
Abstract:	ABSTRACT Preschool period is essential for the development of creativity and therefore imagination. A child builds his imagination through different games, including the fantastic binomial. It is important that two words are unrelated, in a certain distance. Bringing two unrelated words together has to be unusual and this is the condition to ignite imagination. Our goal was children’s independent narration about two pictures (chestnut and snowman), which represent the fantastic binomial. In the period of four months, when children were doing exercises related to fantastic binomial, we were interested in the difference in the number of words and sentences. We were also interested in the difference based on the criteria of the fantastic binomial: will the children use both elements in their narration and make the connection between them or will their story be based on life experience or nonsense. We have discovered that, between the first and the second assessment, children improved in the number of words, length of narration and in the ability of the fantastic binomial. Some children already showed their creativity during the first assessment, because they used nonsense and association on life experience with the possibility that something might happen. There was a big leap with children that hadn’t told anything in their first assessment, but structured a story on nonsense in the second assessment. Great importance can be attached to interactions between children and exercises done under both assessments.
Keywords:	Keywords: preschool child, narration, story, creativity, fantastic binomial.

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