The characteristic of storytelling in preschool – study of fairytales by Anja Štefan

V teoretičnem delu diplomskega dela je zapisana opredelitev pojma pravljica. Zatem sledi zgodovina pravljic na Slovenskem in nekaj besed o življenju in delu Josepine Turnograjske in Matiju Valjavcu. Po zgodovini sta navedena klasifikacija pravljic in pomen ilustracij v pravljicah. Sledijo razlogi, zakaj so pravljice primerne za otroke, in opis treh metod, s katerimi jim lahko pravljice posredujemo. Na koncu teoretičnega dela se nahaja zapis o življenju in delu avtorice Anje Štefan, katere pravljice so uporabljene v raziskavi. V empiričnem delu je predstavljena raziskava, v kateri so sodelovali otroci od tretjega do šestega leta starosti. Otrokom so bile posredovane tri pravljice: Zakleti grad (ljudska pravljica), Devet medvedov (A. Štefan) in Gugalnica (A. Štefan). Pri posredovanju pravljice so bile uporabljene različne metode: pripovedovanje, branje ob ilustracijah in branje. Namen raziskave je ugotoviti, pri kateri od teh metod imajo otroci najboljšo motivacijo in prek katere si pravljico najbolj zapomnijo in jo doživijo.In the theoretical part, there are some definitions of what the concept of the fairy tale is. Then, I also wrote about the history of fairy tales in Slovenia, and the life and work of Josepina Turnograjska and Matija Valjavec. After the history of fairy tales, there is the classification of fairy tales. I describe the importance of illustrations in them. After that, there is also an explanation of why fairy tales are useful for children and a description of three methods by which fairy tales can be transmitted to them. At the end of the theoretical part, I wrote about the life and work of Anja Štefan, the author whose fairy tales I used for my research. In the practical part of my thesis, I present a survey in which the children in the ages of three to six were involved. I passed three stories of my choice to the children, each with another method. The first method I used was telling them a story without reading (I narrated). The second one was reading with the help of illustrations. The last one was reading. I used these three methods to find out which one gave the children the best motivation and eagerness to remember the fairy tale