The role of a puppet in different educational concepts

Diplomsko delo z naslovom Vloga lutke v različnih vzgojnih konceptih je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu smo predstavili kaj lutka je, kakšna je njena moč, kakšne vrste in načine uporabe poznamo ter kako vpliva na emocionalni razvoj in socializacijo. Velik poudarek je na tem, kako lutka vpliva na različna področja otrokovega razvoja. Skozi teorijo smo predstavili tudi različne vzgojne koncepte in opisali načela njihovega delovanja. Razloženo je, zakaj je lutka pomembna v otrokovem življenju. Opisane so različne metode dela z njo. Empirični del zajema raziskavo o vlogi lutke v različnih vzgojnih konceptih. Anketne vprašalnike smo razdelili med vzgojiteljice, ki opravljajo svoje delo v Montessori, Waldorfskem in javnem vrtcu. Število izpolnjenih anketnih vprašalnikov je bilo 62. Zanimalo nas je, ali se vloga lutke razlikuje glede na različne vrtce, ali kateri pedagoški koncept postavlja večji poudarek na uporabo lutke kot drugi, in katerih vrst lutke se najpogosteje poslužujejo. Rezultate anketnih vprašalnikov smo predstavili v obliki tabel, na podlagi katerih smo ovrednotili zastavljene hipoteze.The dissertation with the title »The role of a puppet in different educational concepts« consists of a theoretical and empirical part. In the theoretical part we defined what a puppet is, we presented its power, different kinds and ways of its use, and how it affects emotional development and socialization. We considerably emphasized how a puppet influences different spheres of child’s development. In this part we also introduced various educational concepts and described the principles of their functioning. It is explained why a puppet has an immense value in a child’s life and different methods of work with it have been described. The empirical part consists of a research on the role of a puppet in different educational concepts. The survey questionnaires were distributed among the kindergarten teachers who work in state, Montessori and Waldorf kindergartens. There were 62 completed survey questionnaires. We were interested in whether the role of a puppet varies in different kindergartens, whether some pedagogical concept places greater stress on the use of a puppet than others, and which types of puppets they most often use. We presented the results of the survey questionnaires by using charts on the basis of which we have assessed the proposed thesis