Dramske igre u odgoju za okoliš

U diplomskom radu „Dramske igre u odgoju za okoliš“ iznose se dugogodišnja iskustva koja su stečena u radu s djecom i njihovim roditeljima. Opisuje se provođenje dramskih igara kroz radionice u odgoju za okoliš. Opisuje se način, većinom pozitivno iskustvo s igrama u radu s djecom i njihovim roditeljima. Glavni cilj rada je upoznavanje s dramskim igrama u odgoju za okoliš kroz stvaranje i poticanje sudionika na izražavanje osjećaja, doživljavanja, uživljavanja i prenošenje u vanjski svijet. Dramska igra kao osnovni način provođenja dramskog odgoja pruža velike mogućnosti oslobađanja stvaralačkih potencijala djece. Namijenjena je svim uzrastima djece. Osigurava im slobodu vlastitoga izražavanja, osposobljava ih za potpuni doživljaj svijeta i izražavanje tog doživljaja s posebnim naglaskom na humanizaciju međusobnih odn osa. U teorijskom dijelu definira se dramski odgoj, značenje dramskih igara u odgoju za okoliš, povijesni pregled, razlike dramske igre od scenskoga uprizorenja, metode rada, struktura igre i klasifikacija igara u odgoju za okoliš. U empirijskom dijelu izl ažu se ciljevi, zadatci, tehnike, uloga voditeljice i dugogodišnja iskustva iz prakse. U empirijskom dijelu navedena su iskustva u svakodnevnome odgojno-obrazovnom radu (mlađe, srednje, starije skupine) kroz dramske radionice u DV „Latica“, „Vedri dani“, „Potočnica“ i Zajednici žena „Stvarnost“ u kojima su sudjelovala i djeca i njihovi roditelji. Različitim metodama i tehnikama u radu kroz dramske igre u odgoju za okoliš stvorili smo nešto novo i neponovljivo iz dubine duše i srca. Čudesno je onoliko koliko ga mi učinimo čudesnim, a to je vidljivo iz reakcija sudionika dramskih igara jer je jedinstveno i neponovljivo.The aim of this graduate thesis entitled “Dramatic Games in Education for Environment” is to show my longtime practical experience in work with children, as well as their parents – the implementation of dramatic games in education for environment, and where have these games led us. The main goal: Familiarizing with dramatic games in education for environment, and encouragement of participants in expressing their feelings, simultaneously experiencing, absorbing and transferring those into the outside world. Dramatic game as a basic method of dramatic games’ implementation opens a wide spectrum of possibilities when discussing children’s creative potential. It is intended for children of all ages, and it ensures freedom of personal expression. Also, it makes them capable to fully experience the world, as well as to express that experience with the special emphasis on humanization of interpersonal relations. Theoretical part defines dramatic education, the meaning of dramatic games in education for environment, historical overview, the differences between a dramatic game and a theatrical performance, work methods, game structure and classification of games in education for environment. The empirical part involves aims, tasks, techniques, the role of a child care worker and longtime experience in practice. The experiences in an everyday educational practice (young, middle -aged and senior group) through dramatic workshops in kindergartens „Latica“, „Vedri dani“, „Potočnica“, and in a women’s association „Stvarnost“ are also described. In all these workshops children and their parents participated at the same time. Through different methods and techniques in practice we created something new and unique. Every dramatic game is miraculous to the extent to which we make it that way and judging by the participants’ reactions it is obvious that these games served their purpose to the fullest