Encouraging the development of values through literature in the third grade of elementary school

Na oblikovanje vrednot vplivajo različni dejavniki, eden izmed njih je tudi šola. V njej se kažejo, lahko pa tudi oblikujejo, spremembe v hierarhiji vrednot družbe. Čeprav je oblikovanje vrednot dolgotrajen in kompleksen proces, se zametki vrednotnih lestvic začnejo razvijati že pri otrocih. Učitelji in učiteljice imajo zato možnost vplivati na otroke tudi na tem področju. Pri učencih in učenkah lahko spodbujajo vrednote, ki bi si jih želeli v družbi prihodnosti. Eden od načinov za to je prek književnosti. Pravljice imajo namreč izjemno sporočilno in vzgojno moč. Vživimo se lahko v like iz zgodb in prek njihovih doživetij simbolno predelamo določene stvari in ponotranjimo vrednote. V teoretičnem delu magistrskega dela sem predstavila vrednote, njihov razvoj, delitve, oblikovanje. Vanj sem umestila vzgojno funkcijo šole, vpliv globalizacije, problem indoktrinacije in splošno krizo vrednot. Predstavila sem tudi vpliv književnosti in moč pravljic ter dela in njihove avtorje, ki sem si jih izbrala za obravnavo v empiričnem delu. Namen raziskave v empiričnem delu je bil: ugotavljanje stanja vrednotnih presoj učencev pred obravnavo književnih del in po njejiskanje morebitnih razlik med eksperimentalno in kontrolno skupino ter med spolomapreverjanje vpliva vrednotnih sistemov učiteljic na vrednotne presoje učencev njunih razredov. V raziskavi je sodelovalo 38 učencev in 2 učiteljici 3. razreda osnovne šole v šolskem letu 2017/18. V eksperimentalnem razredu sem v treh tednih izvedla tri t. i. blok ure književnosti. Didaktično sem obravnavala naslednja dela: Deklica z vžigalicami (Hans C. Andersen), Srečni kraljevič (Oscar Wilde) ter Bobek in barčica (Anja Štefan). Prek njih sem želela v učencih vzbuditi vživljanje v like in spodbuditi razvoj vrednot, za katere se zdi, da izginjajo z vrha vrednotnih lestvic družbe (npr. empatija, solidarnost, strpnost). Pred obravnavo del in po njej so vsi vpleteni rešili moj avtorski anketni vprašalnik. Njihove odgovore sem analizirala s pomočjo programa SPSS. Rezultati so pokazali, da ni statistično pomembnih razlik med stvarmi, ki sem jih primerjala. Čeprav ne morem posploševati na splošno množico, lahko za vzorec trdim, da je vseeno bil videti majhen napredek po obravnavi del, kar daje upanje, da bi se mogoče, ob daljšem vplivanju na otroka, lahko zgodil premik na lestvici vrednot. Do izbranih vrednot so dekleta nekoliko dovzetnejša od fantov, vrednote učiteljic pa ne vplivajo vidno na lestvice njunih učencev. Otrokom je v povprečju najbolj pomembno prijateljstvo in sodelovanje, najmanj pa bogastvo.Values are influenced by various factors, one of which is school. It shows and can shape changes in the hierarchy of values of society. Although value formation is a lengthy and complex process, the beginnings of value scales already begin to develop in children. Teachers, therefore, have the opportunity to influence children in this area as well. They can promote the values that they would like in a society of the future. One way to do this is through literature. Fairy tales have an extremely communicative and educational power. We can empathize with the characters from stories and through their experiences symbolically rework certain things and internalize values. In the theoretical part of the master\u27s thesis, I presented values, their development, divisions, and design. I wrote about the educational function of the school, the impact of globalization, the problem of indoctrination and the general crisis of values. I also presented the influence of literature and the power of fairy tales and works and their authors that I chose to address in empirical work. The purpose of the research in the empirical part was: to determine the state of students\u27 value judgments before and after reading literary workssearch for possible differences between the experimental and control groups and between the sexesexamining the impact of teachers\u27 value systems on the value judgments of students in their classes. 38 students and 2 3rd grade elementary school teachers participated in the survey in the 2017/18 school year. I did three double period literature lessons in the experimental class during a three week time period. We didactically discussed the following works: The Little Match Girl (Hans C. Andersen), The Happy Prince (Oscar Wilde) and Bobby and the Boat (Anja Štefan). With these, I wanted to encourage students to step in the shoes of the characters and encourage the development of values that seem to have been disappearing from the top of society\u27s values (e.g. empathy, solidarity, tolerance). Before and after reading and discussing the works, everyone involved filled out my authorial survey questionnaire. I analyzed the answers using SPSS. The results showed that there were no statistically significant differences between the things I compared. Although I cannot generalize to the general public, I can say that there has been little progress in the sample after reading the works, which gives hope that within a longer period of influencing the children, a shift in the values may occur. Girls are more sensitive to the values chosen than boys, and the values of the teachers do not have a significant impact on their students\u27 rankings. On average, friendship and cooperation are the most important things for children, and wealth is the least