Emocije u djetetovom likovnom izražavanju

Tema ovog diplomskog rada su emocije u djetetovom likovnom izražavanju. U teoretskom djelu rada na temelju stručne literature navode se teorije (Šimić, 2020; Slunjski, 2013; Starc i sur.,2004; Kovačević i Ramadanović, 2016; Farokfi i Hashemi, 2011) o emocijama i izražavanju emocija u dječjem likovnom stvaralaštvu. Osim toga, definiraju se tri razvojne faze dječjeg likovnog izražavanja i obrazlaže na koje načine potaknuti dječje likovno stvaralaštvo. U svrhu rada provedeno je empirijsko istraživanje. Cilj istraživanja je proučiti određene likovne elemente i likovne tehnike kojima djeca likovno izražavaju emocije ljutnje i sreće, prethodno potaknuta pročitanom slikovnicom te postoji li razlika u prikazu emocija s obzirom na dob predškolske djece, odabir (a)boja i motiva. Istraživanje je provedeno na uzorku od 43-oje djece u dobi od 3 godine do polaska u školu. Dobiveni rezultati mogu poslužiti odgajateljima predškolske djece u obogaćivanju novim spoznajama o emocijama djeteta u likovnom izražavanju te prilagođavanju i upotrebi istih u svom odgojno-obrazovnom radu.The topic of this graduate thesis is emotions in the child's artistic expression. In the theoretical part of the paper, based on the professional literature are presented theories (Šimić, 2020; Slunjski, 2013; Starc i sur.,2004; Kovačević i Ramadanović, 2016; Farokfi i Hashemi, 2011) on emotions and the expression of emotions in children's art. Besides that, three developmental stages of children's artistic expression are defined witch explains how to encourage children's artistic creativity. The purpose of the research is to study certain art elements and art techniques by which children express emotions of anger and happiness witch are previously stimulated by reading a picture book and whether there is a difference in the presentation of emotions with regarding the age of preschool children. The research was conducted on a sample of 43 children aged 3 years before starting school. The obtained results can be used by preschool educators in enriching them with new knowledge about the child's emotions in artistic expression and in adapting and using them in their educational work