The use of hand and shadow puppets in kindergarten

Diplomsko delo z naslovom Uporaba ročnih in senčnih lutk v vrtcu je sestavljeno iz teoretičnega in praktičnega dela. V teoretičnem delu smo predstavili razvoj pet- do šestletnega otroka, moč lutke ljubljenke in metode dela z lutkami v vrtcu. Opisali smo ročno in senčno lutko, njun pomen, izdelavo in vlogo vzgojitelja pri izdelavi in uporabi lutke. Posvetili smo se tudi senčnemu gledališču, senci in motivaciji otrok v predšolskem obdobju. V praktičnem delu diplomskega dela smo si zastavili naslednje cilje: otroke spodbuditi za oblikovanje karakterja lutkespodbuditi jih k ustvarjalnemu izdelovanju lutke in utrjevanju fine motorikeotroke spodbuditi, da se poistovetijo z lutko ljubljenko in jo seznanijo z njihovo dnevno rutino v vrtcuspodbuditi jih, da se doživeto in domiselno vživijo v vlogo lutkez ročno lutko spodbuditi manj govoreče otroke k aktivnemu govoruotroke seznaniti s senčno lutko in z njenim rokovanjemseznaniti jih s prvinami senčnega gledališčaspodbuditi jih za sodelovanje in timsko delo. Tako smo skozi celoten projekt z otroki ustvarili ročno lutko, ki je postala naša ljubljenka skupine, s katero smo spletli močno vez, jo vključili v dnevno rutino in dejavnosti. Pri izdelavi lutk smo otroke spodbujali k ustvarjalnemu izdelovanju in urili ročne spretnosti. Seznanili smo jih s prvinami senčnega gledališča, ustvarili lutkovni kotiček in uprizorili predstavo s senčnimi lutkami ter jih spodbujali k sodelovanju in timskemu duhu. Ročne in senčne lutke so tako postale naše vsakodnevne prijateljice, ki so otroke spodbujale pri izražanju in bogatile njihov besedni zaklad. Veliko časa smo namenili opazovanju otrok, ki smo jih spremljali s pomočjo opazovalnih listov skozi celotni projekt, ki so ga doživljali kot prijetno izkušnjo. Dobljeni rezultati kažejo na to, da je za uresničitev želenih ciljev treba delo dobro načrtovati in se pred izvedbo nanj suvereno pripraviti. Otroke je treba spremljati, spodbujati in podpirati, saj je le na ta način mogoče slediti njihovemu napredku.Diploma thesis with the title The Use of Hand and Shaddow Puppets in Kindergarten consists of two parts: the theoretical and the practical one. The theoretical part concentrates on development of a five to six years old child, the power of a puppet favourite and on methods of work with puppets in kindergarten. We described a hand and shaddow puppet, its role, the making, and the role of a pre-school teacher in making and the use of puppets. Among other things, we also addressed the shaddow puppet theatre, the shaddow and motivation of children in a pre-school period. The practical part of diploma paper is focused on the following goals: to motivate children to design a puppet\u27s characterto motivate them for a creative making of puppets and strengthening their fine motor functionto encourage children to identify themselves with their puppet favourite and to introduce it to their daily routine in kindergartento encourage children to familiarize themselves with the role of a puppet in a perceived and imaginative mannerto use a hand puppet for encouragement of children who do not speak much to take a more active part in speakingto introduce children to a shadow puppet and its handlingto bring the primary elements of a shadow theatre closer to childrento encourage children for participation and team work. Having this in mind, we were creating a hand puppet together with children throughout the whole project which eventually became the favourite of our groupwe built a strong bond with the puppet and included it into our daily routine and activities. By making puppets, children were encouraged to be creative and exercise their manual skills. We helped children learn the primary elements of a shadow theatre, created a puppet corner and put a performance with shadow puppets on stage, encouraging them to participate and enjoy the team spirit. Hand and shadow puppets became our everyday friends motivating children to express themselves and enriched their vocabulary. A lot of time was devoted to observation of children, using observation specifications, throughout the whole project which they found a pleasant experience. The results show that realization of desired goals requires careful planning and a sovereign preparation before implementation starts. Children have to be observed, encouraged and supported as this is the only possible way to follow and assess their progressing