PUPPET USE IN THE SECOND AGE PERIOD IN KINDERGARTENS AND IN THE FIRST GRADE OF PRIMARY SCHOOL

V teoretičnem delu diplomske naloge smo predstavili cilje vzgoje in izobraževanja z lutko, metode dela z lutko, vlogo vzgojitelja pri delu z lutko, lutkovno igro kot simbolno igro in otrokov razvoj ob igri z lutko. V empiričnem delu smo predstavili pridobljene podatke, ki smo jih pridobili s pomočjo anketnih vprašalnikov (reševale so jih vzgojiteljice, zaposlene v posavskih vrtcih in šolah). Z anketnim vprašalnikom smo želeli ugotoviti, ali vzgojiteljice uporabljajo lutke v vzgoji in izobraževanju, ali jih uporabljajo kot ljubljenke skupine, ali imajo stalni lutkovni kotiček, kaj otroci najpogosteje spontano uprizarjajo, katere metode dela vzgojiteljice najpogosteje uporabljajo, ali uporabljajo lutko kot motivacijsko in kot terapevtsko sredstvo, ali pripravljajo lutkovne predstave za otroke in z otroki, ali obiščejo kdaj tudi lutkovno gledališče in kakšno mnenje imajo vzgojiteljice o pomenu lutke za otrokov razvoj. Zanimal nas je obstoj razlik glede na uporabo lutk v drugem starostnem obdobju v vrtcu in prvem razredu osnovne šole. Ugotovili smo, da vzgojiteljice lutke načeloma uporabljajo in so tudi otrokom dosegljive. Vendar je lutka pri večini uporabna v različne namene le občasno. Presenetil me je podatek, da več kot polovica vzgojiteljic nikoli ne obišče lutkovnega gledališča z otroki (tako v vrtcu kot v prvem razredu osnovne šole).In theoretical part of my diploma work we presented objective of educating with puppet, methods of working with puppet, role of educator when educating with puppet, puppet play as a symbolic play and child\u27s development when playing with puppet. In empiric part we presented acquired data we got with help of survey questionnaire which was implemented by educators in kindergartens and schools in the region of Posavje. With the help of the questionnaire we wanted to establish if educators use puppet for education, if they use puppet as a group favourite, if they have a permanent puppet corner, which acts children most often spontaneously perform, which methods of work educators most often use, if they use puppet as a motivational and therapeutic instrument, if they arrange a puppet performance show with children , if they take children to the puppet theatre, and what is their opinion of the role of puppet in child\u27s development. We were also interested in different uses of puppets in the second age group in the kindergarten and in the first grade of primary school. We established that educators generally use puppet, and the puppets are also available for children. Nevertheless they only use puppets periodically for various uses. I was surprised by the fact that more than half of educators never take the children to the puppet theatre (not only in kindergarten but also in the first grade of primary school)