STORYTELLING WITH PUPPETS

Namen naloge je bil ugotoviti, kako lutka vpliva na otrokovo dojemanje pravljice. Z raziskavo smo želeli ugotoviti, kako otrok razvija verbalne in neverbalne komunikacijske spretnosti s pomočjo lutke. Pri raziskavi smo uporabili deskriptivno-neeksperimentalno metodo. V vrtcu v skupini 14 otrok starih 3‒4 leta smo s pomočjo lutke pripovedovali pravljico »Zlatolaska in trije medvedi«. Otroke smo razdelili v dve skupini, ki smo jih kasneje med seboj primerjali. Ugotovili smo, da so otroci zgodbo spremljali z velikim zanimanjem in se vanjo vživeli. Vendar pa se so otroci, ki so zgodbo poslušali s pomočjo lutk, vanjo aktivneje vključevali in z mimiko kazali doživljanje. Obe skupini otrok sta znali zgodbo povzeti, vendar pa so otroci s pomočjo lutk oziroma igre z lutkami prikazali tudi svoje vsakdanje dogodivščine, med tem ko otroci, ki so zgodbo poslušali in opazovali ilustracije, niso v pripovedovanje zgodbe vključevali sebe, temveč so samo povzemali dogajanje in zgodbo pripovedovali ob slikah. Ugotovili smo, da so lutke otroke spodbudile k odprtosti in vključevanju v igro z vrstniki. Ugotovili smo, da je z lutko otrokom lažje približati vsebino in različne tematike, saj so pozornejši. Prav tako pa se z njo tudi poistovetijo in jo dojemajo kot pozitivno avtoriteto ter ji verjamejo, kar pove.The purpose of the thesis was to establish how puppets influence a child’s perception of stories. We sought to find out how children develop their verbal and non-verbal communication skills through puppets. The research involved the application of the descriptive non-experimental method. The story of Goldilocks and the Three Bears was told to fourteen kindergarten children aged 3 to 4 years. The children were split up in two groups of which one group was presented the story by means of a puppet. The groups were later compared.It was established that the story captured the children’s interest and that they were able to relate to it. However, the children from the group in which the story was performed with puppets were more actively engaged in the story and they showed a range of emotions as the story unfolded. Children in both groups were able to recap the story. However, the children who were in the group which featured puppets or was performed as a puppet play also incorporated their everyday adventures, while the children who merely listened to the story and watched the illustrations did not include themselves in the story, only summing up the plot and retell the story based on the drawings. We found that puppets encourage children to open up and become engaged in playing with their peers. It was also determined that puppets make it easier to present contents and different topics to children as children find puppets very engaging. Children tend to identify with the puppet and see it as a positive authority figure that they can trust