A reception of fairy tales by preschool age children

U predškolskom razdoblju bajka zauzima istaknutu ulogu u odgoju djece. Ona je književna vrsta s kojom se djeca u tome razdoblju najčešće susreću, bilo da je riječ o usmenoj ili autorskoj bajci. Djeci bajke najčešće pripovijedaju, prepričavaju i/ili čitaju roditelji i odgojitelji te je važno osvijestiti njihovo djelovanje na razvoj dječje mašte, osobnosti i kreativnosti, uglavnom njezinu ulogu u njihovu kognitivnom, emocionalnom i socijalnom razvoju. Stoga je cilj ovog diplomskog rada uvidjeti na koje načine djeca percipiraju, interpretiraju i doživljavaju bajke u razdoblju predškolske dobi te kako to utječe na njihov cjelokupni odgoj. U prvom dijelu rada predstavit će se istraživani predmet: dakle, bajka kao književni žanr (Propp, Röhrich, Lüthi, Bošković-Stulli, Biti) te istraživano razdoblje: razvojne specifičnosti predškolskog razdoblja (Piaget, Montessori, Erikson, Vygotsky). Nadalje, predstavit će se mjesto bajke u dječjoj književnosti, književna i odgojna obilježja bajke te teorijski pregled razvoja kroz povijest, od njezina pojavljivanja u usmenim formama pa do prelaska u pisani ili umjetnički medij (Hameršak). U drugome dijelu rada, metodom anketnog ispitivanja, istražit će se mjesto bajke u vrtićima: načini obrade bajke, najčešće zastupljene bajke, pristup bajci kao književnom djelu, prihvaćenost bajke kod djece te čestota susretanja s tim žanrom. Budući da vrtić kao odgojno-obrazovna ustanova predstavlja mjesto gdje se djeca najčešće susreću s bajkom kao književnom vrstom, potrebno je ispitati kako se ona implementira u odgojni program i odgojnu praksu te osvijestiti pogreške i propuste njezina čitanja i naglasiti prijedloge za poboljšanje. Naglasit će se karakteristike njihova pripovijedanja, izvedbeni kontekst, reakcije recipijenata i dobne specifičnosti (poput npr. inzistiranje trogodišnjaka na ponovljivosti na rečeničnoj razini i sl.).In preschool age education fairy tales conquer the preeminent role in the upbringing of children. Fairy tale is a genre which children encounter most frequently, whether in its oral or author's form. Fairy tales are usually told, retold and/or read to children by parents and educators and it is important to become aware of their effect on the development of children imagination, personality and creativity, mainly its role in their cognitive, emotional and social development. The purpose of this diploma thesis is recognizing the ways in which children perceive, interpret and experience the fairy tale in the period of preschool age and how it affects their overall upbringing. In the first part of the thesis theoretical aspects of fairy tale as a literary genre are presented (Propp, Röhrich, Lüthi, Bošković-Stulli, Biti). The first part also covers developmental characteristics of preschool age (Piaget, Montessori, Erikson, Vygotsky). Furthermore, fairy tale's place in children literature and educational characteristics of fairy tale and theoretical overview of its development through history, from its occurrence in oral forms to the transition into a written or artistic medium are presented (Hameršak). In the second part of the thesis, a position of fairy tale in kindergartens is presented with the aid of a poll method: the ways of its analysis, the most frequent fairy tales, access to the fairy tale as a literary form, its acceptance by children and frequency of meeting with this literary genre. Because a kindergarten as an educational institution is a place where children most commonly encounter fairy tale as a literary genre, it is necessary to examine the way in which a fairy tale is implemented into an educational program and an educational practice. On top of that the error and omission awareness of fairy tale's reading has to be raised and the suggestions for its improvement should be pointed out. In a frame of the thesis the characteristics of a fairy tale's narration, performance context, reactions of the recipients and age specifics are emphasized (e.g. the insistence of three- year old on the repeatability at the sentence level, etc.)