Image of child in the collection Za lahko noč [Bedtime Stories] by Ela Peroci

V prvem delu diplomskega dela je na začetku predstavljen pomen pravljice za otroka na razvojnem, psihološkem, vzgojno-izobraževalnem in socialnem področju. Sledi teoretična opredelitev pravljice, s poudarkom na kratki sodobni pravljici z otroškim glavnim literarnim junakom po teoriji Marjane Kobe. V nadaljevanju je predstavljeno življenje in delo pisateljice Ele Peroci, kateremu sledi tudi abecedni in kronološki seznam njenih del. Teoretični del sklenem z literarno analizo pisateljičine antologije Za lahko noč (1985), kjer se osredotočim predvsem na podobo otroka kot glavnega literarnega lika, motive za prehod iz realnega v fantastični svet, like oživljene igrače/predmeta, dogajalni prostor in čas, zgradbo dogajanja ter sporočilo. V empiričnem delu je predstavljena obravnava treh pravljic iz antologije Za lahko noč (1985). V ospredju mojega zanimanja je primerjava doživljanja in razumevanja pravljic Ele Peroci pri predšolskih in šolskih otrocih. Z otroki sem po obravnavi izvedla fokusni intervju, njihove odgovore pa skupaj z ilustracijami vstavila v preglednico. Ob koncu vsake preglednice posamezne pravljice sledi kratka interpretacija odgovorov, ob koncu poglavja pa sklepni zaključek raziskave.At the beginning of the thesis the importance of a story on a child’s developmental, psychological, educational and social area is introduced. What follows is theoretical definition of a story, emphasizing a contemporary short story with a main character in children’s literature as defined in Marjana Kobe\u27s theory. Life and work of the writer Ela Peroci, including a list of her works in alphabetical and chronological order, is presented later on. Theoretical part is concluded with literary analysis of Peroci’s anthology Za lahko noč (1985), where my main focus is on a child’s image as a main charactermotives regarding a transition from the real to fantastic worldrevived characters of toys or objectsnarrative place and timeplot and message. The three stories taken from anthology Za lahko noč (1985) are discussed in the empirical part. My primary interest is to compare how preschool and school-age children experience and understand Ela Peroci’s stories. I did a focus interview with children after the reading. I collected their responses along with illustrations, and inserted them into a table. At the end of each table I added a brief interpretation of responses, as well as a final conclusion of the survey at the end of the chapter