Dramske tehnike i metode kao poticaj razvoja predvještina čitanja i pisanja [Drama techniques and methods as a stimulus for development pre-reading and writing skills]

Krumes, Irena and Malenica, Valentina (2022) Dramske tehnike i metode kao poticaj razvoja predvještina čitanja i pisanja [Drama techniques and methods as a stimulus for development pre-reading and writing skills]. DANUBIUS NOSTER: AZ EÖTVÖS JÓZSEF FŐISKOLA TUDOMÁNYOS FOLYÓIRATA, 10 (3). pp. 93-116. ISSN 2064-1060

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Abstract

Dramske su tehnike, metode i vježbe postupci kojima odgojitelji u svakodnevnom radu mogu poticati cjelokupni dječji razvoj. Bliske su dječjoj igri, a dijete predškolske dobi sva znanja, vještine i sposobnosti usvaja spontano kroz igru. Dramske metode dobro je integrirati u svakodnevni rad s djecom. No, nisu svi odgojitelji dovoljno educirani za provođenje dramskih metoda, a nerijetko se događa da nisu niti svjesni pozitivnih učinaka ovih metoda na dječji razvoj. Budući da dramske metode integriraju sva područja razvoja djeteta, prikladne su za poticanje razvoja čitanja i pisanja kao najvažnijih vještina za izazove suvremenoga društva. Uspješnost djeteta u predvještinama čitanja i pisanja može biti predznak buduće čitačke uspješnosti, ali i općeg uspjeha u školi. Zato je važno istražiti koliko često se ove metode primjenjuju kao priprema za početno čitanje i pisanje. U radu se anketnim istraživanjem ispituje koje vrste dramskih metoda u poticanju predvještina čitanja odgojitelji najčešće primjenjuju kao i njihove stavove o utjecaju dramskih metoda na poticanje ovih predvještina. U radu je provedeno kvantitativno istraživanje realizirano putem online ankete oblikovane u Google Forms programu. Ispitani su odgojitelji iz cijele Republike Hrvatske, a uzorak čini 112 odgojitelja iz 18 županija Republike Hrvatske. Istraživanje je pokazalo da odgojitelji primjenjuju dramske metode i imaju pozitivan stav prema njima, ali ne potiču sve predvještine čitanja i pisanja ovim metodama. | Drama techniques, methods and exercises are procedures by which educators in their daily work can encourage the overall development of children. They are close to children’s play, and the preschool child acquires all the knowledge, skills and abilities spontaneously through play. Dramatic methods are good to integrate into everyday work with children. However, not all educators are able to implement dramatic methods, and it is not uncommon for them not to be aware of the positive effects of these methods on children’s development. Because dramatic methods integrate all areas of child development, they are suitable for encouraging the development of reading and writing as the most important skills for the challenges of modern society. A child’s success in reading and writing skills can be a sign of future reading success, but also of general success in school. It is therefore important to investigate how often these methods are used in the process of preparation for pre-reading and writing. The paper examines which types of drama methods encouraging reading skills are most often used by educators, as well as their views on the impact of drama methods on encouraging these skills. The paper presents the results of a quantitative research conducted through an online survey designed in the Google Forms program. Educators from all over the Republic of Croatia were examined, and the sample consisted of 112 educators from 18 counties of the Republic of Croatia. Research has shown that educators apply drama methods and have a positive attitude towards their use, but do not encourage all the prerequisites of reading and writing with these methods.

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