THE PUPPET AS MEDIATING TOOL BETWEEN A CHILD AND ARTWORK

Узданица XXII-II (2025) (стр. 229-241)

АУТОР(И) / AUTHOR(S): Kristinka I. Selaković  Sanja M. Partalo  

Download Full Pdf   

DOI: 10.46793/Uzdanica22.2.229S

САЖЕТАК / ABSTRACT:

The role, importance and application of the puppet in child’s education is multiple. The puppet is mainly used as a toy, but also as a means of socialization and communication that encourages and develops linguistic, social and emotional competences in children. With its motivating and creative role, the puppet puts the child in the center of attention as well as in the context of play, thus enabling spontaneous and divergent learning. By applying action research in institutional preschool education, this paper considers the possibility of using a puppet as a mediating tool among children, teachers and artwork. The initial value of the research is the preservation of cultural heritage and national identity by applying puppetry in preschool education. In addition, the research aims at strengthening children’s competencies through the implementation of activities that encourage children’s creativity and to improve the professional competencies of educators as co-researchers and agents of change. The research sample consisted of preschool children (four age groups) and eight preschool teachers. The goal of the research was to introduce children to the artworks of our famous painters by using a Puppet-artist, which represents the starting point for interaction and active observation. The analysis of the results done by the research team made it possible to point out the great possibilities and importance of using the puppet in preserving the national identity and improving the quality of educational process.

КЉУЧНЕ РЕЧИ / KEYWORDS:

preschool children, puppet, artwork, national identity.

ЛИТЕРАТУРА / REFERENCES:

  • Ahlcrona (2012): M. F. Ahlcrona, The Puppet’s Communicative Potential as a Mediating Tool in Preschool Education, International Journal of Early Childhood, 44(2), 171–184.
  • Banđur, Potkonjak (2004): V. Banđur, N. Potkonjak, Metodologija pedagogije, Beograd: Savez pedagoških društava Jugoslavije.
  • Bernier, O’Hare (2005): M. Bernier, J. O’Hare (Eds.), Puppetry in education and therapy: unlocking doors to the mind and heart, Bloomington: Authorhouse.
  • Breneselović, Krnjaja (2021): D. Breneselović, Ž. Krnjaja, Godine uzleta ‒ Osnove programa PVO. Retrieved in May 2024 from: https://www.researchgate.net/publication/355483801
  • Brėdikytę (2002): M. Brėdikytę, Dialogical Drama With Puppets (DDP) as a Method of Fostering Children’s Verbal Creativity, In: L. Kroflin (Ed.), The Power of the Puppet, Zagreb, Croatia: Union Internationale de la Marionette, 27–46.
  • Brown (2005): B. Brown, Combating discrimination. Persona Dolls in action, Wiltshire: Cromwell Press Ltd.
  • Bruner (2000): J. Bruner, Kultura obrazovanja, Zagreb: Educa.
  • Coffou (2004): V. Coffou, Lutka u školi. Priručnik za lutkarstvo u nastavi i slobodnim aktivnostima s lutkarskim igrama, Zagreb: Školska knjiga.
  • Gibson (2003): R. Gibson, Learning to be on Art Education: Student Teachers Attitudes to Art and Art Education, International Journal of Art & Design Education, 22(1), 111–120.
  • Hamre (2002): I. Hamre, The learning process in the theatre of paradox, In: E. Majaron, L. Kroflin (Eds.), The puppet – what a miracle!, Zagreb: The UNIMA Puppets in Education Commission, 3–14.
  • Hamre (2004): I. Hamre, Learning through animation theatre, Denmark: UNIMA.
  • Ivon (2004): H. Ivon, Poticanje dječje socijalne kompetencije putem konteksta dječjeg zajedničkog stvaranja lutkarske predstave, Metodički ogledi, 11(2), 9–19.
  • Kardum, Kuščević, Brajčić (2020): G. Kardum, D. Kuščević, M. Brajčić, The Impacts of Different Sorts of Art Education on Pupils’ Preference for 20th-Century Art Movements, Education Sciences, 10(15), 1–12.
  • Kuščević (2015): D. Kuščević, Kulturna baština – poticatelj dječjeg razvoja (likovni aspekt), Školski vjesnik, 64(3), 479–491.
  • Korošec (2012): H. Korošec, Playing with Puppets in Class – Teaching and Learning with Pleasure, In: L. Kroflin (Ed.), The Power of the Puppet, Zagreb, Croatia: Union Internationale de la Marionette, 29–45.
  • Kroflin (2011): L. Kroflin, Upotreba lutke u poučavanju hrvatskoga kao inoga jezika, Lahor: časopis za hrvatski kao materinski, drugi i strani jezik, 2(12), 197–209.
  • Kroflin (2012): Kroflin, L. The role of the puppet in language teaching, In: L. Kroflin (Ed.), The Power of the Puppet, Zagreb, Croatia: Union Internationale de la Marionette, 46–62.
  • Majaron (2004): E. Majaron, Lutke u razvoju djeteta, In: E. Majaron, L. Kroflin (Ed.), Lutka… divnog li čuda!, Zagreb: MCUK, 77–86.
  • Majaron, Kroflin (2004): E. Majaron, L. Kroflin, Lutka… divnog li čuda!, Zagreb: Denona d.o.o.
  • Majaron, Kroflin (2002): E. Majaron, L. Kroflin, The puppet – what a miracle!, Zagreb: The Unima, Puppets in Education Commission.
  • Milovanović (2020): A. Milovanović, Lutkarska ćirilica, Beograd: Univerzitet u Beogradu, Učiteljski fakultet.
  • Popadić (2014): M. Popadić, Vreme prošlo u vremenu sadašnjem Uvod u studije baštine, Beograd: Centar za muzeologiju i heritologiju Filozofskog fakulteta Univerziteta u Beogradu.
  • Selaković (2012): К. Selaković, Obrazovna uloga umetničkih muzeja, Zbornik radova, 14, Užice: Učiteljski fakultet, 243–254.
  • Slunjski (2011): E. Slunjski, Kurikulum ranog odgoja. Istraživanje i konstrukcija, Zagreb: Školska knjiga.