Povzetek
Prispevek predstavlja primer iz prakse, v katerem sta sistematično in kronološko opredeljena vloga in pristop vzgojitelja v interakciji z otrokom preko celotnega procesa, s poudarkom na aktivni vlogi in participaciji otroka v vseh fazah nastajanja od izhodišča do končnega izdelka, ki je bil predstava – dramatizacija. Izhodišče je bilo povsem klasično – pravljica Rokavička. Prikazan je možen preplet umetniških zvrsti z jezikovnimi, gibalnimi in glasbenimi področji s smiselnim povezovanjem v scensko umetnost. Tendenca je bila, da otrok in vzgojitelj obliko umetniškega izražanja ponotranjita in jo izražata v vsakodnevni komunikaciji ter tako živita z zgodbo skozi ves proces nastajanja. Spodbudno učno okolje je tako predstavljalo izhodišče za otrokov optimalni razvoj na psihofizičnem, kognitivnem in gibalnem področju ter za vzgojiteljev profesionalni razvoj.
Abstract
Emergent Literacy in Kindergarten in Connection with Movement and Music
This paper presents a real-life example, in which the role and approach of the preschool teacher are systematically and chronologically defined in interaction with the child throughout the process, focusing on the active role and participation of the child in all stages, from the starting point to the end product, namely a play – dramatisation. The starting point was completely classical – the folktale The Mitten. It demonstrates a potential intertwinement of art genres with the fields of language, movement and music by logically integrating them into a performing art. The aim was for the child and preschool teacher to internalise the form of artistic expression and express it in their everyday communication, thus relating to the tale throughout the creation process. A stimulating learning environment thus represented a starting point for the child’s optimal development in the psychophysical, cognitive and motor area, and for the preschool teacher’s professional development.