This article presents the findings of a research study examining the impact of creative puppetry activities on aggressive behaviour in preschool children. The aim of creative drama was to allow for experiences that help children understand interpersonal relations, put themselves in another’s shoes and see alternative possibilities of behaving or acting in given situations. Play with a puppet in small groups offers children opportunities to establish pro-social peer interactions and learn socialisation skills including solving minor conflicts. The research was conducted with 22 preschool teachers in Slovenian preschools and first grades of elementary schools (including 460 children aged 4–7). The teachers completed a scale of social behaviour for each child in the group before introducing the puppetry activities and after concluding them, i.e. after three months of intense, daily creative work with puppets. The paired difference t-test showed that according to the teachers’ assessments after the three-month conduct of creative puppetry activities in the group, the frequency of the occurrence of aggressive behaviour in the total population was diminished, especially in the children who had the lowest scores in the initial assessment.
V raziskavi nas je zanimal pomen vključevanja umetniških izkušenj v vzgojnoizobraževalni proces v okviru projekta Razvijanje sporazumevalnih zmožnosti s kulturno-umetnostno vzgojo (SKUM). V analizo smo zajeli štiri evalvacijska poročila iz vrtcev, šest poročil iz osnovnih in dve poročili iz srednjih šol. Uporabljena je bila kvalitativna analiza gradiva, s pomočjo katere smo prepoznali širša in ožja področja pomena učenja s pomočjo umetniških izkušenj. Rezultati so pokazali na šest področij delovanja, ki so bila značilna za sodelujoče v projektu: nove umetniške izkušnje (189 zapisov), sporazumevalne zmožnosti (123 zapisov), znanje in refleksija (106 zapisov), medosebni odnosi (104 zapisi), čustva in osebnostna rast (96 zapisov) ter ustvarjalnost (29 zapisov). Omenjeni rezultati kažejo, da so sodelujoči v procesu umetniških izkušenj v vzgojnoizobraževalnem procesu prepoznali pomen umetnosti za različna področja delovanja, ki smo jih kot pomembna želeli razviti skozi projekt.
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