Pasakos kaip priemonės panaudojimo galimybės 3-5 metų amžiaus vaikams ugdyti/-is

Lankevičienė, Rima

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dc.contributor.author	Lankevičienė, Rima
dc.date.accessioned	2019-08-09T05:35:52Z
dc.date.available	2019-08-09T05:35:52Z
dc.date.issued	2019-06-14
dc.identifier.uri	http://dspace.kaunokolegija.lt//handle/123456789/1983
dc.description	Relevance: Fairy tales comprise a venre of folklore which is best suited for children and encouraves their further vrowth and development. Readinv or tellinv fairy tales is a way to pass free time and to entice children to vather experience and be more proactive. By readinv fairy tales to children since their birth or even before that, parents can vive them a firm foundation for their future lives. Research questkon: unused possibilities of fairy tales as an educational tool. Object of the research: fairy tales as an educational tool. The goal of the study is to reveal the possibilities presented by fairy tales as an educational tool for 3- to 5-year-old children. Research objectkves: 1. To analyze the possibilities of fairy tales as a teachinv and learninv tool for preschool children. 2. To discuss the variety of fairy tales and their presentation to children. 3. To carry out an empirical research of the attitude of parents and teachers towards the possibilities of fairy tales as an educational tool for 3- to 5-year-old children. 4. To develop and implement an educational project based on the research results and to present recommendations to teachers and parents. Research methods: 1. Analysis of scientific literature, aimed at revealinv the possibilities of fairy tales as an educational tool for preschool children. 2. A survey focused on determininv the attitude of parents towards the possibilities of fairy tales as an educational tool for preschool children. 3. An interview desivned to determine the attitude of teachers towards the possibilities of fairy tales as an educational tool for preschool children. Concluskons: 1. Fairy tales vive support, compensate unsatisfied needs, suvvest new ways of thinkinv or actinv and, thus, help the children to vain experience and to develop their own personalities. 2. Tale is a venre of folklore, which the best suit your child's understandinv. 3. The research revealed that the teachers understood the importance of fairy tales but did not employ the new methods of fairy tale tellinv and presentation to their fullest. The parents did not use all of the possibilities provided by fairy tales in the fields of developinv creativity (by creatinv or recreatinv fairy tales), problem solution, behavioral modification and calminv the children down (therapeutic use of fairy tales). 4. The educational project was developed and implemented on the basis of theoretical analysis and empirical research.	en
dc.description.abstract	Išanalizuotos pasakos kaip ugdymo/-si priemonės ikimokykliniame amžiuje galimybės. Aptarta pasakų įvairovė ir jų pateikimas vaikams. Empiriškai nustatytas tėvų ir pedagogų požiūris į pasakos kaip priemonės 3-5 metų amžiaus vaikų ugdymui/-si galimybes. Tyrimo rezultatų pagrindų suplanuotas ir realizuotas edukacinis projektas bei pateiktos rekomendacijos pedagogams ir tėvams.	en_US
dc.language.iso	other	en_US
dc.subject	ikimokyklinis amžius	en_US
dc.subject	ugdymas	en_US
dc.subject	pasaka	en_US
dc.subject	didaktinė pasaka	en_US
dc.subject	animalistinė pasaka	en_US
dc.subject	nensensiška pasaka	en_US
dc.subject	terapinė pasaka	en_US
dc.subject	biblioterapija	en_US
dc.title	Pasakos kaip priemonės panaudojimo galimybės 3-5 metų amžiaus vaikams ugdyti/-is	en_US
dc.title.alternative	Fairy tales as an educational tool for 3-to 5-year-old children	en_US
dc.type	Other	en_US