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Nastava i vaspitanje
2017, vol. 66, br. 2, str. 367-380
jezik rada: srpski
vrsta rada: pregledni članak
doi:10.5937/nasvas1702367V

Creative Commons License 4.0
Razvojni potencijal likovnih aktivnosti na predškolskom uzrastu
aUniverzitet u Beogradu, Učiteljski fakultet
bVisoka zdravstvena škola strukovnih studija, Beograd
cUniverzitet u Kragujevcu, Fakultet pedagoških nauka, Jagodina

e-adresa: vera.vecanski@uf.bg.ac.rs

Sažetak

Tradicionalne koncepcije nastave umetnosti, a samim tim i likovnih aktivnosti na predškolskom uzrastu, posmatraju umetnost uglavnom u domenu emocionalnog samoizražavanja i razvoja. Prema ovim koncepcijama, umetnost i likovne aktivnosti deluju na razvoj kreativnosti, mašte i emocija, ali se ne dovode u dovoljnoj meri u vezu s kognitivnim procesima, niti se uviđa njihov sintetički karakter. Mesto umetničkih, a samim tim i likovnih aktivnosti u opštem vaspitanju i obrazovanju često je marginalizovano. Cilj ovog rada jeste da se u teoriji istraži i pokaže da likovne aktivnosti omogućuju amplifikaciju i celovit razvoj ličnosti deteta. Teorijskom analizom relevantne literature, istraživanja i ideja u novijoj teoriji koji posebno stavljaju akcenat na sintetički karakter umetnosti, razmatran je potencijal likovnih aktivnosti u svim segmentima razvoja, kao i kreativnosti na predškolskom uzrastu. Međutim, da bi se u praksi iskoristio i ostvario pun potencijal likovnih aktivnosti, izuzetno je važan način na koji se sprovode likovne aktivnosti s decom u vrtiću. Posebno su značajni uticaj i uloga vaspitača u ovim procesima, koji bi trebalo da bude: medijator, partner i koistraživač koji omogućava, podržava, obogaćuje i učestvuje u slobodnom istraživačkom i stvaralačkom procesu. Dominacija ovih uloga vaspitača uticala bi na promenu položaja deteta u vrtiću i proširila i izmenila repertoar aktivnosti deteta.

Ključne reči

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