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  1. 2 Ad verba liberorum

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  1. 2 Freiberga I.

  2. 1 Liegeniece D.

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  1. 1 2010

  2. 1 2009

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1

A Model for Getting Acquainted with Fiction to Enrich the Image of the World in the Preschool Age

100%
Freiberga I.
Ad verba liberorum
|
2009
|
vol. 1
|
issue 1
62-70
EN
Introduction The progress of information and telecommunication technologies granting us the access to information and ensuring its broad scope also provides an opportunity for a child in its senior preschool age to access information of most various types. Often the child is left alone amidst the manifold and frequently conflicting pieces of information. More and more time is spent by the TV without any control over the data perceived from the screen. The information received from the TV strongly influences the child's notions of the surrounding world and its values orientation, thus the image of the world. Fiction being a type of art gives us an opportunity to gain such experience that a child is unable to get under the given circumstances in his everyday life; therefore the child's experience is deepened and the formation of the values orientation is encouraged as well as the enrichment of the image of the world is being influenced as early as in the preschool age.Aim of the study Elaboration of a theoretical pedagogical model for the formation of the image of the world throughout the process of perceiving and experiencing fiction in the senior preschool age.Materials and methods Theoretical analysis of literature.Results Theoretical analysis of literature points to essential conditions influencing the formation of the person's image of the world and determining the organisation of the process of getting acquainted with fiction also in the preschool age.Conclusions Enrichment of the image of the world becomes possible when the content of the fiction makes personal sense in the child's cognition which, in its turn, is encouraged by emotional experiences during the process of perception and the child's purposeful post-perception action.
2

Perception of Fiction for the Development of Personal Meaning at Senior Preschool Age

63%
Liegeniece D., Freiberga I.
Ad verba liberorum
|
2010
|
vol. 2
|
issue 1
62-78
EN
Fiction encourages the development of a personality if children have grasped the author's idea and the value system on the level of personal meaning. The article presents a theoretical model for encouraging the development of personal meaning related to fiction at preschool age. It is based on conclusions from the areas of phenomenology, hermeneutics, social genetics, social constructivism and art pedagogy as well as studies in cognitive psychology - research in the "theories of mind" about understanding other individuals' mental states at preschool age. The structure of the model is composed of successive stages requiring an interactive introduction of a piece of fiction in a situation topical for children, with the participation of their peers and the teacher. In discussion after the perception of a piece of fiction various experiences meet, associations form, analogies in one's own experiences and those of others are discovered. The processing of the perceived data continues in productive children's activities and they become personified in narrative interconnections: in children's stories about a piece of fiction.The aim of the study is to create a theoretic model for the development of personal meaning in the perception of a fairy tale and prove its productivity by revealing the manifestation of the criteria related to personal meaning in children's stories determining their levels. The study described in the article has been carried out in two stages: the aim of Stage 1 is to create a model for the development of personal meanings in perceiving fairy tales; the aim of Stage 2 is to investigate the productivity of the model for the development of personal meanings and work out criteria for the manifestation of personal meanings in children's stories generalizing them in levels of personal meaning development.Materials and methods include content analysis of stories narrated by children aged 5-6. After analysing the acquired data it is possible to single out several criteria and indicators for the manifestation of personal meaning as well as the levels of personal meaning in perceiving fairy tales. When summarizing the results, it can be concluded that the involvement of a fairy tale into a context topical for children, its interactive perception and social interaction with peers and an adult in a discussion, as well as the portrayal of the perceived information in a productive activity, encourages the development of personal meaning. This proves that fiction may encourage self-regulation of senior preschool children in their relationships with peers that are based on the intentions, experience and understanding of the situation as well as empathy of the other peers.
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