| Abstract | Predškolska ustanova, uz obiteljsko okružje, jedan je od glavnih čimbenika koji utječu na razvoj kreativnosti. Kreativnost jest sposobnost izražavanja novih ideja i mišljenja o vlastitim stavovima. Stoga je odgojiteljeva obveza razvijati dječju kreativnost, obogaćivati, oplemeniti njihovu osobnost. Učinkovit način poticanja i razvijanja kreativnosti je putem procesne drame. Proces u procesnoj drami znači dosljednu izmjenu stanja kroz koja prolaze sudionici, s time da se ta stanja razlikuju i po vrsti angažmana sudionika i po doživljaju koji stvaraju. Etape u procesu vezane su na način da se uzajamno nadograđuju i sve zajedno predstavljaju jedinstveno neprekidno kretanje koje vodi sudionike prema cilju procesne drame. Za razliku od tradicionalne drame, u procesnoj drami nema publike, nego su svi sudionici i preuzimaju uloge u zamišljenom svijetu, vođeni voditeljem, zajednički odlučuju o završetku, ishodu procesa. Ulazeći u zamišljeni svijet, sudionici se susreću s nekim problemom, koji zajednički rješavaju. Djeca se tako mogu naći u svakodnevnim problemskim situacijama, te naći rješenje. Takvo suočavanje s problemom ostavlja iskustvo vrlo slično onome koje bi se moglo dogoditi u stvarnosti. Djeca kroz procesnu dramu razvijaju slobodu samoizražavanja, razvoj mašte i umjetničkog izražavanja, povećavaju socijalnu i mentalnu osviještenost, tečnost govora, samoprepoznavanje, samouvjerenost, samopoštivanje i samodisciplinu. |
| Abstract (english) | Preschools, along with their families, is one of the main factors that influence the development of creativity. Creativity is the ability to express new ideas and opinions about their own attitudes. Therefore, it is the obligation of educators to develop children's creativity, enrich, enhance their personality. Effective way of encouraging and developing creativity through process drama. Process to process drama means consistent alteration of the passing participants, with the proviso that these states differ in the nature of the engagement of participants and the experience they create. Stages in the process are related in a way that is mutually build and all together constitute a single continuous movement that takes participants to the process drama. Unlike traditional drama, drama in the process there is no audience, but all of the participants and take on roles in an imaginary world, driven leader, jointly decide on the end, the outcome of the process. Entering into an imaginary world, participants meet with a problem, which is jointly solved. Children can thus be found in everyday problem situations and find a solution. This leaves the problem of coping with the experience very similar to what might happen in reality. Children through procedural drama develop freedom of self-expression, development of imagination and artistic expression, increase social and mental awareness, fluency, auto-recognition, self-confidence, self-discipline and self-respect. |
