Ποίηση στο στο Νηπιαγωγείο

Ποίηση στο στο Νηπιαγωγείο (EL)

Καρακίτσιος (A. Karakitsos), Α.

info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article (EL)
Peer-reviewed Article (EN)

2000-07-01


Δεν διατίθεται περίληψη. (EL)
The primary aim of this article is to register a new and multidimensional approach to the poetic text in the kindergarden. This effort does not focus as much on the analytical and detailed formation of a particular technique, as on the formation of a new conception of the role and the value of the poetic text, and on a new context of educational approaches. Poetry in the kindergarden is perceived beyond a fundamental form of culture as atmosphere, as sound, as music, as sentiment and as feast of words. The overall framework of the proposal, taking into account the collective psychological and pedagogical considerations, is found on the special and privileged relationship of the preschooler with Poetry ( supremacy of sound over meaning, simplification of the relationship between signifier and signified, selective and literal reading of the metaphor) and on the particular features of the child ( animation, syncretism and egocentricity). A framework of two different approaches in a harmonious combination is suggested, without one of these excluding the othwer. First and foremost the indirect approach with emphasis on poetic sound, rythme and tone, followed by the direct approach in a simple or composite interpretation, with the emphasis on the meaning of the poem. (EN)


προσχολική ηλικία (EL)
νηπιαγωγείο (EL)
ποίηση (EL)
τεχνικές (EL)

Greek

ΟΜΕP (EL)


1106-5036
2623-3487
Ερευνώντας τον κόσμο του παιδιού; Τόμ. 4 (2000); 115-133 (EL)
Investigating the child’s world; Vol. 4 (2000); 115-133 (EN)

https://creativecommons.org/licenses/by-nc/4.0
Copyright (c) 2018 Investigating the child’s world (EN)




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