Abstract

Uspostavljenost igre slijedi iz sabira kognitivno – emotivno – voljnog iskustva u različitim konstelacijama ovih triju momenata igre - što odgovara poticajima razvoja dječje osobnosti u raznolikosti razvojnih momenata. Jedinstvo triju momenata zbiva se u uspostavljenoj igri gdje se javljaju horizontalni partnerski aspekti iskustva i odigravanje vertikalnih generacijskih pedagoških obrazaca. Odigravanje i postvarenje igrom - stečenih odgojno obrazovnih obrazaca ili poticaja iskustva, temeljno se zbiva u igri uloga. Igra uloga je najzbiljskije područje autentičnosti i izraza dječje osobnosti gdje se opće generacijsko pedagoško iskustvo sintetizira posebnošću igre kroz sve moguće situacije koje su realne u igri . Makrosvijet se ostvaruje i odigrava u mikrosvijetu igre čime ulazi u dječju aktualnu realnost šireći obzor dječje egzistencije u proporciji sa svakom novom ulogom u procesu njene apsorpcije . Igra uloga ima odgojni, obrazovni i terapijski moment koji promovira socijalizaciju i individualizaciju istodobno u sintezi igrovne situacije, ostvarujući osobnost kao dijalog i samosvijest.The enactment of plays follows from the sum of the cognitive-emotional-volitional experiences in the various constellations of these three moments of play - this corresponds to the stimuli of the development of children”s personality in the diversity of developmental moments. The unity of these three moments occurs during the enactment of plays , in which the horizontal partnership aspects of experience and the unfolding of vertical generational pedagogic models emerge. The playing and realisation of the educational models or the experience stimuli acquired through plays take place in role-play.Role-play is the most genuine field of the authenticity and expression of the personality ofchildren, in which general generational pedagogic experiences are synthesised by the peculiarity of the plays through all the possible situations that are real in the plays . The macro-world is realised and enacted in the micro-world of plays, with which the former enters the current reality of children widening the horizons of their existence proportionately to each and every new role in the process of its absorption . Realising personality as dialogue and self-consciousness, role-play has educational and therapeutic moments that, in the synthesis of a play situation, promote socialisation and, at the same time, individualisation