{"id":5448,"date":"2007-09-03T00:52:00","date_gmt":"2007-09-02T22:52:00","guid":{"rendered":""},"modified":"2020-09-06T19:10:49","modified_gmt":"2020-09-06T17:10:49","slug":"conclusions","status":"publish","type":"post","link":"https:\/\/www.teiamoner.net\/en\/conclusions\/","title":{"rendered":"Conclusions"},"content":{"rendered":"
\nPuppets are special. <\/span>
\nConclusions<\/span><\/div>\n
\n<\/div>\n
\n"The common feature of puppets is to demand the following paradox: an object that is both and is not. Clearly what I see is a wolf, but it is not truly a wolf, because I see clearly that it is papier mach\u00e9 and cloth. This paradox must always be respected and maintained. Knowing how to endure a paradox without wanting to solve it at all costs is the basis of human intelligence; it is what makes the symbol, the metaphor, the hypothesis possible\u2026 \u201d<\/i> (Mariano Dolci)\n<\/div>\n
\nAs I had proposed at the beginning, this license has helped me to structure my previous and acquired knowledge about puppets and their therapeutic function. Thanks to the review of existing documentary sources and the collection of the most suitable for the work I have been able to develop strategies and teaching resources for teachers.\n<\/div>\n
\nFinally, there is a document in Catalan that deals with this topic and that can serve as a basis for further research. I hope to be able to translate this text into Spanish later.\n<\/div>\n
\nI am aware that this is a start, it aims to be the first step of a long scale that we do not know where it will take us and that invites all educators and teachers who believe in the educational properties of puppets and their application to the school.\n<\/div>\n
\nIn this study I was able to confirm that currently in Catalonia and the rest of Spain, there is virtually no writing on the therapeutic applications of puppets. We are lagging behind other European countries on this issue. However, I have been able to verify that most education professionals in our country are very interested in these exercises, but the lack of resources (theoretical, practical and personal) gives up the realization of continuous programming to reinforce the learning of their students with puppets.\n<\/div>\n
\nAbroad they have a lot of documentation and have formal and active associations that organize meetings for professionals in order to share their experiences and train educators.\n<\/div>\n
\nIf we talk about procedures, I have found that it is basic to define the adequacy of the techniques in reference to the disorders. To work on learning, each disability has a technique that is more favorable to him.\n<\/div>\n
\nSome children with SEN may naturally and spontaneously prefer the puppet technique that works best for their disability, but sometimes teachers have to choose the technique because students are not in a position to choose.\n<\/div>\n
\nFor example, the deaf spontaneously grab the wire puppet. This one has the whole body, the expression is total and it is not just a talking puppet. In fact, the mouths of puppets are of little interest to the deaf, rather it is the expression. Maybe that\u2019s why this interest in the thread puppet.\n<\/div>\n
\nThere are exposed puppets that are manipulated with a stick on the head and another on the arm. They coordinate movements well, because they can tilt the head, body, raise the arm, walk\u2026 They are important for a child who does not know his body well. It can contribute a lot in psychomotor skills.\n<\/div>\n
\nIt is important to find out if one puppet technique is better than another for children with disabilities and what the consequences are of changing the technique on general expression. <\/div>\n
\nIt is therefore essential that the educator knows the different types of puppet manipulation. It is also essential that you are aware of the problems that may occur in your environment (parents, family, classmates\u2026), in order to carry out the activities effectively.\n<\/div>\n
\nOn the other hand there are a number of key and very interesting questions that concern the educator who works with puppets and that each professional must answer with their own experience. According to the documentation consulted we have different answers. <\/b><\/div>\n
\n
    \n
  • Puppets made or puppets to build?<\/i> <\/i><\/li>\n<\/ul>\n<\/div>\n
    \nThe issue is unresolved, some prefer one thing or the other for technical, practical or material reasons. Each method has its advantages and disadvantages. Building allows for better self-projection, but there are places and times when construction is impossible to accomplish.<\/div>\n
    \n
      \n
    • Is it necessary to let students freely choose the type of puppet in their manufacture?<\/i> <\/i><\/li>\n<\/ul>\n<\/div>\n
      \nDepending on the goals set in the sessions can be beneficial or counterproductive. <\/div>\n
      \n