20.500.12556/RUL-183744 Tehnološka pismenost v predšolskem obdobju stališča vzgojiteljev in zmožnosti otrok Technological literacy in early childhood preschool teachers’ attitudes and children’s abilities Diplomsko delo obravnava tehnološko pismenost v predšolskem obdobju, stališča vzgojiteljev in zmožnosti otrok na tem področju. Namen dela je raziskati, kako vzgojitelji razumejo pojem tehnološke pismenosti, kakšen odnos imajo do tega področja, kako vključujejo tehniške dejavnosti v svoje delo in kako uspešni so otroci pri reševanju praktičnih nalog. V teoretičnem delu smo opredelili pojem tehnološka pismenost, predstavili smo tri dimenzije tehnološke pismenosti, standarde tehnološke pismenosti ter odnos do tehnologije (tehnološki odnos). Osrednji del teoretičnega dela je posvečen tehnološki pismenosti v predšolskem obdobju. Predstavili smo, kako je tehnološka pismenost povezana z razvojnimi značilnostmi otroka in značilnostmi učenja tehniških vsebin v predšolskem obdobju. Obravnavali smo tudi, kako je tehnika povezana z ostalimi področji v kurikulumu za vrtce, in ter pozornost namenili tudi vlogi vzgojiteljev. V empiričnem delu smo predstavili in analizirali anketni vprašalnik, v katerega so bili vključeni vzgojitelji in drugi strokovni delavci vrtcev v Ljubljani. Raziskava je pokazala, da vzgojitelji tehnološko pismenost povezujejo z delom, orodjem in tehnologijo (računalniki, telefoni …). Večina anketirancev ima do tehnoloških dejavnosti pozitiven odnos in meni, da dejavnosti načrtovanja, gradnje in reševanja problemov pozitivno vplivajo na otrokovo radovednost, mišljenje in prostorsko predstavo. Ugotovljeno je bilo, da se tehnološke dejavnosti v vrtcu najpogosteje izvajajo v obliki konstruiranja, gradnje, rezanja, lepljenja in ustvarjanja z različnimi gradivi. Strokovni delavci kot najpogostejše izzive navajajo pomanjkanje materiala in orodij, pomanjkanje znanja in idej, varnostne vidike, različno stopnjo spretnosti otrok ter pomanjkanje časa. Kljub temu večina strokovnih delavcev tehnološko pismenost otrok spremlja, najpogosteje z opazovanjem, analizo izdelkov in pogovorom z otroki. Predstavili smo tudi rezultate izvedenih praktičnih nalog med otroki. Otroci so pokazali dobro razvite sposobnosti za prepoznavanje orodij, razlikovanje med varnimi/nevarnimi dejanji in reševanje preprostih tehniških problemov. Nekoliko več težav so imeli pri vnaprejšnjem načrtovanju, oblikovanju jasne ideje za uporaben izdelek in risanju skice konstrukcije, kar kaže, da je njihovo mišljenje v predšolskem obdobju še močno povezano s konkretnimi izkušnjami in praktičnim delovanjem. Rezultati diplomskega dela nakazujejo pomembnost razvijanja tehnološke pismenosti v vrtcu, prispevajo k lažjemu in boljšemu razumevanju tehnološke pismenosti ter so nam ponudili vpogled, kako lahko vzgojitelji tehnološke dejavnosti vključujejo v svoje delo. The thesis deals with technological literacy in the preschool period, the views of educators and children's abilities in this area. The purpose of the work is to investigate how educators understand the concept of technological literacy, what attitude they have towards this area, how they include technical activities in their work and how successful children are in solving practical tasks. In the theoretical part, we defined the concept of technological literacy, presented three dimensions of technological literacy, standards of technological literacy and attitude towards technology (technological attitude). The central part of the theoretical part is dedicated to technological literacy in the preschool period. We presented how technological literacy is related to the developmental characteristics of the child and the characteristics of learning technical content in the preschool period. We also discussed how technology is related to other areas in the kindergarten curriculum and paid attention to the role of educators. In the empirical part, we presented and analyzed a survey questionnaire in which educators and other professional workers of kindergartens in Ljubljana were included. The research showed that educators associate technological literacy with working with tools and technology (computers, phones, etc.). Most respondents have a positive attitude towards technological activities and believe that planning, building and problem-solving activities have a positive impact on children's curiosity, thinking and spatial perception. It was found that technological activities in kindergarten are most often carried out in the form of constructing, building, cutting, gluing and creating with various materials. Professionals cite the lack of materials and tools, lack of knowledge and ideas, safety aspects, different levels of children's skills and lack of time as the most common challenges. Nevertheless, most professional workers monitor children's technological literacy, most often by observing, analyzing products and talking to children. We also presented the results of practical tasks performed among children. Children showed well-developed abilities to recognize tools, distinguish between safe/dangerous actions and solve simple technical problems. They had slightly more difficulty in planning in advance, forming a clear idea for a useful product and drawing a sketch of the construction, which shows that their thinking in the preschool period is still strongly connected to concrete experiences and practical activities. The results of the diploma thesis indicate the importance of developing technological literacy in kindergarten and contribute to an easier and better understanding of technological literacy and offer insight into how educators can incorporate technological activities into their work. tehnološka pismenost predšolska vzgoja predšolski otroci vzgojitelji odnos do tehnike tehnološke dejavnosti tehniška vzgoja technological literacy early childhood education preschool children preschool teachers attitude toward technology technological activities technical education true false false K. Štefe Slovenski jezik Angleški jezik Diplomsko delo/naloga 2026-06-18 08:31:10 2026-06-18 08:31:19 2026-06-19 10:34:19 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana VI, 66, IV str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2(043.2) 205103 282213891 51843.pdf 51843.pdf 1 FCA5E56C1B59A2AEB9ADFA45B94DC85C 41f442aa87b070cdc4d3a2e6906a1a96150d98f42f5209cc901a69d55ef56723 408e5859-6adf-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=235901 Pedagoška fakulteta 0 0 0