The Kindergarten Curriculum does not prescribe technical education (Bahovec et al., 2009), which is why the latter is rarely implemented by kindergarten teachers. The purpose of this thesis is to determine whether jigsaw puzzles are used in preschool environments, whether teachers use them in their work, and whether preschool children are capable of producing their own functional products. By producing technical jigsaw puzzles, we wish to encourage the implementation of technical education in preschool settings. Aimed at preschool teachers and other pedagogical workers, this thesis analyzes the current situation, presents the selected jigsaw puzzles, and describes various materials that they can be made of. The production of jigsaw puzzles can serve as an interdisciplinary activity to facilitate the implementation of technical education in preschool settings.
The theoretical part of the thesis describes the developmental characteristics of children, children’s games, and learning. The technical activities we might come across in kindergartens and the presentations of jigsaw puzzles made of different materials are also dealt with.
The empirical part of the thesis analyzes the results of a questionnaire to determine to what extent jigsaw puzzles are used in kindergartens, for what purpose they are used, and which materials they are made of. Additionally, the empirical part analyzes the efficiency of preplanned and ready-made jigsaw puzzles in the preschool period. 40 preschool teachers have participated in the research . We have determined that jigsaw puzzles are used on a daily basis in kindergartens and that teachers also make their own jigsaw puzzles from various materials. Puzzles are used both in preplanned activities and during playtime. By means of observation sheets, we have determined how successful children are in assembling jigsaw puzzles made of different materials. 20 children aged 4-6 have participated in the activity. The majority of children knew how to assemble jigsaw puzzles made of different materials and were capable of making their own jigsaw puzzles by using simple technologic procedures.
The results of the research are satisfactory. Jigsaw puzzles are used in kindergartens, though the majority of the jigsaws used are those that are commercially available. Jigsaws made by teachers are less common. Teachers have pointed out that jigsaw puzzles play a more important role in learning than they do in playing. The assembly of preplanned and ready-made technical jigsaw puzzles presents no obstacle for children, as all of them were successful. Each of the children also created their own functional products – two jigsaw puzzles.
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