The thesis is intended for preschool teachers as a basis to develop technological literacy in the kindergarten with the help of waste material. Teachers can re-use packaging waste as a useful accessory for everyday use or prepare activities for children. The product or toy out of packaging waste, made by the child, is more authentic, important, the child will take care of it, appreciate it and give it lots of attention. By making his own product or toy, the child is becoming more technologically literate, since he simultaneously develops creativity, tests, replaces, analyses and values the product or toy.
The first chapter of the theoretical part defines the concept of technological literacy, which is more than a component of education. I stress out the three most important dimensions of technological literacy: knowledge, capabilities and critical thinking. In the second chapter, I focus on packaging waste: packaging division and functions; the play and didactical toys. In the empirical part, I present the results of the survey, conducted among professional kindergarten workers, and ways of producing products and toys out of waste material. Described are also the procedures, we have used in the kindergarten to produce toys out of packaging waste. Based on the results of the survey and the production of didactical games out of waste material in connection with technological literacy, I found that technological literacy is not well known in terms of connecting with activities that developed technological literacy. The production of didactical toys out of packaging waste was very successful. The effect of playing with didactical toys was also the same or even greater than during playing with commercial toys. During the production, children showed lots of ideas, interest, creativity, imagination, crafting skills etc. Children, who played with didactical toys, have also started to develop a respectful attitude towards nature.
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