The purpose of the thesis is to introduce the technics of a creative thinking into work with preschool children. With writing of this thesis, we wanted to inform pedagogical workers with different technics of creative thinking, that they could use in practice. In the theoretical part of the thesis, we have generally defined the creativeness and then we have focused on creativeness of a preschool child. After that we have described different technics of creative thinking, and later on we have integrated it into survey questionnaire for pedagogical workers. Because of empirical part of the thesis, we have focused on a different cross-generational groups and we have performed activities, which we have described in theoretical part of the characteristics of an evolution of a preschool child. We have ordered characteristics in an area of a child’s evolution, and after that we have focused on a development of a child in a second age span. In the empirical part we have analyzed the data, which we have gathered with a survey questionnaire. In the research we have included 239 pedagogical workers from Slovenian kindergartens, which we have questioned about their opinion and work cases in integration of creative activities into kindergarten. As a part of a thesis, we have through morphological analysis of technics of a creative thinking designed and made two toys for a preschool child, and then we have tested the toys in practice. One of the toys was designed as a part of planned activities with the children in age span from 5 to 7 years. In the empirical part of thesis, we have analysed and compared the activities with children about their play time with the toys that we have designed and made. We have found out that every day pedagogical workers include activities that strengthens and develop child’s creativeness through different areas. In the planning they are trying to include child’s interest and offer them different materials to play with. The toys that we had created in a part of a thesis, have been tested in a two different age groups. We have observed and compared the children’s play time and after that we have come to the conclusion that in between of a group of children that have helped in a toy’s making and independent group there was no major differences. Also, we have noticed that during the play time with the toys, the children were very careful with the toy and persistent in repeating of the activities. The conclusion was that the knowledge about creative thinking among pedagogical workers is very bad, so we hope that with this thesis we would encourage pedagogical workers to study new technics of a creative thinking and uses of a new ideas meant for better work with children’s, even in a technical part of an education.
|
