Literacy is crucial in today's world, because children learn about and can be actively involved in the world around them in this way. Literacy is already appearing everywhere around us, but when we add technological literacy, we somehow cannot escape it. Therefore, in the preschool period, children must develop internal motivation - a desire for knowledge, but at the same time there must also be external motivation present, with which parents can motivate them to "learn" literacy and technological literacy. In the curriculum for kindergartens, literacy should be interwoven with all six areas of child development, from movement, art, mathematics, society, nature to language, because only in this way can we fully devote ourselves to literacy and technological literacy through everyday life at home and in kindergartens.
In the theoretical part of this thesis, we focused on the literacy of preschool children, on the four basic language skills, factors of literacy, three dimensions of technological literacy and on the connection of technological literacy with the rest of the areas of child development in the curriculum for kindergartens. In the empirical part of the thesis, we analyzed and presented a questionnaire in which professional workers from different kindergartens in Ljubljana were included. The research showed that kindergarten professionals are familiar with the concept of technological literacy, but at the same time, they generally pay too little attention to it. In the research, we also looked for improvements for the previously created didactic board. Based on the answers, we upgraded the didactic board and offered it to children aged 5-6, we observed their handling of it, recognition and connection of individual parts on the board. The impact of these prepared activities with the inclusion of the didactic board in learning technological literacy has proven to be very positive.
|
