In the preschool period, motor development plays a very important role. Through movement, children explore, perceive, and learn about the world and the environment they live in. In the theoretical part of the thesis, we focused on motor development and fine motor skills development, as well as technique and technical education in the preschool period. Technique, as defined in the Curriculum for Kindergartens (Bahovec et al., 1999), is not outlined as an independent area, but we can observe goals within other areas that are related to technique and technical education.
The purpose of this thesis is to create and implement technical activities that can be approached from different perspectives. Through this, we want to assess progress in the field of fine motor skills.
In the empirical part, we analyzed and presented the results of an online questionnaire that was sent to pedagogical workers in Slovenian kindergartens. The online questionnaire involved 115 professionals. We aimed to find out how often and what kind of activities they carry out in the field of fine motor skills. The results showed that educators regularly implement activities related to fine motor development.
In the practical part, we tested the didactic toys we created with a group of children aged 2–3 years. We positioned the toys in various implementation perspectives. We tested each toy seated at a table, on a wall in front of them, and lying on their back. Observations were conducted individually with the help of an observation sheet. We wanted to investigate the child’s fine motor progress in different perspectives of implementation. From the results, we can conclude that children made progress in the fine motor field within three weeks of engaging in the activities. They performed best when carrying out activities seated at a table.
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