The thesis deals with technological literacy in the preschool period, the views of educators
and children's abilities in this area. The purpose of the work is to investigate how educators
understand the concept of technological literacy, what attitude they have towards this area,
how they include technical activities in their work and how successful children are in solving
practical tasks.
In the theoretical part, we defined the concept of technological literacy, presented three
dimensions of technological literacy, standards of technological literacy and attitude towards
technology (technological attitude). The central part of the theoretical part is dedicated to
technological literacy in the preschool period. We presented how technological literacy is
related to the developmental characteristics of the child and the characteristics of learning
technical content in the preschool period. We also discussed how technology is related to
other areas in the kindergarten curriculum and paid attention to the role of educators.
In the empirical part, we presented and analyzed a survey questionnaire in which educators
and other professional workers of kindergartens in Ljubljana were included. The research
showed that educators associate technological literacy with working with tools and
technology (computers, phones, etc.). Most respondents have a positive attitude towards
technological activities and believe that planning, building and problem-solving activities
have a positive impact on children's curiosity, thinking and spatial perception. It was found
that technological activities in kindergarten are most often carried out in the form of
constructing, building, cutting, gluing and creating with various materials. Professionals cite
the lack of materials and tools, lack of knowledge and ideas, safety aspects, different levels of
children's skills and lack of time as the most common challenges. Nevertheless, most
professional workers monitor children's technological literacy, most often by observing,
analyzing products and talking to children. We also presented the results of practical tasks
performed among children. Children showed well-developed abilities to recognize tools,
distinguish between safe/dangerous actions and solve simple technical problems. They had
slightly more difficulty in planning in advance, forming a clear idea for a useful product and
drawing a sketch of the construction, which shows that their thinking in the preschool period
is still strongly connected to concrete experiences and practical activities.
The results of the diploma thesis indicate the importance of developing technological literacy
in kindergarten and contribute to an easier and better understanding of technological literacy
and offer insight into how educators can incorporate technological activities into their work.
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