Tehnološka pismenost otrok, starih od 2 do 3 let : diplomsko delo

Grum, Ana (author), Avsec, Stanislav (mentor)

Tehnološka pismenost postaja vse pomembnejši vidik razvoja posameznika, družbe in okolja. Za tehnološko pismenega posameznika se šteje oseba, ki razume naravo tehnologije, ima praktične (fizične in senzorične) zmogljivosti in sposobnosti za interakcijo s tehnološkimi dosežki ter je sposobna kritičnega razmišljanja o vprašanjih iz tehnologije. Tehnološka pismenost je v predšolskem obdobju malo poznana in slabo definirana. Posledično je tudi redko izvajana, saj je ne zasledimo niti v Kurikulumu za vrtce. Ko ozavestimo tehnično vzgojo, opazimo prepletanje z vsemi področji kurikuluma (matematika, jezik, gibanje, narava, družba, umetnost). Namen diplomskega dela je ugotoviti tehnološko pismenost otrok, starih od 2 do 3 let. Zasnovali smo tridimenzionalni model, s katerim preverjamo znanje, zmožnosti reševanja problemov in zgodnje kritično razmišljanje in vrednotenje. V teoretičnem delu je utemeljena tehnološka pismenost, predstavljana so vsa tri področja ugotavljana tehnološke pismenosti. Predstavljana je povezava področij kurikuluma s tehniko in značilnostmi otrokovega razvoja. Pri empiričnem delu smo s pomočjo tridimenzionalnega modela ugotavljali tehnološko pismenost otrok, starih od 2 do 3 let. V raziskavo je bilo vključenih 10 otrok. Pridobili smo časovni okvir razvoja tehnološke pismenosti, ki se prične že v zgodnjem obdobju. S pomočjo opazovalnega lista smo ugotavljali razliko med sestavljanjem in razstavljanjem lesenih tridimenzionalnih sestavljank. Opazovali smo sodelovanje, spraševanje, ustvarjalnost, raziskovalnost in logično mišljenje. Večina otrok pozna tehnične elemente in ima dobro razvite zmožnosti za reševanje problemov. Pri zgodnjem kritičnem razmišljanju in odločanju smo opazili le zametke.

• Language: Slovenian
• Keywords: tehnološka pismenost, predšolsko obdobje, model za ugotavljanje tehnološke pismenosti
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Publisher: [A. Grum]
• Year: 2018
• Number of pages: VI, 55 str., II
• PID: 20.500.12556/RUL-102291
• UDC: 373.2.016:62(043.2)
• COBISS.SI-ID: 12075081
• Publication date in RUL: 31.08.2018

GRUM, Ana, 2018, Tehnološka pismenost otrok, starih od 2 do 3 let : diplomsko delo [online]. Bachelor’s thesis. A. Grum. [Accessed 11 April 2025]. Retrieved from: http://pefprints.pef.uni-lj.si/5201/

Secondary language

• Language: English
• Title: Technology literacy in children aged 2-3

Abstract

Technology literacy has become an increasingly important aspect of the development of a person, society, and environment. A technologically literate person is an individual who understands the nature of technology, possesses physical and sensorial abilities to interact with technological tools and is capable of critical assessment of technology-related issues. Technology literacy of the pre-school period has been little researched and poorly defined, and is consequently not included in the Slovene Kindergarten Curriculum. Once the development of technical skills is tended to by the kindergarten teacher, we can notice some intertwinement of technical skills with all the other areas of the curriculum (mathematics, language, movement, nature, society, art). The aim of the present thesis is to ascertain the level of technology literacy in children aged 2 to 3. A model focusing on three different areas has been designed to measure the level of knowledge, problem-solving capacity, and early critical thinking and decision-making in young children. The theoretical part defines technology literacy and outlines all three areas in which technology literacy is to be assessed. Technical education in pre-school period described, and the child’s development in connection with technology is researched. The empirical part focuses on the technology literacy of children aged 2-3 by means of the model developed specifically for this thesis. Ten children were included in the research. A time-frame of the development of technology literacy, which starts in the early childhood, was created. An observation sheet was used to record the differences between assembling and disassembling 3-D wooden puzzles. We observed cooperation, question-asking, creativity, explorative skills, and logical thinking. The majority of the children were aware of the technical elements and have well-developed capacities for problem-solving. Only traces of early critical thinking and decision-making have been observed.

• Keywords: pre-school child, engineering, predšolski otrok, tehnika