Technology is already present at every step of our everyday life. The child comes in contact with this type of technology very quickly, and it is up to us, professionals and parents to present it to the child in the right way. Information and communication technology (hereinafter: ICT) in kindergarten represents not only computer work - writing preparations and other necessary documentation, but approaching the method of work in a different way, which can be full of challenges and possibilities for development. ICT for a child represents a game, and the game is in childhood the most important activity that we need to support and encourage. As with any other game, it is also important to take care of choosing a quality game that promotes children's integrated development. With the use of an interactive table, a child can develop fine and rough motoric skills, additionally ICT stimulates creativity, logical thinking, language development, and self-confidence, general perception and social skills. We encounter digital technology every day, and through ICT, we can present to the child everything that belongs to this category, why it is important for our everyday activities. It is important to stress that a child can develop this and even more by using the right approach, and at the same time developing a critical attitude towards ICT. We offer the child quality didactic games, supported by experts that can guarantee the complete development of the brain and encourage development in all other areas.
In the diploma paper, we present both positive and negative impacts of ICT in kindergarten. In order to facilitate the performance, the contents and how to present the digital technology to the child, we also briefly presented the technological literacy, technical education in kindergarten, the characteristics of ICT and the development of the child in the pre-school age. In the empirical part, we presented the results of the lesson that we carried out in the Pedenjped kindergarten, Nove Fužine unit, where we determined whether the responses were different with the way the tablets were presented to children. Here we have linked various findings, based on the theoretical part. At the same time, we were also interested in the opinion of professional staff in the educational institution, the knowledge of professional staff in this field, and whether they use ICT in activities. The analysis of the results of the survey gave us an idea of what the real situation is in Slovenian kindergartens. Cooperation with parents is very important for quality work in the kindergarten, so we conducted a survey among parents. Thus we got the complete picture of a child who is familiar with ICT and how parents familiarize with it in the home environment. On the basis of the knowledge acquired in the literature and the surveys, we carried out activities using a computer table in the Pedenjped kindergarten, the unit of Nove Fužine. It turned out to be important how the rules and handling is introduced to children before start of use. The findings can be used in day-to-day activities in a kindergarten where we use ICT. Above all, it is important that this kind of technology is presented to the child critically, gradually, and sensibly. We therefore encourage its use when it helps children at acquiring knowledge, developing skills and abilities.
|
