Tehnični kotiček za razvijanje motoričnih spretnosti otrok starih 4-6 let

Štebe, Sara (author), Avsec, Stanislav (mentor), Šuligoj, Veronika (co-mentor)

V teoretičnem delu diplomskega dela, smo se osredinili na pomen igre in tehnične vzgoje. Kako sta med seboj povezana, da otrok preko igre razvija ogromno sposobnosti in spretnosti. Če je igra zasnovana z določenim ciljem in je predstavljena na igriv in zanimiv način, bo otrok zagotovo dosegel cilj oziroma se mu bo z vztrajnostjo približal. V diplomskem delu so predstavljene tudi vrste iger. Pogledali smo tudi kurikul za vrtce, v katerem smo pri vsakem področju našli tudi drobce tehnične vzgoje. Preko tehnične vzgoje otrok razvija tudi fino motoriko. Podali smo tudi nekaj dejavnosti, ki spodbujajo razvoj fine motorike v predšolskem obdobju. V empiričnem delu, pa smo analizirali rezultate anketnih vprašalnikov, ki smo jih razdelili vzgojiteljem in pomočnikom vzgojiteljev. Z njimi smo želeli izvedeti, kako pogosto izvajajo dejavnosti v vrtcu, pri katerih otroci razvijajo fino motoriko in katerih dejavnosti se najbolj poslužujejo. Zanimalo nas je tudi, kako pomembno se jim zdi razvijanje fino motorike in rezultati so pokazali, da se večini anketirancev to zdi zelo pomembno. Iz rezultatov smo izvedeli, da večina vzgojiteljev opazuje, da imajo otroci težave pri fino motoriki. Dejavnosti, ki smo jih izvajali v vrtcu, smo zasnovali na podlagi tega, kar v vrtcih redko izvajajo (zabijanje in šivanje), in na podlagi tega, da bi preverili čim več otrokovih spretnosti, kot so drža šivanke in njena uporaba, drža kladiva in zabijanje, pincetni prijem itd. Testiranje smo izvedli dvakrat, z enomesečnim razmikom. Pri prvem testiranju je imela večina otrok težave na enakih spretnostih, kot so potek niti pri šivanju, pravilno trganje papirja in navpično zabijanje žebljička. Nekateri otroci, pa so bili suvereni pri šivanju brez kakršnih koli težav in zabijanje žebljička z nekaj udarci, medtem, ko so imeli nekateri otroci veliko težav že pri izrezovanju kroga Pri drugem testiranju, pa se je opazil napredek pri vsakomur od otrok, predvsem pri tistih, ki so imeli pri prvem testiranju največ težav. Drža šivanke in njena uporaba je bila v rokah otrok že boljša, prav tako tudi izrezovanje kroga in med drugim tudi oblikovanje kačic iz slanega testa in prostorska predstavljivost. Razlog za napredek, pa je bil zagotovo tehnični kotiček, kjer so bili ves čas na voljo pripomočki, materiali in igre, preko katerih se razvija fino motorika.

• Language: Slovenian
• Keywords: tehnična vzgoja
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2020
• PID: 20.500.12556/RUL-122060
• COBISS.SI-ID: 37311491
• Publication date in RUL: 15.12.2020

Secondary language

• Language: English
• Title: Technical place for the development of motor skills of 4-6 year old children

Abstract

In the theoretical part of this paper, we focus on the importance of playtime and technical education and the connection between them so that a child develops many competences and skills. If playtime is designed to have a particular goal and is presented in a playful and interesting way, then a child will certainly either reach the goal or get closer to it with persistence. We also present types of play and the kindergarten curriculum, where we touch upon technical education with each area of development. We mention that a child develops fine motor skills with the help of technical education, and why it is important to teach it through playtime. We present the activities to train fine motor skills and the reasons why it is important to develop them already in the pre-school period. In the empirical part, we analyse the results of the surveys we had distributed among kindergarten teachers and kindergarten teacher assistants. With the surveys, we wanted to find out how often the teachers carry out technical education in kindergartens, which children they help to develop fine motor skills, and which activity they make use of the most. We also wanted to find out how important the teachers find the development of fine motor skills and the results have shown that most of them find it crucial. From the results, we have gathered that most of the teachers observe that children have problems with fine motor skills. I planned the activities that I performed in a kindergarten based on those that are not often performed (hammering and sewing), and to check as many skills as possible with the children. I carried out the testing twice, with a one-month interval. After the first testing, most children had problems with the same skills, some stood out with exceptional skills, and others had more problems. With the second testing, there was noticeable progress with every one of the children, especially with those who had more problems at the first testing. The reason for the progress was certainly the technical corner in the playroom with available equipment, materials and games that help develop fine motor skills.

• Keywords: technical education