Senzomotorična igrača kot sredstvo tehniškega opismenjevanja v predšolskem obdobju : diplomsko delo

Zidanšek, Petra (avtor), Avsec, Stanislav (mentor)

Osnovni namen diplomskega dela je umestiti celovito senzomotorično igračo kot primerno sredstvo za spoznavanje realnega sveta tehnike, nabiranje izkušenj in razvijanje spretnosti ob manipulaciji z raznimi tehničnimi predmeti. Želela sem podati model zgodnjega tehniškega opismenjevanja, kjer sem bila zelo uspešna. V teoretičnem delu so predstavljene in razložene osnovne značilnosti tehnike, tehnologije in tehnično izobraževanje. Kasneje pišem o umetniških in tehniških dejavnostih, ki prinašajo otrokom veselje, vznemirjenost in zadovoljstvo. Predstavljena je tudi senzorna integracija, ki je pomembna, saj sestavi vse delčke informacij vseh čutov, ki se združijo v možganih na enem mestu in to možganom omogoča izkusiti situacijo kot celoto, ter uporabi telo za izvedbo naloge. V empiričnem delu podajam kriterijsko zasnovo senzomotorične igrače, kjer jo tudi podrobneje opišem, predstavim s slikami in tehničnimi risbami. Igračo sem tudi preizkusila v vrtcu, kjer je več skupin otrok (skupaj 185 otrok) v starosti 2–6 let nabiralo izkušnje z zasnovano senzomotorično igračo. Igračo so ovrednotile tudi pristne vzgojiteljice, in sicer je bilo v vzorec pri raziskavi z anketo vključenih 20 vzgojiteljic, ki so s svojo skupino preizkusile senzomotorično tablo. Uporabljeno je bilo kvantitativno zbiranje podatkov z lastnim instrumentom opazovanja in z anketo po lestvici od 1 do 5. Želela sem ugotoviti, kakšen je pogled vzgojiteljev na samo igračo, na kateri so predmeti iz realnega življenja ter od katerih jih starejši odvračamo in celo strašimo. V tem primeru gre predvsem za predmete tehniškega značaja. Na podlagi raziskovalnih hipotez so rezultati pokazali, da se največ strokovnih delavk strinja, da je igrača primerna za igro in da je sama vsebina, ki jo igrača predstavlja, zelo primerna. Največ strokovnih delavk je bilo mnenja, da je igrača najbolj primerna za starost 4–6 in 3–4 leta. Celo 50 % jih je mnenja, da bi igrača bila primerna tudi za 2–3 leta stare otroke. Na osnovi igre otrok, mnenj vzgojiteljic in svojega opazovanja lahko predvidim naslednji spremembi: (1) na sami igrači bi bilo treba zamenjati uro iz umetne mase z leseno, ki bi bila bolj trpežna na udarce, (2) mini vodnjak bi v prihodnje potreboval bazen, v katerega bi iztekala voda. Senzomotorična igrača, ki sem jo predstavila v delu, je primerno sredstvo za razvoj tehniške pismenosti tako za prvo kot drugo starostno obdobje v vrtcu. Vzgojiteljice bodo z mojim delom dobile boljši vpogled v tehnično vzgojo ter hkrati imele vzorčni model za zgodnje tehniško opismenjevanje in uvajanje otrok v svet tehnike in tehnologije.

• Jezik: Slovenski jezik
• Ključne besede: senzomotorika, tehnična vzgoja, tehniško opismenjevanje, senzomotorična igrača
• Vrsta gradiva: Diplomsko delo/naloga
• Tipologija: 2.11 - Diplomsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: [P. Zidanšek]
• Leto izida: 2017
• Št. strani: VIII, 69 str., [1] f. pril.
• PID: 20.500.12556/RUL-98950
• UDK: 373.2.016:62(043.2)
• COBISS.SI-ID: 11864649
• Datum objave v RUL: 31.01.2018

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Sensomotor toy as a means of technical literacy in the pre – school period

Izvleček

The basic purpose of my dissertation is to introduce an overall senso-motoric toy as an appropriate means to study the real world of design and technology, gain experiences and develop skills while manipulating with various technical objects. We wished to give a model of an early technical learning, with which we were very successful. In the theoretical section, the basic characteristics of design and technology and technical education are presented and explained. Further on we speak about the artistic and technical activities which bring joy, excitement and satisfaction to children. We also deal with sensorial integration which is important because it puts together all bits of information of all senses, that are combined in brains on one spot. This enables the brains to experience the situation as a whole, and uses the body to carry out the task. The empirical section gives a criterion-referenced design of a senso-motoric toy, together with its detailed description, pictures and technical drawings. We have also tested the toy in the kindergarten where several groups of children (185 children in total) from 2 to 6 years gained experiences from the designed senso-motoric toy. The toy was also evaluated by real educators. In a sample survey research 20 educators with their groups tested the senso-motoric board. Quantitative data gathering with own instrument for observation and a survey scale from 1 to 5 were used. Our aim was to find out what was the opinion of educators about the toy itself with objects from real life from which children are intimidated and even made afraid by adults. In this case it is mainly about objects of technical character. On the basis of research hypothesis the results show that most of the professional workers agree that the toy is appropriate for children to play and that the substance itself which the toy represents, is also very convenient. The most of professional workers think that the toy is the most appropriate for children aged 4 to 6 years and from 3 to 4 years. Even 50% of them believe that the toy would be suitable also for 2 to 3 years old children. Considering the playing of children, opinions of educators and my observations we can foresee the following changes: (1) the clock made of synthetic material should be replaced by a wooden clock that will be more resistant to blows, and (2) in the future, the miniature well will need a pool into which the water will flow out. The senso-motoric toy which we present in this dissertation is an appropriate medium for the development of technical knowledge both for the first as well as the second age period in the kindergarten. With our work the educators will get a better insight into the technical education and at the same time they will have a sample model for an early technical teaching and introduction of children into the world of design and technology.

• Ključne besede: pre-school education, engineering, predšolska vzgoja, tehnika