diplomsko delo
Anja Žerovnik (Author), Stanislav Avsec (Mentor), Veronika Šinigoj (Co-mentor)

Abstract

Gozdna pedagogika spodbuja k preživljanju prostega časa prav vse in ob vsakem vremenu, saj je gozd lahko vsak dan drugačen. Gozd otroke ob vsakokratnem obisku spodbuja k razmišljanju, raziskovanju, povezovanju in sodelovanju. Otroke v gozdu opazujemo pri njihovem zanimanju, sodelovanju in navdušenju nad vsem videnim. Namen diplomskega dela je ugotoviti, kako lahko s pomočjo različnih gozdnih tehničnih dejavnosti razvijamo tehnološko pismenost 5–6 let starih otrok, z vidika gozdne tehnične vzgoje. V teoretičnem delu je predstavljena gozdna pedagogika, prepoznavnost gozdne pedagogike v slovenskih vrtcih, vpliv gozda na otrokova čutila in vpliv narave na posamezna področja otrokovega razvoja. Predstavljena je tehnološka pismenost s tremi dimenzijami tehnološke pismenosti za vrtce. V empiričnem delu sem predstavila rezultate anketnega vprašalnika, ki ga je izpolnilo 97 strokovnih delavcev osrednjeslovenske regije. Ugotovljeno je bilo, da 64 % strokovnih delavcev meni, da pozna pojem tehnološka pismenost, vendar jih je le 28 % podalo ustrezen odgovor. Strokovni delavci bi tehnološko pismenost največkrat spodbujali z dejavnostmi v gozdu in naravoslovnimi dejavnostmi. Pojem gozdne pedagogike povezujejo s stikom otrok z naravo, z neposrednim učenjem v njej, izvajanjem različnih dejavnosti v gozdu ter sobivanjem otrok in pedagogov v gozdu in izven njega. Učinek gozdnih tehničnih dejavnosti se pri otrocih kaže v povečani koncentraciji, vztrajnosti, potrpežljivosti in sodelovanju. Pri delu z različnimi materiali in orodji postajajo motorično spretnejši. Za otroke, stare 5–6 let, sem izvedla gozdne tehnične dejavnosti, ki razvijajo tehnološko pismenost. Po izvedenih dejavnostih sem ugotovila, da so otroci brez težav izdelali in sestavili svojo sestavljanko s tehničnim motivom, skoraj brez težav so povezovali gozdne tehnične slike ter sestavili zgodbo na osnovi treh elementov, težave pa so se pokazale pri izdelovanju splavov. V gozdu otroci pokažejo zanimanje za živali, med igro pa so vsi zainteresirani za sodelovanje. Po koncu dejavnosti je bilo ugotovljeno, da so pri izdelavi izdelkov pridobili tehnične izkušnje, znanja, spretnosti, razumevanje in delovne navade. Z diplomskim delom želim pedagoške delavce spodbuditi k pogostejšemu vključevanju gozdnih tehničnih dejavnosti v vsebine kurikuluma, saj učenje v naravi ¬– gozdu daje priložnost za celovito učenje.

Keywords

tehnološka pismenost;tehnične dejavnosti;tehnična vzgoja;gozdna pedagogika;predšolska vzgoja;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [A. Žerovnik]
UDC: 373.2.016:62(043.2)
COBISS: 12435529 Link will open in a new window
Views: 389
Downloads: 86
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: Technical forest pedagogy for technological literacy development of 5–6 year old children
Secondary abstract: Forest pedagogy encourages free time we spend in our everyday life because the forest can be different each time we enter it. Visit of the forest encourages children to think, explore, feel, connect and participate in each time they have experience in it. Children in the forest were observed by their interest while observing its surroundings, cooperation among each other and their enthusiasm during forest exploration. The purpose of the diploma work is to find out how through the development of different technical activities we can develop the technological literacy of 5-6-year olds from forest professional education. In the theoretical part of the diploma are presented a recognition of forest pedagogy in Slovenian kindergartens, the influence of the forest on the child's senses and influence of nature on particular areas of child's development. Technological literacy with three dimensions of technological literacy for kindergartens was presented as well. In the empirical part, I presented the results of the questionnaire survey, which was completed by 97 pedagogs from the central Slovenian region. It was found that 64 % of pedagogs know the concept of technological literacy. Only 28 % gave an appropriate answer to the question of what technological literacy is. The pedagogs who participated in the research would use technological literacy to encourage activities of the kids in the forest. Educators also connect forest pedagogy with the children’s contact with nature, direct learning in it, the implementation of various activities in the forest, the cohabitation of children and pedagogues and so on. The effect of children while educating through forest technical educational method is positively reflected in increased concentration, working with various materials and tools, becoming more patient and cooperative among each other. For children aged 5–6, I carried out forest technical activities that develop technological literacy. After the excercises, I found out that the children were able to create and build their jigsaw with a technical motive easily. Almost with no difficulty they connected the forest technical images and compiled a story based on three elements. They were some minor difficulties making a small raft. Children were interested in animals living in forest, and they showed a considerable amount of focus and concentration while playing games that requested cooperation. At the end of forest activities, it was found that technical experience, knowledge, different skills, understanding and working habits were successfully acquired. With my diploma, I would like to encourage other pedagogical workers to increase the implementation of forest technical activities in the curriculum content, since learning in nature and especially forest, allows comprehensive education.
Secondary keywords: pre-school education;pre-school child;predšolska vzgoja;predšolski otrok;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: VI, 49 str., III
ID: 11145943