diplomsko delo
Maša Govednik (Avtor), Stanislav Avsec (Mentor), Veronika Šinigoj (Komentor)

Povzetek

Zaradi hitro naraščajočega razvoja tehnike in tehnologije v sodobnem svetu je potrebno otroke zgodaj začeti tehnično opismenjevati in pomagati, da osvojijo veščine, ki jim bodo koristile tudi v nadaljnjem procesu izobraževanja in v prihodnosti. Iz študije in primerjave obeh kurikulumov za javne vrtce je bilo ugotovljeno, da noben od njiju ne vsebuje tehnike in tehnologije kot samostojnega področja, ampak se ju priključuje različnim sorodnim vsebinam. Kalifornijski kurikulum za razliko od slovenskega vsebuje nekoliko večji poudarek na samem učnem procesu pri izvajanju določene vsebine, medtem ko je v slovenskem bolj poudarjen pomen doseganja zastavljenih ciljev. Ker Slovenija postaja prav tako kot Kalifornija vse bolj multikulturna država, se je potrebno zavedati pomembnosti individualnih pristopov in poznavanja otrokovega kulturnega ozadja, sodelovanje z družino ter potrebe po prilagajanju vsebin otrokovim sposobnostim. Cilji diplomskega dela so predstaviti tehnično vzgojo v kurikulumih slovenskih in kalifornijskih javnih vrtcev, določiti skupne in razlikovalne vsebine tehnične vzgoje v obeh primerjanih državah ter kritično analizirati in ovrednoti stanje tehnične vzgoje in podati izboljšave za slovenski kurikulum. Zanima nas, kako je definirana tehnična vzgoja v slovenskih vrtcih in kako v kalifornijskih; kako je vpeta tehnična vzgoja v Kaliforniji – ali gre za samostojno področje ali povezano, in če da, s katerimi področji; koliko tehničnih vsebin je v kalifornijskem kurikulumu v primerjavi s slovenskim Kurikulumom za vrtce in kakšne so te vsebine; kako se izvajajo vsebine tehnične vzgoje v Kaliforniji in ali kakšna vsebina, metoda, oblika ali strategija dela izstopa. Odgovore na zastavljena raziskovalna vprašanja smo pridobili s pomočjo kvalitativnega raziskovalnega pristopa. Preučili smo domačo in tujo literaturo s tega področja, uporabili deskriptivno metodo teoretičnih prispevkov, metodo primerjave in stopnjevanja ter analizo in interpretacijo izsledkov. Poleg preučevanja literature smo vključili tudi znanje, ki smo ga pridobili tekom študija predšolske vzgoje in prakse. Tehnika in tehnologija se razvijata, odkar so oblikovali prvo rezilo iz kosa kamna ali zanetili ogenj. Ker pa se tehnologija nenehno spreminja in se razvija z izjemno hitrostjo, je pomembno, da ljudje razumejo koncepte in delovanje sodobne tehnologije. In vendar opazimo, da so v vrtcih in šolah še vedno poudarjena osnovna področja, ki ne zajemajo toliko vsebin tehnike in tehnologije. Otroci se največ naučijo preko izkustvenega učenja in ravno to poudarja tehnična vzgoja – aktivno učenje. Učijo se praktičnih spretnosti reševanja problemov, kritičnega razmišljanja, odpravljanja napak, raziskovanja, razvoja in eksperimentiranja. Vzgojitelji in učitelji bi morali ozavestiti pomembnost tega predmeta in otroke že zgodaj spodbuditi k razumevanju tehnologije in njenega mesta v sodobni družbi, ter jim nuditi priložnosti za razvoj sposobnosti in spretnosti, ki jih bodo spremljale skozi celo življenje.

Ključne besede

kurikulum za vrtce;tehnična vzgoja;javni vrtci;primerjava;Slovenija;Kalifornija;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Govednik]
UDK: 373.2.016:62(043.2)
COBISS: 12582473 Povezava se bo odprla v novem oknu
Št. ogledov: 505
Št. prenosov: 66
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Comparison of preschool curriculum in Slovenia and public preschool curriculum in California focusing on technical education
Sekundarni povzetek: Due to the rapid increase of technological development and increased use of technology in the modern world, it is necessary to improve technical literacy early on in the education process of our children and help them acquire the skills needed in their continuous process of education. From the study and comparison of both curricula, it was found that neither of the two includes technology as a separate subject but it is integrated with various related content. The Californian curriculum, contrary to the Slovenian one, contains a somewhat higher emphasis on the learning process itself while the Slovenian curriculum emphasizes the achievement of set objectives. As Slovenia, similarly to California, increases in multicultural variety it is imperative to understand the importance of using an individual approach as well as understanding the child’s cultural background, interaction with their family and the need to adapt the content to their abilities. This diploma thesis aims to present technical education in the curricula of Slovenian and California public preschools and kindergartens, to determine the common and distinct contents of technical education in both compared countries, to critically analyze and evaluate the state of technical education and to provide improvements for the Slovenian curriculum. Our main goals are to understand how technical education in Slovenian kindergartens is defined in comparison to California’s preschools and kindergartens, how technical education in California is embedded - whether it is a standalone field or an intertwined field, and if so, with which fields it intertwines with. We are also interested in how much technical content is present in the California curriculum compared to the Slovenian kindergarten curriculum and how does the content differ. We also look into how technical education content is implemented in California, and whether the content, method, format, or strategy of the work stands out. The answers to our research questions were obtained through a qualitative research approach. We studied domestic and foreign literature in the field, used a descriptive method of theoretical contributions, a method of comparison and escalation, and the analysis and interpretation of findings. In addition to analyzing the literature, we also referenced the knowledge we gained during our preschool education and practical training. Technology is constantly evolving since the first fire was started and the first blade shaped from a piece of stone. However, as technology is constantly changing and evolving with increasing speed, it is important for people to understand the underlying concepts and operation of modern technology. Nevertheless, we notice that in schools and kindergartens there are still core subjects that do not include technology or topics related to it. Children mostly learn through experiential learning, and this is precisely what technical education emphasizes - active learning. They learn practical problem-solving skills, critical thinking, elimination of mistakes, exploration, development, and experimentation. Educators and teachers should be aware of the importance of this subject and encourage children early on to understand the technology and its place in contemporary society, as well as provide them with opportunities to develop the skills and competences that will accompany them throughout their lives.
Sekundarne ključne besede: pre-school education;engineering;predšolska vzgoja;tehnika;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Diplomsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani: VI, 63 str.
ID: 11222728