diplomsko delo
Janja Avguštin (Avtor), Stanislav Avsec (Mentor)

Povzetek

V diplomskem delu želimo predstaviti aktivno učenje v vrtcu in predstaviti primer projektne dejavnosti s področja tehnike in tehnologije, ki smo jo izvedli v vrtcu in v katero so otroci aktivno vključeni. Namen diplomskega dela je predstaviti aktivno učenje v predšolskem obdobju, saj opažamo, da je v vrtcih premalokrat vključen način dela, kjer otroci aktivno sodelujejo pri dejavnostih in samostojno pridejo do končnih rešitev in informacij. Z diplomskim delom smo želeli ugotoviti tudi, po katerih materialih strokovni delavci pri svojem delu največkrat posegajo. Zato smo se v diplomskem delu osredotočili na material, ki ga strokovni delavci pri svojem delu uporabljajo največkrat, ter na material, ki ga strokovni delavci pri svojem delu uporabljajo najmanjkrat. Rezultate smo pridobili s pomočjo anketnega vprašalnika, ki smo ga razdelili v fizični obliki v vrtcu Miškolin in prek spletnega anketnega vprašalnika (portal MojaAnketa). Rezultati so pokazali, da strokovni delavci največkrat posegajo po naravnih materialih, in sicer po lesu, najmanjkrat pa posegajo po kovinah. Zato smo se v diplomskem delu osredotočili na materiala les in kovino. V prvem delu teoretičnega dela smo predstavili učenje v predšolskem obdobju in se osredotočili na aktivno učenje, pri katerem smo predstavili njegov pomen, oblike, načela in vlogo vzgojitelja pri aktivnem učenju. V drugem delu teoretičnega dela smo se osredotočili na tehniko v predšolskem obdobju. Predstavili smo pomen tehnike v predšolskem obdobju, kurikularne cilje s področja tehnike in tehnologije ter značilnost materialov les in kovina. Predstavili smo tudi orodja, pripomočke in postopke, ki so jih otroci spoznali pri praktičnem delu diplomskega dela, in sicer pri oblikovanju lesa in kovine. V vrtcu smo z otroki izvedi tudi večtedenski projekt, pri katerem so na aktiven način spoznavali les in kovino. Otroci so skozi vodene in proste dejavnosti aktivno sodelovali pri spoznavanju in raziskovanju materiala, na koncu pa iz spoznanega materiala izdelali končni izdelek (darilo/igračo). Tekom dejavnosti so otroci spoznali lastnosti posameznega materiala (ju med seboj primerjali in znali poiskati v svoji okolici) ter se seznanili z nekaterimi osnovnimi postopki oblikovanja lesa in kovin (brušenje lesa, zabijanje žičnikov v les z ročnim kladivom, preščip žice, vodenje žice okoli žičnikov, ročno oblikovanje žice, lepljenje ter lakiranje lesa). Kot je že navedeno, smo prek anketnega vprašalnika ugotovili, da strokovni delavci največkrat posegajo po materialu les, najmanjkrat pa posegajo po materialu kovina. Obenem smo ugotovili tudi, da kar 95 % anketirancev spodbuja aktivno učenje v vrtcu. Otroci največkrat spoznavajo lastnosti materialov, pri aktivnostih, zasnovanih za 30–45 minut, individualno ali v manjših skupinah ob praktičnem delu in raznih igralnih improvizacijah. Napredek dejavnosti vzgojitelji najpogosteje ocenijo s primerjanjem izdelkov pred in po dejavnosti skupaj z otroki, da le-ti lažje osmislijo svoje delo. Z napisanim diplomskim delom želimo spodbuditi vzgojitelje, da bodo pri svojem delu v vrtcu skušali posegati po čim bolj raznolikih materialih in jih vključevali v svoje delo.

Ključne besede

aktivno učenje;tehnika in tehnologija;materiali;orodja in pripomočki;les;kovine;predšolski otroci;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [J. Avguštin]
UDK: 373.2.016:62(043.2)
COBISS: 12835401 Povezava se bo odprla v novem oknu
Št. ogledov: 326
Št. prenosov: 65
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: Inquiry-based activr learing of preschool children using wood and metals.
Sekundarni povzetek: In the thesis, we want to present active learning and also an example of a project activity where children are actively involved in the crafts and technology activities that we have performed in the kindergarten. The purpose of the thesis is to present active learning in the preschool period as we have noticed that in the kindergartens, children rarely actively participate in activities and come to the final solutions and information on their own. We also wanted to determine which materials preschool teachers most commonly use in their work with children. This is why we focused on the most and the least commonly used material by preschool teachers. The results were obtained through a survey questionnaire which was distributed in the Miškolin kindergarten and via an online survey questionnaire. The results showed that preschool teachers most often use natural materials like wood and least often metal. This is why we focused on wood and metal material in the thesis. In the first part of the theoretical part, we present learning in the preschool period and focus on active learning where we present its importance, forms, principles and the role of preschool teachers in active learning. In the second part of the theoretical part, we focus on crafts and technology in the preschool period, curricular objectives for crafts and technology and the characteristics and properties of wood and metal. We also present the tools, devices and procedures that children have encountered during the practical part of the thesis by shaping wood and metal. In the kindergarten, we also performed a month-long project with children, in which children were actively involved and got to know wood and metal. Children actively participated in guided and free activities and actively acquired knowledge by exploring materials and finally made a final product (gift/toy) out of the material being discussed. During the activities, children learned about the properties of each material (they compared them and were able to find them in their immediate surroundings) and some of the basic techniques of wood and metal processing (grinding wood, tucking nails in wood with a hand hammer, pinching wire, running wire around the nails, manual wire design, bonding of wood and wood coating). As already stated, the results that we gathered from an online survey questionnaire show that preschool teachers most often use materials like wood and least often metal. At the same time, we established that 95% of respondents encourage active learning in kindergarten. Children typically learn about properties of materials at activities that are planned for 30-45 minutes, individually or in smaller groups along with practical work and various play improvisations. Kindergarten teachers most often evaluate the process of their activities by comparing products before and after planned activity with children, that way children find the activity more meaningful. With this thesis, we want to encourage preschool teachers to include different materials in their work with children in kindergarten.
Sekundarne ključne besede: pre-school education;predšolska vzgoja;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Diplomsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani: VII, 81 str., IV
ID: 11539474