diplomsko delo
Anja Jurčič (Avtor), Stanislav Avsec (Mentor), Veronika Šinigoj (Komentor)

Povzetek

Vsakdanje življenje otrok je prepleteno z brezskrbno igro, skozi katero spoznavajo svet okoli sebe. Kot vemo, so se tudi v preteklosti otroci igrali, a so za igro uporabljali predvsem predmete, s katerimi so dnevno rokovali pri delu oz. opravilih. Danes otroke pogosto zasipamo z igračami, hkrati pa jih velikokrat prikrajšamo za možnost aktivnega sodelovanja pri vsakodnevnih opravilih, ki bi jim omogočila nova spoznanja. Želimo si, da bi bili otroci še bolj aktivni soustvarjalci življenja, tako v domačem okolju kot tudi v vrtcu. Vodilni namen diplomskega dela je bil predstaviti participacijo otrok in ugotoviti, kako projekt participacije vpliva na usvajanje novih znanj s področja tehnike šivanja s šivalnim strojem. V teoretičnem delu je postopno predstavljena participacija – začeli smo z vlogo otroka skozi čas, opredelili pomembno prelomnico – Konvencijo o otrokovih pravicah, ki je otroke opolnomočila, nadaljevali smo z opisovanjem pristopa Reggio Emilia, njegovimi izhodišči in jih primerjali z načeli Kurikula za vrtce. Navezali smo se tudi na projektno delo, ki je pomemben člen prej omenjenega pristopa in podrobneje predstavili odprt način aktivnega učenja. V drugem delu teoretičnega dela je predstavljeno tekstilje – bombaž, juta in volna – ter tehnika šivanja s šivalnim strojem. V empiričnem delu smo predstavili rezultate anketnega vprašalnika. V raziskavi je sodelovalo 315 vzgojiteljev in pomočnikov vzgojitelja. Ugotovljeno je bilo, da vzgojitelji otroke vključujejo v soustvarjanje življenja v vrtcu. Najpogosteje otrokom omogočijo možnost proste izbire materialov/sredstev za igro, najredkeje pa imajo možnost soodločati o poteku dneva v vrtcu in preoblikovati kotičke po njihovih željah. Za izdelavo otroških izdelkov največ vzgojiteljev uporablja papir, blago pa uporablja manj kot polovica vprašanih. Otroci imajo za igro v igralnici pogosto na voljo bombaž, volno, filc, prejo in sukanec, redkeje pa za igro lahko uporabijo svilo in viskozo, saj je vzgojitelji ne ponujajo na dnevni oz. tedenski ravni. Vzgojitelji skupaj z otroki pogosto iz tekstilja izdelujejo lutke, igrače, blazine itd. Dejavnosti s tekstilom vzgojitelji najpogosteje izvajajo v obliki proste igre (kotički s tekstilom), najredkeje pa v obliki projektnega učnega dela. Ko izvajajo dejavnosti s tekstilom, vzgojitelji kot tehnologijo dela najpogosteje uporabljajo lepljenje, najredkeje pa polstenje volne. Ob teh dejavnostih napredek otrok pogosto spremljajo z opazovanjem, s ček listami in s fotografiranjem. Tehniko šivanja je v vrtcu uporabila več kot polovica vprašanih – v prvi vrsti uporabljajo tehniko ročnega šivanja s pravo šivanko, šivanje s šivalnim strojem pa je daleč zadaj – po njihovem mnenju je ta način nevaren, hkrati pa sami niso dovolj usposobljeni na tem področju. Tisti, ki to tehniko uporabljajo, dejavnost izvajajo v manjših skupinah in več pozornosti namenijo varnosti pri delu. Vzgojitelji menijo, da šivanje spodbuja predvsem razvoj koncentracije, natančnosti in fine motorike, najmanj pa razvoj kritičnega razmišljanja. Z otroki, starimi 4–6 let, smo v vrtcu izvedli tehnično dejavnost šivanja kot projekt participacije. Ugotovili smo, da so otroci z lastno aktivnostjo skozi dejavnost usvojili nova znanja na področju tehnike šivanja s šivalnim strojem in poznavanja pripomočkov za šivanje. Z vprašanji, ki smo jim jih postavljali, so sami iskali ideje za reševanje problemov in jih uspešno razrešili. Trdimo lahko, da so ob dejavnosti doživeli občutek lastne vrednosti. Z diplomskim delom želimo prikazati eno od možnosti participacije v vrtcu in strokovne delavce spodbuditi k uporabi teh ugotovitev pri načrtovanju njihovega vsakdana v vrtcu ter k pogostejšemu omogočanju aktivne soudeležbe otrok pri razreševanju problemov.

Ključne besede

participacija;tehnična dejavnost;šivalni stroji;vrtci;predšolski otroci;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [A. Jurčič]
UDK: 373.2:646.21(043.2)
COBISS: 102833411 Povezava se bo odprla v novem oknu
Št. ogledov: 83
Št. prenosov: 21
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: Sewing as a participation project in the preschool period
Sekundarni povzetek: The daily lives of children are intertwined with carefree play, through which they get to know the world around them. As we know, in the past the children also played, and for the play they mainly used objects that were meant for daily work or tasks. Today, we often shower children with toys, but at the same time, we often deprive them of the opportunity to actively participate in everyday tasks that would enable them to learn new things. We want children to be more active co-creators of life, both in the home environment and in kindergarten. The main purpose of the thesis was to present the participation of children and to determine how the participation project affects the acquisition of new knowledge in the field of sewing with a sewing machine. In the theoretical part, participation is presented gradually. We started with the role of the child through time, identified an important turning point, the Convention on the Rights of the Child, which empowered children. We went on to describe Reggio Emilia’s approach, its starting points and compared them with the principles of the Kindergarten Curriculum. We also referred to a project work, which is an important part of the mentioned Reggio Emilia approach, and with more detail presented the open way of active learning. The second part of the theoretical part presents textiles - cotton, jute and wool - and the technique of sewing with a sewing machine. In the empirical part, we presented the results of the questionnaire. In the research participated 315 kindergarten teachers and assistant kindergarten teachers. It was found that kindergarten teachers involve children in co-creating life in kindergarten. Most often, children are allowed to freely choose the materials/means for play, but rarely do they have the opportunity to co-decide on the course of the day in kindergarten and redesign the play areas according to their wishes. Most kindergarten teachers offer paper to make children's products, but less than half of the respondents offer fabric. Cotton, wool, felt, yarn and thread are often available for children to play in the playroom, but less often they can use silk and viscose, as kindergarten teachers do not offer it on a daily or weekly basis. Kindergarten teachers together with children often make dolls, toys, pillows, etc. from textiles. Textile activities are most often carried out by kindergarten teachers in the form of free play (play area with textile), and least often in the form of project-based learning. When carrying out activities with textile, kindergarten teachers most often use gluing as a working technology, and least often wool felting. During these activities, children's progress is often monitored through observation, checklists and photography. More than half of the respondents in the research used the sewing technique in the kindergarten - mainly they use the manual sewing technique with a real needle, but sewing with a sewing machine is a technique that is far behind. In their opinion this method is dangerous, or they say that they are not qualified in this field. Those who use these techniques, carry out the activity in small groups and pay more attention to safety at work. Kindergarten teachers believe that sewing mainly encourages the development of concentration, accuracy and fine motor skills, and least of all the development of critical thinking. With children aged 4-6, we carried out a technical sewing activity in the kindergarten as a participation project. We found that the children, through their own activity, acquired new knowledge in the field of sewing techniques with a sewing machine and gained knowledge of sewing tools. Through our questions, they looked for ideas to solve problems and solved them successfully. We can say that they experienced a sense of self-worth during the activity. With the thesis, we want to show one of the possibilities of participation in kindergarten and encourage professionals to use these findings in planning their everyday life in kindergarten and more frequently enabling active participation of children in solving problems.
Sekundarne ključne besede: Predšolska vzgoja;Šivanje;Univerzitetna in visokošolska dela;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Diplomsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani: IX, 71, IX str.
ID: 14899482