Razvijanje fine motorike pri otrocih, starih 3-5 let, s pomočjo različnih tehniških kompletov - Kobal, Anuša (2021)
V celotnem predšolskem obdobju ima igra pomembno vlogo za otroka, saj zanj predstavlja obliko učenja. Otrok se z igro nezavedno tudi uči, spoznava in raziskuje vsakodnevno okolje in svet okrog sebe ter s tem pridobiva prve izkušnje – tudi s področja tehnike. V diplomskem delu smo predstavili tehniške komplete, ki so namenjeni igri ter posrednemu razvijanju fine motorike pri predšolskih otrocih. Namen diplomskega dela je predstaviti in ugotoviti, kako izdelani tehniški kompleti vplivajo na razvoj fine motorike pri otrocih, starih 3–5 let. Drobne motorične spretnosti otrokom omogočajo, da postajajo samostojni, saj lahko sami opravijo veliko vsakodnevnih opravil: sami lahko jedo s priborom, se obujejo in si zavežejo vezalke, rišejo in barvajo, strižejo s škarjami, se oblečejo in si zapnejo zadrgo ali gumbe. V osrednjem delu so predstavljena teoretična izhodišča o razvoju fine motorike pri predšolskih otrocih ter tehnika in tehnična vzgoja v vrtcu. Čeprav v Kurikulumu za vrtce (1999) ne najdemo področja, ki bi zajemalo samo tehnično vzgojo, so cilji zanjo navedeni pri drugih področjih, kot so umetnost (likovna), narava in matematika, saj se tehnika najbolj povezuje z njimi. V zadnjem delu naloge so predstavljeni tehniški kompleti, izdelava ter materiali, iz katerih so narejeni. V empiričnem delu smo analizirali in predstavili vprašalnik, ki smo ga posredovali strokovnim delavcem vrtca (vzgojiteljem in pomočnikom vzgojiteljev) s pomočjo spletne ankete 1KA. Ugotoviti smo želeli, kako pomemben se jim zdi razvoj fine motorike pri predšolskih otrocih in tehnična vzgoja v vrtcih ter kako pogosto se jo poslužujejo v svoji skupini in na kakšen način. Vprašalnik je izpolnilo 53 strokovnih delavcev iz različnih vrtcev po Sloveniji. Večina strokovnih delavcev je mnenja, da je razvoj fine motorike pri predšolskih otrocih pomemben. Menijo, da pomembnost razvoja fine motorike raste s starostjo predšolskih otrok. Pri praktičnem delu smo v skupini predšolskih otrok, starih 3–5 let, preizkusili tri različne tehniške komplete, sešite iz filca, in raziskali ter kritično ovrednotili uporabnost teh kompletov ter njihov vpliv na razvoj fine motorike. Z diplomskim delom smo želeli raziskati in preveriti, kako zelo je fina motorika razvita pri otrocih, starih 3–5 let, ter katere so njihove prednosti in slabosti. Otroke smo pri rokovanju s tehniškimi kompleti opazovali individualno. Otroci so s tehniškimi kompleti aktivno rokovali, jih preizkušali, raziskovali, opazovali … Posameznemu otroku smo ponudili vse tri komplete, tako da si je lahko sam izbral, s katerim bo rokoval. S kompleti se je igral in jih preizkušal ter posredno uporabljal in krepil fino motoriko. Želeli smo ugotoviti, kako različni tehniški kompleti vplivajo na razvoj fine motorike pri predšolskih otrocih in kako je le-ta pri tej starosti razvita. Uporabnost tehniških kompletov za razvoj fine motorike smo spremljali s pomočjo opazovalnega lista. Diplomsko delo je namenjeno vsem vzgojiteljem in drugim strokovnim delavcem v vrtcu, ki jih zanima razvoj fine motorike v predšolskem obdobju. Prav tako je dober pripomoček za vse študente, ki bodo v prihodnje raziskovali in se ukvarjali s to temo. Strokovnim delavcem smo želeli predstaviti tehniške komplete kot zanimiv pripomoček za razvijanje fine motorike pri predšolskih otrocih. During the entire preschool development stage the children's play holds an important role as it poses as a form of learning. Throughout playing the child is subconsciously learning, discovering and exploring his daily environment and the world around himself, gaining first experience including that from the area of technical education. In the thesis we are showcasing various technical kits which are aimed at children's play and indirect development of fine motor skills in preschool children. The purpose of this thesis is to discover and present how developed technical kits influence the evolvement of fine motor skills at children aged 3–5 years. Fine motor skills enable the children to become independent as they make it possible for them to carry out many daily chores on their own: they can eat with cutlery, put on their shoes and tie their shoelaces, draw and colour, cut with scissors, dress themselves and do the buttons or zip the zipper up. The central part of the thesis presents theoretical basis regarding development of motoric functions in preschool children and technology connected to technical education in kindergarten. Although kindergarten curriculum does not include a separate section dedicated to technical education, other areas of education contain the objectives for this field. These areas include fine art, nature study and mathematics as they complement the field of technical education very well. The conclusive part of the thesis presents tecnical kits, their development and materials used to produce them. During empirical research we presented professional workers in kindergarten (preschool teachers and their assistants) with an questionnaire created with an online survey system 1KA, which was later analysed. Our intent was to find out how much importance do respondents give to development of fine motor skills in preschool children and technical education in kindergarten. Furthermore we were interested in which ways and how often do they implement technical education in their preschool groups. The questionnaire was completed by 57 professional workers from different kindergartens across Slovenia. Most of them believe that development of fine motor skills in preschool children is important. They think the importance of development of fine motor skills grows with age of preschool children. During practical research in group of preschool children aged 3–5 years we tested the usage of three different technical sets made out of felt. We researched and critically evaluated usability of these technical kits and assessed their influence on development of fine motor skills. The intent of this thesis is to research and test the level of development of fine motor skills in children aged 3–5 years, identifying it's advantages and disadvantages. The children were observed individually while handling the technical kits. The children were handling the technical kits actively, probing and experimenting with their features, exploring, observing…Each child was presented with all three kits and given the option to choose which one will he handle. The kits were used to encourage play and experimentation, indirectly stimulating the development and usage of fine motor skills. We wanted to find out how different technical kits influence the development of fine motor skills in preschool children and assess the general level of this development at that age. The usability of technical sets for development of fine motor skills was tracked with the use of observational worksheet. The thesis is intended for all preschool teachers and other professional workers in kindergarten that have an interest in development of fine motor ability in preschool period. It is also an excellent source of information for all students that will conduct research in this area in the future. Our aim was to present the aforementioned technical sets to the professional workers as an interesting tool for development of fine motor ability in preschool children.