NARAVOSLOVNE DIDAKTIČNE IGRE PREDŠOLSKIH OTROK - Kosič, Dolores (D. Kosič, 2014)
Diplomska naloga je sestavljena iz teoretičnega in empiričnega dela. V teoretičnem delu je poseben poudarek na pomenu, vlogi in vrstah didaktičnih iger, vlogi in nalogah vzgojitelja pri izvajanju naravoslovnih dejavnosti ter motivaciji in metodah dela pri sami uporabi didaktičnih iger. Empirični del diplomskega dela predstavlja raziskavo, v kateri smo ugotavljali, v kolikšni meri se v vrtcih izvajajo naravoslovne didaktične igre, kje največkrat poteka izvedba ter po kakšnih naravoslovnih didaktičnih igrah vzgojitelji največkrat posegajo (že izdelanih ali jih raje izdelujejo sami oz. ob pomoči otrok). Anketirali smo vzgojitelje prekmurskih vrtcev in vrtcev v Prlekiji. Ugotovili smo, da anketirani razumejo pojem didaktične igre in so dobro seznanjeni z njim. Anketirani vzgojitelji izvajajo naravoslovne didaktične igre večinoma enkrat na teden, pri izvedbi najpogosteje uporabljajo metodo izkustvenega učenja v okolju. Za samo izvedbo didaktičnih iger je pomembna notranja motivacija otrok. Ugotovitve kažejo, da vzgojitelji vrtcev v Prlekiji v največji meri uporabljajo že izdelane naravoslovne didaktične igre, vzgojitelji prekmurskih vrtcev pa se bolj pogosto poslužujejo naravoslovnih didaktičnih iger, ki jih izdelajo sami. Prav tako smo ugotovili, da vzgojitelji vrtcev Prlekije največkrat izvajajo naravoslovne didaktične igre v naravnem okolju, medtem ko večina vzgojiteljev prekmurskih vrtcev naravoslovne didaktične igre izvaja v igralnici. The diploma thesis consists of two parts – theoretical and empirical. In the theoretical part there is a great stress laid upon meaning, role and types of didactic games, role and tasks of a kindergarten teacher when performing natural science activities as well as upon motivation and methods when using didactic games. The empirical part of the diploma thesis presents a survey in which we have tried to discover to what degree are the natural science didactic games used in kindergartens, where are they most often executed and what types of science didactic games are most often used by kindergarten teachers (either games that are already prepared or do they make the games by themselves or with the help of children). We have made a research among kindergarten teachers in Prekmurje and Prlekija regions’ kindergartens. We have ascertained that inquired teachers understand the concept of a didactic game and that they are well acquainted with it. The inquired kindergarten teachers mostly perform natural science didactic games once a week and they most often use the method of experiential learning in the environment. For the execution of didactic games itself the inner motivation of children is important. The ascertainment show that kindergarten teachers in Prlekija region mostly use the already prepared natural science didactic games while kindergarten teachers in Prekmurje region more often use natural science didactic games that they make themselves. We have also ascertained that kindergarten teachers in Prlekija region’s kindergartens most often perform natural science didactic games in natural environment, while the majority of kindergarten teachers in Prekmurje region’s kindergartens perform natural science didactic games in the playroom.