A textile as a technical material through a play of children aged 2-3 years

Otrok se prek igre uči, pridobiva nova znanja, izkušnje, se socializira, doživlja različna čustva, zato je igra v predšolskem obdobju ena izmed najpomembnejših dejavnosti vsakega otroka. Otrok se lahko igra sam ali v skupini, s pripomočki ali brez njih. Med te pripomočke štejemo raznorazne igrače. Lahko so lesene, plastične ali pa iz blaga. Ponavadi igračam iz tekstila ne dajemo velikega pomena, zato smo v diplomskem delu spoznavali tekstil kot tehnični material prek igre otrok, starih 2–3 leta. V teoretičnem delu smo najprej raziskali, kaj je igra, katere vrste iger poznamo, kakšen pomen ima za otrokov razvoj in kako lahko vzgojitelj pripomore k temu, da bo igra za otroka čim bolj prijetna. Nato smo se dotaknili še tekstila. Ugotavljali smo, kaj je, iz česa je sestavljen, in opisali tista naravna in umetna vlakna, ki jih večkrat srečamo v vrtcu. Dotaknili pa smo se tudi aktivnega učenja, saj prek tega otrok celostno pridobiva nova spoznanja in izkušnje, ki so pomembni za učenje in razumevanje sveta. Z anketnim vprašalnikom, v katerem je sodelovalo 37 vzgojiteljev, smo raziskovali, kako pogosto vzgojitelji vključujejo tekstil v načrtovane in spontane dejavnosti. Z analizo smo ugotovili, da so vsi vzgojitelji že vključili tekstil v načrtovane dejavnosti, največkrat pri izdelavi ročnih lutk. Prav tako smo ugotovili, da največkrat posežejo po bombažu in filcu, manj pogosto pa uporabijo platno, zavese, lan, til ipd. Sledil je praktični del, pri katerem smo pripravili igre za otroke, kjer je imel glavno vlogo tekstil. Otroci so prek umetnosti, gibanja in matematike izkusili nova spoznanja in izkušnje z različnimi vrstami blaga. Napisano diplomsko delo je namenjeno vzgojiteljem, ki jih zanima delo z različnimi vrstami blaga in bi ga radi uporabili še na bolj zanimiv način.The child learns through play, acquires new knowledge, experiences, socializes, experiences different emotions, which is why playing in the preschool period is one of the most important activities of every child. The child can play alone or in a group, with or without accessories. These accessories include a variety of toys. They can be wooden, plastic or made out of fabric. Usually we don\u27t give toys made out of textile much importance, so in the bachelor thesis we will learn about textiles as technical material through the play of children aged 2 - 3 years. In the theoretical part, we first researched what is playing, what types of games we know, what significance it has for a child\u27s development and how a preschool teacher can help make the playing as enjoyable as possible for the child. Then we also touched on the subject of textile itself. We were finding out what it is, out of what it is made of and described those natural and artificial fibers that we often find in kindergarten. We also touched on the subject of active learning, because with the help of it, the child fully gains new insights and experiences that are important for learning and understanding of the world. With a survey, where 37 preschool teachers took part, we researched how often preschool teachers include textiles in planned and spontaneous activities. The analysis showed that all preschool teachers have already included textiles in the planned activities, most often in the making of hand puppets. We have also found out that they mostly use cotton and felt, less often they use cloth, curtains, linen, tulle, etc. Following the survey was a practical part where we prepared games for children, where textiles played a major role. Through art, movement and math, children learned new lessons and experiences with different types of textile. This bachelor thesis is intended for preschool teachers who are interested in working with different types of textiles and would like to use it in a more interesting way