Technological literacy of children age 5 to 6 yearswhitin the acitivities of technical corner

Tehnika in tehnologija se neprestano razvijata, zato so tehnološko pismeni ljudje nujnost v današnji družbi. Kljub vedno novim inovacijam in napredku v tehniki in tehnologiji opažamo, da je področje tehnike v predšolskem obdobju zapostavljeno. Čeprav opažamo, da otroci izkazujejo velik interes za ustvarjanje in dejavnosti s področja tehnike, pa strokovni delavci tega ne prepoznajo ali pa nimajo dovolj zaupanja v svoje znanje in sposobnosti, da bi se lotili načrtovanja tehničnih dejavnosti. V diplomskem delu smo izpostavili pomen poznavanja razvojnih značilnosti za načrtovanje ustreznih dejavnosti v vrtcu. Predstavili smo razvojne značilnosti 5 in 6 let starih otrok. Razvrstili smo igre in vsako vrsto igre opisali ter opozorili na njeno pomembnost v otrokovem razvoju. Osredinili smo se na tehnološko pismenost ter na proces tehnološkega opismenjevanja v predšolskem obdobju. V empiričnem delu smo z anketnim vprašalnikom preverili odnos strokovnih delavcev do tehnike, njihovo poznavanje tehnološke pismenosti in načine tehnološkega opismenjevanja. Analiza anketnega vprašalnika je pokazala, da strokovni delavci v načrtovanje redko vključujejo tehnične dejavnosti, npr. še posebej obdelavo lesa z ročnim obdelovalnim orodjem. Glede na naše ugotovitve želimo z diplomskim delom spodbuditi strokovne delavce, da bi otrokom večkrat ponudili in pripravili tehnične ustvarjalne dejavnosti, ki spodbujajo ustvarjalen način razmišljanja in delovanja. Večina strokovnih delavcev bi morala pridobiti določena teoretična znanja s področja tehnološkega opismenjevanja, da bi lahko suvereno pristopili k ustvarjanju pogojev za načrtovanje dejavnosti s katerimi bi otroke tehnološko opismenili.Technical education and technology have been developing constantly, and technologically literate citizens are therefore a necessity in our modern society. Despite an increasing number of innovations and developments in engineering and technology, it is evident that these fields are neglected in the preschool period. Although children express a great deal of interest in creative technical activities, child care professionals either do not recognise it or lack confidence in their knowledge and skills to start planning technical activities. The aim of this thesis is to emphasise the importance of identifying developmental characteristics for planning appropriate activities in preschool and to present the developmental characteristics of five- and six-year old children. We classified games, described each type of game and stressed the importance of playing in child development. We focused on technological literacy and the process of technological education in the preschool period. The empirical part aimed to check the attitude of child care professionals to technology, their technological literacy and different ways of technological education using a questionnaire. The analysis showed that child care professionals rarely include technical activities in their work planning, for example wood treatment with manual tools. According to the findings of this thesis, we would like to motivate child care professionals to prepare more often and offer children creative technical activities that promote a creative way of thinking and acting. Most of the professionals would have to obtain theoretical knowledge in technological literacy so that they could confidently approach the planning of activities and create conditions to educate children in the field of technology