Technical creation and use of natural materials in the preschool period in the savinjska region

Diplomsko delo z naslovom Tehniško ustvarjanje in uporaba naravnih materialov v predšolskem obdobju na območju Savinjske regije je sestavljeno iz teoretičnega in empiričnega dela. Teoretični del smo razdelili na 4 sklope, in sicer na: psihološki, pedagoško-didaktični, tehniško-tehnološki in geografski sklop. V prvem sklopu smo opisali razvoj predšolskega otroka, razvojna področja, vpliv tehnike in tehnologije na otrokov razvoj in igro kot sredstvo za spoznavanje tehniške ustvarjalnosti. V drugem sklopu smo predstavili kurikuluma za vrtce in tehnično vzgojo, tehniško ustvarjanje, vlogo vzgojitelja v procesu tehniškega ustvarjanja, orodja in pripomočke ter naravne materiale pri tehniškem ustvarjanju. V tehniško-tehnološkem sklopu smo opisali strategije tehnike in tehnologije. V zadnjem, geografskem sklopu pa smo predstavili Savinjsko regijo in vrtce, ki so sodelovali v empiričnem delu. V slednjem smo predstavili rezultate raziskave, s pomočjo katerih smo ugotavljali, ali je v vrtcu prisotno načrtovano tehniško ustvarjanje in kaj vse uporabljajo pri tehniškem ustvarjanju. Pri tem smo ugotavljali tudi, ali v vrtcu uporabljajo naravne materiale in kaj iz njih izdelujejo, saj so nam ti materiali dobro poznani in lahko dostopni. Ugotovili smo, da je v vrtcu prisotno načrtovano tehniško ustvarjanje, vendar v manjšem obsegu in da pri tem uporabljajo naravne materiale, ki si jih v večini naberejo sami. Okolice vrtcev so polne različnih kotičkov, kjer lahko strokovni delavci z otroki najdejo različne naravne materiale.The diploma thesis entitled Technical creation and use of natural materials in the preschool period in the Savinjska region consists of theoretical and empirical part. The theoretical part is divided into 4 parts, namely: psychological, pedagogical-didactical, technical-technological and geographical part. In the first part, we described the development of a preschool child, developmental areas, the impact of technology on children’s development and play as a means of learning about technical creativity. In the second part, we presented the curriculum for kindergartens and technical education, technical creation, the role of the education in the process of technical creation, tools and aids, and natural materials in technical creation. In the technical-technological part, we described the strategies of technique and technology. In the last, geographical part, we presented the Savinjska region and kindergartens that participated in the empirical work. There, we presented the results of the research, with the help of which we determined whether the planned technical creation is present in the kindergarten and what they use in technical creation. We also determined whether they use natural materials in the kindergarten and what they make from them, as these materials are well known to us and easily accessible. We found that the planned technical creation is present in the kindergarten, but to a lesser extent, and that they use natural materials, which they mostly collect themselves. The surroundings of the kindergarten are full of different corners, where professionals with children can find different natural materials