20.500.12556/DKUM-92883 Popravljalnica igrač kot model občasnega kotička v vrtcu diplomsko delo A toy repair shop as a model of an occasional corner in the kindergarten Namen raziskave je bil raziskati, kako lahko obnova igrač postane del vzgojnega procesa v vrtcu in kako prispeva k otrokovemu celostnemu razvoju. Izhajali smo iz predpostavke, da z načrtovanimi tehničnimi dejavnostmi in uporabo različnih materialov otrokom omogočamo boljše razumevanje tehničnih konceptov in hkrati spodbujamo njihovo ustvarjalnost. V empiričnem delu sta bili uporabljeni deskriptivna in kavzalno-neeksperimentalna metoda. Podatki so bili zbrani z anketnim vprašalnikom za vzgojiteljice in sistematičnim opazovanjem otrok pri dejavnostih. V okviru raziskave je bilo izvedenih 18 dejavnosti, pri katerih so otroci obnavljali igrače z uporabo šestih materialov: kovine, gline, usnja, tekstila, papirja in lesa. Vsak material je ponudil edinstvene izzive in priložnosti za razvoj različnih spretnosti. Ugotovljeno je bilo, da obnova igrač ne vpliva le na tehnične spretnosti, temveč tudi na razvoj socialnih veščin, kot so sodelovanje, potrpežljivost, vztrajnost in odgovornost. Pomembno vlogo je imela tudi okoljska komponenta – otroci so spoznavali pomen ponovne uporabe in trajnostnega ravnanja z materiali. Poleg otrok so bili v proces aktivno vključeni tudi starši in vzgojitelji, kar je okrepilo povezavo med vrtcem in družino ter omogočilo učenje v različnih okoljih. The purpose of the research was to explore how toy restoration can become part of the educational process in preschool and how such occasional technical corners contribute to children's overall development. The study was based on the assumption that well-planned technical activities and the use of diverse materials can enhance children's understanding of technical concepts while fostering their creativity. The empirical part of the research employed descriptive and causal-non experimental methods. Data were collected through a questionnaire for preschool teachers and systematic observation of children during the activities. A total of 18 activities were carried out, involving the use of six different materials: metal, clay, leather, textiles, paper, and wood. Each material provided unique challenges and opportunities for the development of different skills. The findings showed that toy restoration supports not only technical skills but also the development of social competences such as cooperation, patience, perseverance, and a sense of responsibility. An important emphasis was placed on the environmental aspect—children learned the value of reuse and sustainable handling of materials. In addition to the children, both parents and teachers were actively involved in the process, strengthening the connection between preschool and family and supporting learning in various environments. popravljanje igrač ustvarjalni proces reciklirani materiali tehnična spretnost ekološka ozaveščenost toy repair creative process recycled materials technical skills environmental awareness true true false A. Plavec Slovenski jezik Angleški jezik Diplomsko delo/naloga 2025-05-21 15:27:30 2025-07-24 09:26:04 2025-07-25 03:12:27 0000-00-00 00:00:00 2025 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (IX, 82 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2.015.31:62(043.2) 243655683 VS_Plavec_Anja_2025.pdf VS_Plavec_Anja_2025.pdf 1 94F89CCD495586371454392D1C2D9DF4 5b0368ae2b46e1d68f73027b0f8357ea8328f2e578f7b7c798bd4c5628ebfaaa 43bfe294-364f-11f0-b835-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=191167 Pedagoška fakulteta 0 0 0