20.500.12556/DKUM-96978 Načrtovanje in prilagoditev programa gospodinjstva za učence v 1. vzgojno-izobraževalnem obdobju: poudarek na razvoju motorike in samostojnosti magistrsko delo Planning and adapting the home economics curriculum for pupils in the first educational period: emphasis on the development of motor skills and independence V magistrskem delu smo pripravili 86-urni program gospodinjstva za 1. vzgojno-izobraževalno obdobje, kjer gre za razvojno-aplikativno delo. Pri tem smo uporabili različne vire in literaturo, ki smo jo skrbno analizirali, osredotočili pa smo se predvsem na učna načrta Spoznavanja okolja za 1. VIO in Gospodinjstvo za 2. VIO. Skozi učne priprave smo želeli predstaviti gospodinjstvo kot pomemben predmet za celostni razvoj otrok v zgodnjem otroštvu. S pomočjo priprav si lahko učitelji ustvarijo podlago za poučevanje gospodinjstva, saj za nemoteno izvajanje zajema diferenciacijo učnih pripomočkov in prostorov. Osredotočiti smo se želeli predvsem na izboljšavo motorike in samostojnosti današnjih otrok, zato je program skrbno premišljen in nastavljen tako, da je vanj celostno vključen vsak učenec. Med samim načrtovanjem smo v mislih imeli tudi specifične razvojne značilnosti otrok tega starostnega obdobja, prilagodili smo učne metode, v priprave vključevali naloge, ki spodbujajo aktivno sodelovanje otrok, njihove ročne spretnosti in samostojnost. V teoretičnem delu magistrskega dela smo vključili osnovne vidike gospodinjstva kot del kurikula, otrokov čustveni, spoznavni, telesni, socialni in gibalni razvoj, izkustveno učenje in ne nazadnje tudi vpliv COVID-19 na motoriko otrok. Ker pa gospodinjstvo kot predmet ne more delovati samostojno, smo vključili tudi medpredmetno povezovanje, kar je za celostno obravnavo zelo pomembno. Čeprav smo v programu predstavili tudi ključne omejitve le tega, menimo, da je pozitivnih posledic uvedbe gospodinjstva v 1. vzgojno-izobraževalnem obdobju mnogo več. Prav te so razlog, da učitelji stopijo iz cone udobja, naredijo nekaj več za otroke in jim omogočijo celostno učenje ter jim omogočijo celostno učenje in razvoj veščin na vseh področjih, tudi skozi ta predmet že v zgodnjih letih otroštva. In the Master's thesis, we have developed an 86-hour home economics programme for the 1st educational period, which is a developmental-applied work. We used various sources and literature, which we carefully analyzed, focusing primarily on the curricula for Environmental Studies for the first educational period and Home Economics for the second educational period. Through the teaching preparation, we wanted to introduce home economics as an important subject for the holistic development of children at an early age. Through preparation, teachers can create a basis for teaching home economics, as it involves differentiating teaching aids and spaces for smooth implementation. We wanted to focus on improving the motor skills and independence of today's children, so the programme has been carefully thought out and set up to ensure that every student is fully involved. During the planning process, we also kept in mind the specific developmental characteristics of children at this age, adapted teaching methods, and included tasks that encourage children's active participation, manual dexterity and independence. In the theoretical part of the Master's thesis, we have included the basic aspects of home economics as part of the curriculum, the child's emotional, cognitive, physical, social and motor development, experiential learning, and last but not least, the impact of COVID-19 on children's motor skills. However, as home economics as a subject cannot stand alone, we have also included cross-curricular integration, which is very important for a holistic approach. Although we have also outlined the key limitations of the programme, we believe that there are many more positive consequences of the introduction of home economics in the 1st stage of the educational period. These are the reasons why teachers step out of their comfort zone, go the extra mile for children and enable them to learn and develop skills in all areas holistically, including through this subject, from an early age. gospodinjstvo celostni razvoj 1. vzgojno-izobraževalno obdobje gibalna motorika samostojnost home economics comprehensive development 1st educational period motor skills independence true true false T. Daljević Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-02-09 16:06:57 2026-04-03 11:53:50 2026-04-04 03:12:30 0000-00-00 00:00:00 2026 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (238 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.3:64(043.2) 274175491 MAG_Daljevic_Tara_2026.pdf MAG_Daljevic_Tara_2026.pdf 1 1F99C4EE09515994DB1AA7215AA2AB50 91ac921fecfd0f3f6ad53560015bb56e8190551eaf6bf657016752e7bf7cd354 5f6f749d-122b-11f1-a540-00155d580e1a https://dk.um.si/Dokument.php?lang=slv&id=203826 Pedagoška fakulteta 0 0 0