20.500.12556/RUP-22400 Računalniško mišljenje brez uporabe računalnikov v predšolskem obdobju Computational Thinking without the Use of Computers in Early Childhood Education Računalniško mišljenje je orodje ustvarjalnega mišljenja, kritičnega mišljenja, odločanja in reševanja problemov. Poleg tega vključuje še abstrakcijo, algoritmično mišljenje, prepoznavanje vzorcev, dekompozicijo, analiziranje, avtomatizacijo itd. Poleg osnovnih učnih spretnosti pisanja, branja in računanja računalniško mišljenje postaja ena izmed ključnih spretnosti 21. stoletja. V današnjem času se otroci že zelo zgodaj srečajo z računalniki, računalništvom in informatiko, zato je pomembno, da zgodaj pridobijo tudi znanje o tem. V prispevku bomo predstavili, kako smo v skupini otrok starostnega obdobja 4–5 let v sklopu projekta RAČek vpeljali dejavnosti, ki so bile znotraj kurikula načrtovane z namenom razvijanja računalniškega mišljenja brez uporabe računalnika pri predšolskih otrocih. V skupini je bila na začetku načrtovanja in izvedbe dejavnosti izvedena analiza začetnega stanja. Nato smo pričeli z raziskovanjem tematike, s skrbnim in dobro premišljenim načrtovanjem ter izvedbo dejavnosti za razvijanje računalniškega mišljenja. Pri otrocih smo opazili napredek pri iskanju različnih poti in rešitev, na področju sodelovanja z vrstniki ter v znanju o računalništvu. Computational thinking serves as a tool for creative and critical thinking, decision-making, and problem-solving. It encompasses abstraction, algorithmic thinking, pattern recognition, decomposition, analysis, automation, and more. In addition to the fundamental educational skills of reading, writing, and arithmetic, computational thinking is increasingly recognized as one of the essential competencies of the 21st century. As children today are exposed to computers, computer science, and information technology at an early age, it is important that they also begin acquiring knowledge in this field early on. This work presents how we implemented an activity designed to develop computational thinking without the use of computers in a group of preschool children aged 4 to 5, as part of the RAČek project. The activity was integrated into the curriculum with the aim of fostering computational thinking in early childhood education. An initial analysis of the group’s prior knowledge and competencies was conducted at the beginning of the planning and implementation process. We then engaged in thorough research, careful planning, and execution of the activity. Progress was observed in the children’s ability to explore different approaches and solutions, collaborate with peers, and expand their understanding of computer science concepts. računalniško mišljenje predšolsko obdobje RAČek računalništvo brez računalnika reševanje problemov computational thinking early childhood education RAČek unplugged computer science problem-solving true false false Založba Univerze na Primorskem Slovenski jezik Angleški jezik Delo ni kategorizirano 2026-01-07 13:44:41 2026-01-07 13:44:41 2026-01-10 03:04:35 0000-00-00 00:00:00 2025 0 0 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 9789612935405 https://doi.org/10.26493/978-961-293-540-5.7 ZUP_Mlakar_Anja_2025.pdf ZUP_Mlakar_Anja_2025.pdf 1 936626C71A06637B0F54477570479906 f5a099b3d5a3a0ee074327e1b51b43667aa0e58fd39cfdea53b89bfbc4240799 49fe8e61-ebc7-11f0-8f0b-005056ac49c0 https://repozitorij.upr.si/Dokument.php?lang=slv&id=32542 Založba Univerze na Primorskem 0 0 0