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Diplomsko delo je namenjeno vzgojiteljem predšolskih otrok, kot ideja za izdelovanje didaktičnega materiala za različne družabne igre iz modelirne mase Fimo. Material lahko izdelujejo vzgojitelji ali pa dejavnost izvedejo skupaj z otroki. Izdelki iz fimo mase, ki jih izdela otrok sam, so zanj bolj pristni, zato po njih večkrat posega. S tem, ko otrok izdeluje sam, uri različne spretnosti, predvsem pa finomotoriko, ki je še posebej pomembna za njegov razvoj. V nadaljevanju je najprej predstavljena učna metoda izkustvenega učenja, ki je še posebej prisotna pri predšolskih otrocih in jim omogoča učenje preko svoje lastne dejavnosti. Predstavljene so različne teorije posameznih teoretikov izkustvenega učenja, poudarek pa je na Kolbovem modelu izkustvenega učenja, preko katerega smo izvedli tudi dejavnost v vrtcu, v heterogenem oddelku (3–5 let). V diplomskem delu so predstavljene različne modelirne mase, poudarek pa je na modelirni masi Fimo. Opisani so tudi različne vrste mase Fimo, navodila za delo z modelirno maso in orodja ter pripomočki za delo. Pred izvedbo dejavnosti smo izvedli anketo, s pomočjo katere smo kasneje načrtovali dejavnost in jo tudi izvedli. Na koncu smo dejavnost tudi evalvirali in ovrednotili. Rezultati ankete so pokazali, da je uporabnost različnih modelirnih mas v vrtcu velika, uporaba modelirne mase Fimo pa ni pogosta, le enkrat letno, saj vrtci nimajo toliko finančnih sredstev. Ugotovitve dejavnosti pa so pokazale, da je modelirna masa Fimo primerna že za otroke od tretjega leta starostni naprej. Ugotovili smo tudi, da je ta modelirna masa preprosta za oblikovanje in da jo imajo otroci zelo radi. Izdelki iz fimo mase po zapekanju postanejo trd in kompakten material, ki ga ne moramo kar tako uničiti. Otroci se radi igrajo z izdelki, ki jih naredijo sami in jih tudi bolj cenijo. This diploma thesis is intended for preschool teachers and gives an idea for making didactic material for various board games using FIMO modelling clay. The teachers can make the material or can implement this activity together with the children. Products made from FIMO modelling clay by the children themselves are more genuine to them and that is why they play with them more. As the children make their own products, they hone various skills, fine motor skills in particular, which is especially important for their development. The thesis continues by presenting the teaching method of experiential learning, which is especially present among preschool children and which enables them to learn through their own activity. It presents various theories developed by individual experiential learning theoreticians, focusing on Kolb’s model of experiential learning which was also used to implement the activity in kindergarten in a heterogeneous group (ages 3-5). The thesis presents different kinds of modelling clay, with emphasis on the FIMO modelling clay. It also describes the different types of FIMO clay, gives instructions for working with modelling clay, and mentions the necessary tools and accessories. Prior to implementing the activity, a survey was conducted which was later used as a basis for planning and implementing the activity. In the end the activity was evaluated. The results of the survey have shown that various modelling clays are very usable in kindergarten, however, FIMO modelling clay is not used often, only once a year, because kindergartens lack financial resources. The findings reached through the implementation of this activity show that FIMO modelling clay is suitable for children ages 3 and up. It has also been established that this modelling clay is easy to shape and that the children like it very much. After baking, FIMO clay products become a solid and compact material which cannot easily be destroyed. Children enjoy playing with products they make themselves and appreciate them more.