Abstract:

The value and recognition of practical work and crafts in the classroom have been changing over time. In the contemporary education system, that aspect of education in elementary schools is neglected or marginalized as a consequence of discontinuing certain subjects or by decreasing the teaching times of subjects such as the visual arts. Activities in the classroom need to be aimed at developing various competencies, skills, and abilities the students will need to participate in the modern world. Those competencies can be developed with practical crafts, i.e., tactile learning, because students should be perceived holistically as neurological beings in development that need different approaches to facilitate their motor and cognitive development. This preliminary study was conducted to assess the individual states and external dependencies of students before, during, and after a handicraft activity. A total of 16 fifth-grade students who have been continuously learning various handicrafts from their teacher since the first grade, such as sewing, knitting, and embroidery, were surveyed using an anonymous questionnaire. Higher self-efficacy and a positive attitude before the assignment were associated with a lower need for external support during and after the assignment. However, a better mood after the assignment and personal satisfaction with the work were associated with a higher need for external support and approval.

Keywords:

Competencies, handicraft, learning, modern education.