diplomsko delo
Maša Burger (Author), Tatjana Devjak (Mentor), Sanja Berčnik (Co-mentor)

Abstract

V diplomskem delu smo se posvetili primerjavi vloge vzgojitelja v dnevni rutini v javnem vrtcu in vrtcu, ki deluje po posebnih pedagoških načelih Marie Montessori. Diplomsko delo je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu smo najprej splošno opisali vzgojo v predšolskem obdobju. Opredelili smo pojma vzgoja in predšolska vzgoja ter predstavili sistem institucionalne predšolske vzgoje v Sloveniji. Iz opisanega poglavja smo nato izhajali v nadaljevanju, ko smo predstavili program javnega vrtca in zasebnega vrtca montessori. Osredinili smo se na glavne značilnosti obeh programov in na vlogo vzgojitelja. V zadnjem poglavju smo opisali dnevno rutino, prikriti kurikulum, vlogo vzgojitelja v dnevni rutini ter dnevno rutino v javnem vrtcu in vrtcu montessori. V empiričnem delu pa smo izvedli polstrukturiran intervju s tremi vzgojitelji iz javnega vrtca in iz vrtca montessori. Zanimalo nas je, kako poteka dnevna rutina, kakšno vlogo ima vzgojitelj pri njenem načrtovanju in izvajanju ter kako vzgojitelj organizira prostor in čas. Z odgovori, ki smo jih pridobili, smo pripravili splošno primerjavo dela vzgojitelja med obema vrtcema. Ugotovili smo, da v vlogi vzgojitelja v dnevni rutini obstajajo razlike in podobnosti. Razlike se kažejo predvsem v organiziranih dopoldanskih dejavnostih, ki jih izvajata vrtca, v vlogi vzgojitelja med potekom dnevne rutine ter v pripravi prostora. Sicer pa oba vrtca izvajata podobne elemente dnevne rutine, ki si sledijo v enakem zaporedju. Vzgojitelji obeh vrtcev dnevne rutine ne načrtujejo pogosto, v sam proces pa redno vključujejo otroke, njihove želje in potrebe, zagotavljajo možnosti izbire ter spodbujajo participacijo.

Keywords

javni vrtec;vrtec montessori;dnevna rutina;vloga vzgojitelja;načrtovanje;izvajanje;organizacija prostora in časa;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Burger]
UDC: 373.2(043.2)
COBISS: 12407113 Link will open in a new window
Views: 507
Downloads: 73
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Other data

Secondary language: English
Secondary title: Comparison of the role of the preschool teacher in a daily routine in a public kindergarten and in a Maria Montessori kindergarten
Secondary abstract: In the diploma thesis, we focused on comparing the role of a preschool educator in the daily routine at a public preschool and a preschool practicing special pedagogical principles of Maria Montessori. The diploma thesis consists of theoretical and empirical parts. In the theoretical part, we first described education in the preschool period in general. We defined concepts of education and preschool education and presented the system of institutional preschool education in Slovenia. We proceeded from the described chapter and presented the programs of public preschools and private Montessori preschools. We focused on the main characteristics of both programs and the role of an educator. In the final chapter, we described the daily routine, hidden curriculum, role of an educator in the daily routine, and daily routines in a public preschool and a Montessori preschool. In the empirical part of the diploma thesis, we conducted a semi-structured interview with three educators from a public preschool and a Montessori preschool. We were interested in the daily routine, the role of the educator in planning and implementing the routine, and how the educator organizes the space and time. We prepared a general comparison of the educators’ work between both preschools with the obtained answers. We determined that there are differences and similarities in the role of educators in the daily routine. The differences are mainly exhibited in organized afternoon activities at the preschools, in the role of educators during the course of the daily routine and in the preparation of space. Otherwise, both preschools have similar elements in the daily routine, which follows in the same sequence. Educators from both preschools do not plan the daily routine often, but regularly include children in the process, and consider their desires and needs, provide choices and encourage participation.
Secondary keywords: pre-school education;predšolska vzgoja;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: 56 str.
ID: 11122446