diplomsko delo
Nina Šink (Author), Tatjana Devjak (Mentor), Sanja Berčnik (Co-mentor)

Abstract

V diplomskem delu smo se osredotočili na primerjavo organizacije in poteka dnevne rutine v slovenskem in norveškem vrtcu. Zanimale so nas razlike in podobnosti pri organizaciji elementov dnevne rutine ter njihove prednosti in slabosti. V teoretičnem delu smo predstavili predšolsko vzgojo, opisali predšolsko vzgojo v Sloveniji in na Norveškem ter podrobneje predstavili zasebna vrtca v obeh državah. Izpostavili smo pojem dnevna rutina ter njeno povezanost s prikritim kurikulom v vrtcih. V sodelovanju z diplomiranimi vzgojiteljicami slovenskega in norveškega zasebnega vrtca smo v empiričnem delu z uporabo polstrukturiranega intervjuja zbrali odgovore oz. podatke o glavnih elementih dnevne rutine. Zbrane odgovore smo med seboj primerjali ter analizirali in tako ugotovili, kje se pojavljajo razlike in podobnosti. V sklepnem delu smo zapisali opažanja in ugotovitve ter jih povezali s teorijo. Rezultati primerjave odgovorov so pokazali, da so podobnosti pri zaposlitvah otrok ob času prihoda v vrtec, ko se večina otrok zaposli s prosto igro. Prav tako imajo vzgojiteljice obeh vrtcev podoben način sprejema in pozdrava otrok. Do razlik pa pride pri izmenjavi informacij s starši pri prihodu otrok, kar je v norveškem vrtcu zelo pomembno, saj je njihovo glavno vodilo socialna interakcija in komunikacija. Pri hranjenju je večina elementov organizacije dnevne rutine podobnih, razlika pa je pri samostojnosti otrok. V norveškem vrtcu so vzgojiteljice kot dober zgled in z uporabo ustrezne besedne komunikacije o prehranjevanju ter neverbalno komunikacijo otroke pripeljale do usvojitve samostojnosti pri hranjenju. Vzgojiteljice obeh vrtcev pri hranjenju uporabljajo podobne vzpodbude. Razlike so opazne tudi pri bivanju na prostem, kar pa sovpada s tem, da vsak vrtec obdaja različna okolica. Največja razlika pri organizaciji dnevne rutine v posameznem vrtcu je opazna predvsem v fleksibilnosti in načinu komunikacije. Sicer pa vzgojiteljice obeh vrtcev otroke upoštevajo, jih vodijo ter spodbujajo in jim dajejo možnost vključevanja v proces dnevne rutine.

Keywords

dnevna rutina;slovenski predšolski sistem;norveški predšolski sistem;Zasebni vrtec Pingvin;zasebni vrtec Soria Moria;prikriti kurikulum;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [N. Šink]
UDC: 373.2(043.2)
COBISS: 12597577 Link will open in a new window
Views: 469
Downloads: 66
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Other data

Secondary language: English
Secondary title: Comparison of daily routine in Slovenian and Norwegian private kindergarten
Secondary abstract: In my thesis work I focused on the comparison of the organization and the progress of the daily routine in Slovenian and Norwegian kindergartens. I was interested in the differences and similarities of the organization of the elements of their daily routine and their advantages and disadvantages. In the theoretical part I presented the concept of preschool education and its importance, I described the preschool education in Slovenia and in Norway and presented in detail the private kindergartens in both countries. I highlighted the concept of daily routine and its connection with the hidden curriculum in kindergartens. For the empirical part, I collaborated with Bachelors of Education from a Slovenian and a Norwegian kindergarten, using a semi-structured interview to collect answers and data about the main elements of their daily routine. I compared and analyzed the collected data to discover the differences and similarities. In the conclusions I exposed my findings, opinions and examples of good practice and connected them with the theory. The results of the comparison of the answers showed that the similarities can be found in the way that the teachers occupy the children at the time of their arrival to the kindergarten, when most children have free time to play. The teachers of both kindergartens also use the same manner of welcoming and greeting the children. Differences can be spotted in the exchange of information with the parents when the children arrive to the kindergarten, which is very important in the Norwegian kindergartens, considering that their main principles are social interaction and communication. In nutrition most elements of the organization of the daily routine are similar, but there is a difference in the children’s independence. In the Norwegian kindergarten the teachers set a good example and by using the appropriate verbal communication about nutrition and nonverbal communication they help the children reach independence in nutrition. The teachers in both kindergartens use similar manners of encouragement when it comes to nutrition. Differences can also be observed when it comes to spending time outside, which coincides with the fact that each kindergarten is located in a different surrounding. The biggest difference in the organization of the daily routine in each kindergarten can be seen especially in the flexibility and the manner of communication. However, the teachers of both kindergartens take the children into consideration, they encourage them and give them the possibility to integrate in the process of the daily routine.
Secondary keywords: nursery school;vrtec;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: 52 str.
ID: 11228990