diplomsko delo
Manca Rogelj (Author), Tatjana Devjak (Mentor), Sanja Berčnik (Co-mentor)

Abstract

Diplomsko delo z naslovom Primerjava vloge vzgojiteljice pri izvajanju določenih elementov dnevne rutine v javnem in waldorfskem vrtcu je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem dela je sprva opredeljen kurikulum in prikriti kurikulum, saj prikriti kurikulum vsebuje elemente, ki imajo na otroke vzgojni vpliv ter vplivajo na organizacijo vsakdanjega ţivljenja ter na komunikacijo med vzgojiteljico in otroki (Zalar, 2005). V vrtcu se prikriti kurikulum največkrat pojavlja kot del vsakdana (Marjanovič Umek in Fekonja Peklaj, 2008), zato sem v teoretični del vključila opredelitev dnevne rutine v javnem in waldorfskem vrtcu. V opredelitev dnevne rutine sem vključila sestavne elemente, kjer sem pozornost namenila prihodu otrok v vrtec, hranjenju in počitku, te pa sem predstavila skozi dva različna koncepta predšolske vzgoje. Teoretični del diplomskega dela sem zaokroţila z opredelitvijo vloge vzgojiteljice v javnem in waldorfskem vrtcu. V empiričnem delu diplomskega dela sem uporabila kvalitativno metodo raziskovanja in s pomočjo intervjujev raziskala in primerjala, ali je komunikacija vzgojiteljice z otroki med zgoraj omenjenimi elementi dnevne rutine drugačna v javnem in waldorfskem vrtcu. Ker je vloga vzgojiteljice v vrtcu bistvenega pomena, saj le-ta oblikuje in vpliva na otrokovo okolje (ne samo z oblikovanjem prostora, dnevnega ritma, temveč tudi skozi kvalitete svojega lastnega bistva in s svojim odnosom do otrok), me je v empiričnem delu zanimala tudi vloga vzgojiteljice na področju izvajanja omenjenih elementov dnevne rutine (prihoda otrok v vrtec, hranjenja in počitka) v javnem in waldorfskem vrtcu. Diplomsko delo se zaključi z rezultati in interpretacijo odgovorov pridobljenih s pomočjo intervjujev, s primerjavo komunikacije med vzgojiteljico in otroki v javnem in waldorfskem vrtcu, kjer sem pozornost še posebej namenila prihodu otrok v vrtec, hranjenju in počitku ter z rezultati, ki so pokazali na razlike pri vlogi vzgojiteljice in njeni komunikaciji z otroki v javnem in waldorfskem vrtcu.

Keywords

prikriti kurikulum;prihod otrok;hranjenje;počitek;komunikacija;organizacija časa;organizacija prostora;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Rogelj]
UDC: 373.2(043.2)
COBISS: 26448899 Link will open in a new window
Views: 286
Downloads: 39
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Other data

Secondary language: English
Secondary title: A comparison of the roles of teachers in performing certain elements of the daily routine in a public and a Waldorf kindergarten
Secondary abstract: The thesis titled A comparison of the roles of teachers in performing certain elements of the daily routine in a public and a Waldorf kindergarten is composed of a theoretical part and an empirical part. The theoretical part firstly defines the curriculum and the hidden curriculum as the hidden curriculum contains elements which have an educational impact on children and affect the organisation of everyday life and communication between the teacher and the children (Zalar, 2005). In a kindergarten the hidden curriculum most often shows as a part of the daily routine so I defined the daily routine in a public and a Waldorf kindergarten (Marjanovič Umek in Fekonja Peklaj, 2008). I also included the elements of the daily routine. I focused on children's arrival to kindergarten, mealtimes and rest and presented them through two different concepts of preschool education. I rounded up the theoretical part by defining the role of the kindergarten teacher in a public and a Waldorf kindergarten. In the empirical part of the thesis I used the qualitative method of research. I used interviews to research and compare if the communication of the kindergarten teacher with the children during the aforementioned elements of the daily routine differs between a public and a Waldorf kindergarten. As the teacher plays a key role in a kindergarten by shaping and influencing the child's environment (not only through designing the space and daily rhythm but also through personal qualities and the relationship with the children), I was also interested in the role of the teacher in performing the aforementioned elements of the daily routine in a public and a Waldorf kindergarten (Nicol, 2010). The thesis concludes with the results and the interpretation of the answers obtained with interviews. I compared the communication between the teacher and children in a public and Waldorf kindergarten, focusing on the arrival to the kindergarten, mealtimes and rest. Throughout my thesis I recognized differences between the role of the kindergarten teacher and the communication with children in a public or a Waldorf kindergarten.
Secondary keywords: trainer;nursery school;vzgojitelj;vrtec;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: 97 str.
ID: 11983309