magistrsko delo
Taja Geč (Author), Darij Zadnikar (Mentor)

Abstract

Kurikulum za vrtce (1999) narekuje, da smo strokovni delavci in delavke dolžni upoštevati načelo enakih možnosti, upoštevanja različnosti ter načelo multikulturalizma. To lahko dosežemo le s popolno inkluzijo slehernega, pri čemer imamo ključno vlogo prav vzgojitelji. V predšolskem obdobju smo pedagoški delavci dolžni omogočiti vsakemu otroku kar najbolj optimalno bivanje in razvoj v vrtcu, kar izključuje vse vrste diskriminacije. V praksi pa, žal, temu ni tako. Da se prikrita diskriminacija pojavlja skoraj vsakodnevno, sem opazila pri lastnem praktičnem delu v vrtcu in na podlagi tega sem izvedla nadaljnje raziskovanje o pojavu. V predšolski dobi otroci gradijo predstave o sebi in drugih, zato je pomembno, da se zavedamo, da naši lastni nazori vplivajo na otroke in izoblikovanje njihovih predstav. V empiričnem delu preverim tudi, kakšne učne cilje po Bloomovi taksonomiji uporabljajo pedagoške fakultete v Sloveniji pri obravnavi diskriminacije ter kakšen napredek na tem področju svetujejo strokovnjaki. Cilj magistrskega dela je raziskati, v kolikšni meri vzgojitelji in vzgojiteljice prepoznajo prikrito diskriminacijo v svojem delovnem procesu in ali nanjo tudi reagirajo, kaj jih ovira pri ukrepanju ob zaznavi prikrite diskriminacije, ali na zaznavanje in ukrepanje vpliva stopnja izobrazbe ter ali ima pri tem kakšen vpliv dolžina delovne dobe v vrtcu. V predšolski vzgoji pri nas smo zaznali visoko toleranco do prikrite diskriminacije in apatičnost pri ukrepanju. Raziskava je pokazala tudi, da višja izobrazba in dolžina delovne dobe v vrtcu ne vplivata na večjo prepoznavo prikrite diskriminacije.

Keywords

prikrita diskriminacija;vzgojitelji;predšolski otroci;enakopravnost;multikulturalizem;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [T. Geč]
UDC: 373.2:316.647.82(043.2)
COBISS: 67597571 Link will open in a new window
Views: 162
Downloads: 12
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Other data

Secondary language: English
Secondary title: Covert discrimination in preschool education
Secondary abstract: The curriculum for kindergartens dictates (Ministry of Education 1999) that professionals are obliged to respect the principle of equal opportunities, respect for diversity and the principle of multiculturalism. This can only be achieved through the full inclusion of everyone, with educators playing a key role. In the pre-school period, pedagogical workers are obliged to enable every child to live and develop in kindergarten as optimally as possible, which excludes all types of discrimination. In practice, unfortunately, this is not the case. I noticed that covert discrimination occurs almost every day in my own practical work in kindergarten, and on this basis I conducted further research on the phenomenon. In preschool, children build notions about themselves and others, so it is important to be aware that our own views influence children and the formation of their perceptions. In the empirical part, I also check what learning goals, according to Bloom's taxonomy, are used in all three pedagogical faculties in Slovenia in dealing with discrimination, and what progress in this field is advised by experts. The aim of the master's thesis is to investigate the extent to which educators recognize hidden discrimination in their work process and whether they also react to it. Further, we investigated what hinders educators from taking action when they perceive covert discrimination, whether perceptions and actions are influenced by the level of education, and whether the length of working in kindergarten has any influence. We detected a high tolerance for covert discrimination and apathy in pre-school education. The research also showed that both higher education and years of employment in kindergarten did not significantly affect greater recognition of covert discrimination.
Secondary keywords: discrimination;pre-school education;diskriminacija;predšolska vzgoja;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: 54 str.
ID: 13088627