diplomsko delo
Veronika Groznik (Author), Sanja Berčnik (Mentor)

Abstract

Institucionalna predšolska vzgoja v Republiki Sloveniji deluje po javno veljavnih programih. Javni vrtci in zasebni vrtci s koncesijo delujejo po Kurikulumu za vrtce (1999), drugi pa temeljijo na alternativnih vzgojnih konceptih. Ti zajemajo vizijo, cilje, vrednote, načine doseganja in uresničevanja le-teh, izhodišča, usmeritve, vzgojna pravila in načela. Hkrati zajemajo tudi kodeks, oblike sodelovanja, smernice za zagotavljanje varnega in kakovostnega okolja ter vzgojno-izobraževalne vsebine. Vse to temelji tudi na zakonsko določenih vrtčevskih obveznostih, usmeritvah, programih in nalogah. Diplomsko delo zajema analizo kurikuluma za vrtce, montessori, waldorfske, Reggio Emilia, gozdne in Pikler pedagogike ter vzgoje za življenje in protipristranskega pristopa. Vsak program, koncept in pristop je teoretično obravnavan glede na utemeljitve in začetke, vodilne smernice in cilje, okolje in materiale/pripomočke ter vlogo vzgojitelja in otroka. Obravnavane so spremembe sedanjega časa, ki so in še vedno pomembno vplivajo na pristope dela z otroki. V diplomskem delu so izpostavljeni tudi ključni vidiki izbranih pristopov in integrirani v kurikulum za vrtce, pri čemer so upoštevane zajete spremembe, ki na to vplivajo.

Keywords

kurikulum;koncept;individualizacija;globalizacija;multikulturalizacija;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [V. Groznik]
UDC: 373.2(043.2)
COBISS: 169182467 Link will open in a new window
Views: 19
Downloads: 2
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: Analysis of existing preschool education programmes in the light of newer approaches to working with children
Secondary abstract: Institutional preschool education in the Republic of Slovenia operates according to publicly recognized programs. Public kindergartens operate under concession according to the Kindergarten Curriculum (1999), while others are based on alternative educational concepts. These include the vision, goals, values, ways of achieving and implementing them, starting points, directions, educational rules and principles. At the same time, they also include codes, forms of cooperation, guidelines for ensuring a safe and quality environment and educational content. All this is also based on statutory kindergarten obligations, guidelines, programs and tasks. The thesis includes an analysis of the Kindergarten Curriculum, Montessori, Waldorf, Reggio Emilia, Forest and Piler Pedagogy, Education for Life and the Anti-Bias Approach. Each program, concept and approach is theoretically considered in terms of justifications and beginnings, guiding guidelines and objectives, environment and materials/tools, and the role of the educator and the child. The following section discusses the changes of our times that have had, and continue to have, a significant impact on approaches to working with children. Finally, I highlighted the key aspects of the chosen approaches and integrated them into the Kindergarten Curriculum, taking the changes that affect this into account.
Secondary keywords: curriculum;concept;individualization;globalization;multiculturalization;Predšolska vzgoja;Univerzitetna in visokošolska dela;
Type (COBISS): Bachelor thesis/paper
Study programme: 0
Embargo end date (OpenAIRE): 1970-01-01
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: 1 spletni vir (1 datoteka PDF (62 str.))
ID: 20349861