Kompetence vzgojiteljev v vrtcu za delo z romskimi otroki

magistrsko delo

Nastja Pirtovšek (Author), Marta Licardo (Mentor)

Abstract

Vključevanje romskih otrok v predšolsko vzgojo je izjemnega pomena za njihovo nadaljnje uspešno izobraževanje in vključevanje v družbo. Za to, da lahko vzgojitelji romske otroke uspešno vključujejo v predšolsko vzgojo, je pomembno, da imajo razvite kompetence za delo z romskimi otroki. V empiričnem delu smo preverili, kako strokovni delavci v vrtcu zaznavajo svoje kompetence za delo z romskimi otroki. V raziskavi so sodelovali vzgojitelji in pomočniki vzgojiteljev (N = 64), ki delajo v vrtcih na območjih v Sloveniji, na katerih je naseljenega največ romskega prebivalstva. Analizirali smo njihove samoocene za splošne kompetence na področju dela z romskimi otroki, kompetence na področju spodbujanja kognitivnega, socialnega in jezikovnega razvoja ter kompetence na področjih učenja učenja, tj. kognicije, metakognicije ter motivacije in socialnega konteksta. Ugotovljeno je bilo, da vzgojitelji ocenjujejo, da so njihove splošne kompetence na področju dela z romskimi otroki relativno dobro razvite. Področje, na katerem bi vzgojitelji potrebovali dodatno podporo, je predvsem poznavanje romske kulture, zakonodaje in priporočil dela z romskimi otroki. Zagotovljena podpora na tem področju bi vzgojiteljem pomagala tudi pri razvijanju drugih kompetenc, ki po njihovem mnenju niso dovolj razvite.

Keywords

magistrska dela;romski otroci;inkluzija;predšolska vzgoja;kompetence vzgojiteljev;učenje učenja;

Data

Language:	Slovenian
Year of publishing:	2024
Typology:	2.09 - Master's Thesis
Organization:	UM PEF - Faculty of Education
Publisher:	[N. Pirtovšek]
UDC:	373.2(=214.58)(043.2)
COBISS:	183843587
Views:	21
Downloads:	3
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Competences of early childhood education teachers in kindergarten for working with roma children
Secondary abstract:	The inclusion of Roma children into early childhood education is crucial for their further successful education and social inclusion. For early childhood education teachers to be able to successfully include Roma children into early childhood education, it is important that they have developed competences for working with Roma children. In the empirical part, we studied how professional kindergarten workers perceive their competences for working with Roma children. The research included early childhood education teachers and early childhood education teacher assistants (N = 64) working in kindergartens in the areas across Slovenia with the largest Roma population. We analyzed their self-asessment of general competences in the field of working with Roma children, competences related to encouraging cognitive, social and linguistic development and competences to promote learning to learn, i.e. cognition, metacognition, and motivation and social context. It was determined that early childhood education teachers assess their general competences in the field of working with Roma children as relatively well-developed. The field where they would need additional support is mainly their knowledge of Roma culture, legislation and guidelines on how to work with Roma children. The support ensured in this field would help early childhood education teachers develop other competences that they perceive as not developed enough.
Secondary keywords:	master theses;Roma children;inclusion;early childhood education;competences of early childhood education teachers;learning to learn;Vzgojitelji predšolskih otrok;Osnovne sposobnosti;Romi;Predšolski otroci;Univerzitetna in visokošolska dela;
Type (COBISS):	Master's thesis/paper
Thesis comment:	Univ. v Mariboru, Pedagoška fak., Oddelek za temeljne pedagoške predmete
Pages:	1 spletni vir (1 datoteka PDF (X, 67 str.))
ID:	21505188