diplomsko delo
Lana Lunder (Author), Stanislav Avsec (Mentor), Brina Kurent (Co-mentor)

Abstract

Diplomsko delo obravnava pomen sistemskega razmišljanja v vrtcu, saj lahko pomembno vpliva na kakovost vzgojno-izobraževalnega procesa. Vzgojiteljem in strokovnim delavcem omogoča, da celostno obravnavajo kompleksne situacije, izboljšajo načrtovanje dejavnosti, spodbujajo reševanje problemov in podpirajo razvoj otrokovega kritičnega in analitičnega mišljenja. Namen dela je raziskati stališča vzgojiteljev do uporabe sistemskega razmišljanja ter ugotoviti, kako pogosto in na kakšen način ga vključujejo v svoje delo. V teoretičnem delu smo opisali značilnosti sistemskega razmišljanja, lastnosti dobrega sistemskega misleca ter metode za njegovo merjenje in ocenjevanje. Predstavili smo primere dobre prakse in sistemsko razmišljanje v Kurikulu za vrtce ter izpostavili ključne kompetence, ki jih vzgojitelji potrebujejo za uspešno izvajanje tega pristopa. Empirični del temelji na raziskavi, izvedeni z anketnim vprašalnikom, ki je zajemal tri sklope: samooceno vedenja vzgojiteljev in strokovnih delavcev pri izboljšavah, samooceno vedenja pri tehnični vzgoji ter oceno pomembnosti in zaznavanja pravil sistemskega razmišljanja po modelu DSRP. Rezultati kažejo, da imajo vzgojitelji dobro razvite osnovne vidike sistemskega razmišljanja, kot so razumevanje vzročno-posledičnih povezav in odnosov, manj pa prepoznavajo variacije in večkratne vzroke. Na sistemsko razmišljanje pozitivno vplivata starost vzgojiteljev in lokacija vrtca, pri čemer boljše rezultate dosegajo starejši vzgojitelji in tisti iz podeželskih vrtcev. Po modelu DSRP, ki zajema pravila razlikovanja, sistemov, odnosov in perspektiv, so pravila odnosov in razlikovanj ocenjena kot najpogosteje zaznana in uporabljena. Pravila sistemov in perspektiv pa bi lahko ob večji uporabi prispevala k bolj poglobljenemu razumevanju in reševanju kompleksnih situacij. Sistemsko razmišljanje je sicer dobro razvito, vendar so možnosti za izboljšave, zlasti pri refleksiji, uporabi različnih perspektiv in bolj poglobljenem pristopu.

Keywords

sistemsko razmišljanje;tehnična vzgoja;vzgojitelji in strokovni delavci;veščine in kompetence;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [L. Lunder]
UDC: 373.2(043.2)
COBISS: 224338947 Link will open in a new window
Views: 81
Downloads: 80
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Other data

Secondary language: English
Secondary title: Systemic thinking of preschool teachers and professional staff in kindergartens
Secondary abstract: The diploma thesis discusses the importance of systemic thinking in kindergartens, as it can significantly impact the quality of the educational process. It enables preschool teachers and professional staff to address complex situations holistically, improve activity planning, promote problem-solving, and support the development of children's critical and analytical thinking. The purpose of the thesis is to explore preschool teachers' attitudes towards the use of systems thinking and to determine how frequently and in what ways they incorporate it into their work. In the theoretical part, we described the characteristics of systemic thinking, the traits of a good systemic thinker, and methods for its measurement and evaluation. We presented examples of good practice and the role of systemic thinking in the Kindergarten Curriculum, highlighting the key competencies that preschool teachers need to successfully apply this approach. The empirical part is based on a study conducted using a questionnaire consisting of three sections: self-assessment of preschool teachers' and professional staff's behavior in making improvements, self-assessment of behavior in technical education, and evaluation of the importance and perception of the rules of systemic thinking according to the DSRP model. The results indicate that preschool teachers have well-developed basic aspects of systemic thinking, such as understanding cause-and-effect relationships and connections, but are less skilled in recognizing variations and multiple causes. Systemic thinking is positively influenced by the age of preschool teachers and the location of the kindergarten, with older teachers and those from rural kindergartens achieving better results. According to the DSRP model, which includes the rules of distinctions, systems, relationships, and perspectives, the rules of relationships and distinctions are the most commonly perceived and used. However, the rules of systems and perspectives could, if used more frequently, contribute to a deeper understanding and resolution of complex situations. Although systemic thinking is generally well-developed, there is room for improvement, particularly in reflection, the use of different perspectives, and a more in-depth approach.
Secondary keywords: systemic thinking;preschool education;technical education;preschool teachers and professional staff;skills;and competencies;Predšolska vzgoja;Vzgojitelji predšolskih otrok;Tehnika;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 (VI, 50, VI str.))
ID: 25762600