primer komunikacije z albanskimi otroki
Neja Golež (Author), Darija Skubic (Mentor)

Abstract

Migracije so bile vedno pomemben del človeške zgodovine, danes pa so še posebej aktualne zaradi globalizacije in povečanih gibanj ljudi preko nacionalnih meja. Slovenija kot majhna država v Evropi ni izjema in že vrsto let sprejema migrante iz različnih delov sveta, med katerimi je pomembna skupnost tudi albanska. Albanci se v Sloveniji soočajo s specifičnimi izzivi, ko gre za vključevanje v izobraževalni sistem, zlasti v vrtce, ki predstavljajo prvi stik otrok s slovensko kulturo in jezikom. Prav tako pa se na drugi strani vzgojitelji in učitelji srečujejo z najrazličnejšimi izzivi pri komunikaciji z albanskimi otroki. V teoretičnem delu magistrskega dela sem raziskovala vključevanje otrok tujcev v vrtce in komunikacijo z njimi. Teoretični del je sestavljen iz petih glavnih temeljnih poglavij: Komunikacija, jezik, govor in dvojezičnost, Tujci in jezik, Vključevanje otrok tujcev v vrtec, Zakonska podlaga za vključitev otrok tujcev v slovenske vrtce ter Albanski otroci v vrtcu in družbi. V empiričnem delu je predstavljena raziskava, s katero sem želela preveriti, kako naklonjene so vzgojiteljice vključevanju albanskih otrok v oddelke, koliko so seznanjene z zakonskimi podlagami za vključevanje otrok tujcev v vrtce in na kakšen način vzpostavljajo komunikacijo z albanskimi otroki. V raziskavi sem uporabila kavzalno-neeksperimentalno raziskovalno metodo ter neslučajnostni in namenski vzorec. Izsledki raziskave so pokazali, da je večina vzgojiteljev delno naklonjena vključevanju albanskih otrok v slovenske vrtce in se pogosto soočuje z različnimi izzivi. Najpogostejši izziv so jezikovne ovire in pomanjkanje ustreznega strokovnega znanja za delo z otroki tujci. Vzgojitelji večinoma uporabljajo neverbalno komunikacijo in sličice kot glavni metodi za lažje sporazumevanje z albanskimi otroki. Kljub pripravljenosti za vključevanje otrok tujcev v oddelek pa raziskava razkriva tudi pomanjkanje usposobljenosti in neustrezno razumevanje pomena maternega jezika za uspešno integracijo. Poleg tega so se nekatera stališča vzgojiteljev do vključevanja albanskih otrok izkazala za statistično pomembno različna glede na regijo, kar nakazuje, da regijska specifičnost vpliva na pristope pri delu z otroki tujci.

Keywords

albanski otroci;jezik;komunikacija;vključevanje;vrtci;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [N. Golež]
UDC: 373.2(043.2)
COBISS: 226907395 Link will open in a new window
Views: 40
Downloads: 3
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Other data

Secondary language: English
Secondary title: Integration of foreign children in Slovenian kindergartens
Secondary abstract: Migrations have always played a significant role in human history, and their relevance has increased in today’s globalized world due to the growing movement of people across national borders. Slovenia, as a small country in Europe, is no exception and has been welcoming migrants from various parts of the world for many years, with the Albanian community being a particularly important group. Albanians in Slovenia face specific challenges when it comes to integration into the education system, especially in kindergartens, which serve as children's first point of contact with Slovenian culture and language. At the same time, educators and teachers encounter various challenges in communicating with Albanian children. In the theoretical part of the master's thesis, I examined the inclusion of foreign children in kindergartens and communication with them. The theoretical part is divided into five main chapters: Communication, Language, Speech, and Bilingualism; Foreigners and Language; Inclusion of Foreign Children in Kindergartens; Legal Framework for the Inclusion of Foreign Children in Slovenian Kindergartens; and Albanian Children in Kindergartens and Society. The empirical part presents a study aimed at exploring kindergarten teachers’ attitudes toward the inclusion of Albanian children in groups, their familiarity with the legal basis for the inclusion of foreign children in kindergartens, and the methods used to communicate with Albanian children. In the research, a causal non-experimental research method was employed, along with a non-random, purposive sample. The results of the study show that the majority of kindergarten teachers are partially inclined towards the inclusion of Albanian children in Slovenian kindergartens and often face various challenges. The most common challenges are language barriers and a lack of appropriate professional knowledge for working with foreign children. Teachers mainly rely on non-verbal communication and pictures as primary tools for facilitating communication with Albanian children. Despite the willingness to include foreign children in kindergarten groups, the research also highlights a lack of qualifications and insufficient understanding of the importance of the mother tongue for successful integration. Furthermore, certain attitudes of teachers towards the inclusion of Albanian children were found to vary significantly by region, suggesting that regional specificities influence approaches to working with foreign children.
Secondary keywords: Albanian children;language;communication;inclusion;kindergartens;Predšolska vzgoja;Priseljenci;Albanski izseljenci;Univerzitetna in visokošolska dela;
Type (COBISS): Master's 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 ([87] str.))
ID: 25931548