Participacija otrok pri urejanju prostora v vrtcu

Monika Mithans (Author), Sabina Ograjšek (Author), Milena Ivanuš-Grmek (Author)

Abstract

Participacija otrok je pomembna značilnost demokratične predšolske vzgoje, ki pri-naša mnoge pozitivne učinke. Prav zato je njena implementacija v vrtcu nujna. V prispevku se osredotočamo na participacijo otrok pri urejanju prostorov v vrtcu, kajti otroci v vrtcu preživijo velik del dneva in pomembno je, da se tam počutijo dobro. Raziskava je nastala v okviru projekta Vključenost v predšolsko izobraževanje: dejavnik zagotavljanja enakih možnosti za razvoj posameznika in družbe ter vseživljenjsko učenje, ki ga financira Javna agencija za znanstvenoraziskovalno in inovacijsko dejavnost Republike Slovenije (ARIS). V raziskavi je sodelovalo 423 vzgojiteljev in pomočnikov vzgojiteljev, ki so bili v šolskem letu 2021/2022 zaposleni v slovenskih vrtcih. Za pridobivanje podatkov smo uporabili anketni vprašalnik. Ugotovili smo, da večina vzgojiteljev otrokom ponudi možnost sodelovanja tako pri urejanju notranjih površin kot tudi pri urejanju zunanjih površin vrtca. V nadaljevanju smo se osredotočili na sodelovanje otrok pri urejanju igralnice, saj v igralnici otroci preživijo največ svojega časa v vrtcu. Rezultati kažejo, da večina vzgojiteljev ponudi otrokom možnost sodelovanja pri urejanju kotičkov za igro. Le tretjina vzgojiteljev otrokom omogoča sodelovanje pri opremljanju igralnice in razporejanju opreme v igralnici. Večina vzgojiteljev je poročala, da otrok ne vključuje v sprejemanje odločitev o nakupu igrač in materialov. Ugotovili smo še, da med vzgojitelji in pomočniki vzgojiteljev obstajajo razlike pri vključevanju otrok v urejanje okolja v vrtcu, pri čemer so bile razlike v prid vzgojiteljev. Razlike so se pokazale tudi med vzgojitelji, ki so se udeležili izobraževanj na področju participacije otrok, in vzgojitelji, ki se tovrstnih izobraževanj niso udeležili, pri čemer imajo bolj participativno prakso delovanja vzgojitelji, ki so se udeležili izobraževanj. V pedagoški praksi se pri udejstvovanju participacije pojavljajo različne dileme, ki pripomorejo k temu, da so otroci prikrajšani za številne možnosti soodločanja, kar se odraža tudi v naših rezultatih. Iz tega izhaja, da je pomembno, da vzgojitelji reflektirajo svojo prakso delovanja na področju participacije, saj lahko posledično otrokom zagotovijo več priložnosti soodločanja.

Keywords

participacija;okolje;vrtec;vzgojitelj;otrok;

Data

Language:	Slovenian
Year of publishing:	2024
Typology:	1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization:	UM PEF - Faculty of Education
Publisher:	Pedagoški fakultet Sveučilišta u Mariboru
UDC:	373.2:37.091.6-053.2(497.4)
COBISS:	211659011
Views:	0
Downloads:	5
Average score:	0 (0 votes)
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Other data

Secondary language:	English
Secondary title:	Children’s participation in the design of the kindergarten environment
Secondary abstract:	Children’s participation is an important characteristic of democratic early childhood education and has many positive effects. Its implementation in kindergartens is therefore essential. The focus of this paper is on children’s participation in the design of the kindergarten environment because children spend a large part of their day in the kindergarten and it is important that they feel comfortable there. The research was carried out within the framework of the project Enrolment in early childhood education: factor ensuring equal opportunities in the development of an individual and society, and lifelong learning, funded by the Slovenian Research and Innova-tion Agency. The research involved 423 ECE teachers and ECE teacher assistants employed in Slovenian kindergartens in the 2021/2022 school year. A questionnaire was used to collect data. We found that the majority of ECE teachers and assistants offer children the opportunity to take part in both the interior and exterior design of the kindergarten. Further, we focused on children’s participation in the design of the playroom as the playroom is where children spend most of their time in kinder-garten. The results indicate that the majority of ECE teachers and assistants offer children the opportunity to participate in arranging play corners. Only one third of the ECE teachers and assistants allow children to participate in the furnishing of the playroom and the arrangement of equipment in the playroom. The majority of ECE teachers and assistants reported that they did not involve children in decisions about the purchase of toys and materials. Furthermore, there were differences between ECE teachers and ECE teacher assistants in terms of children’s involvement in the design of the kindergarten environment, with differences in favor of ECE teachers. Differences also emerged between ECE teachers and assistants who had attended training in child participation and those who had not – the ECE teachers and assis-tants who took part in the training had more participatory practice. In pedagogical practice, various dilemmas arise in the pursuit of participation, which contribute to depriving children of many opportunities for participation, as also reflected in our findings. Consequently, it is important for ECE teachers to reflect on their practice of participation as this can provide more opportunities for children to participate.
Secondary keywords:	participacija;okolje;vrtec;vzgojitelj;otrok;participation;environment;kindergarten;teacher;child;Predšolska vzgoja;
Type (COBISS):	Scientific work
Pages:	Str. 445-458
DOI:	10.15291/9789533315133.25
ID:	27132028