Stališča in izkušnje strokovnih delavcev do participacije otrok v vrtcu

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. Čadež]
UDC:	373.2(043.2)
COBISS:	9867337
Views:	1714
Downloads:	375
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Viewpoints and experiences of professional educators regarding participation of children in preeschool
Secondary abstract:	Participation is of great importance in everyday work with children, especially in preschool, and kindergarten teachers are more and more aware of this. An essential element of participation in preschool is that children are involved in the decision-making process which makes them feel they are able to take part, as we assign chores to them, listen to them, communicate with them, ask them questions; in this way their abilities develop and with their growing wish to defend their opinion they assume certain responsibilities for their actions. Firstly, as the theoretical basis the term participation and its change through history is explained. This is followed by a description of children’s participation in preschool and participation according to civic education. Greater emphasis is placed on the pedagogy of listening established in the Reggio Emilia Approach, a very important “milestone” in consideration of children at work in preschool itself. Focus is also on the Slovenian national curriculum for preschool education (Kurikulum za vrtce) and programs that support children’s participation in preschool throughout Europe. The theoretical part ends with the role of the kindergarten teacher in children’s participation, and advantages as well as disadvantages of participation in preschool. The empirical part presents a research with its goal to ascertain how often and in which cases the kindergarten teachers include children in organization of the preschool life, and in planning, performance and evaluation of activities in class. A quantitative research was used; the convenience sample included 209 kindergarten teachers working with all age groups in Slovenian preschools. The research results show that the kindergarten teachers are mostly familiar with the term participation and on principle they also support it; however, in reality working with children is not as positive. Not enough kindergarten teachers include children in planning, performance and evaluation of activities. With regard to past researches it can be concluded that the Slovene preschools are beginning to understand the significance of children’s participation and the implementation of participation is increasing.
Secondary keywords:	nursery school;attitude;participation;trainer;vrtec;stališče;soodločanje;vzgojitelj;
File type:	application/pdf
Type (COBISS):	Master's thesis/paper
Thesis comment:	Univ. v Ljubljani, Pedagoška fak.
Pages:	VII f., 63 str.
Type (ePrints):	thesis
Title (ePrints):	Viewpoints and experiences of professional educators regarding participation of children in preeschool
Keywords (ePrints):	participacija otrok v vrtcu
Keywords (ePrints, secondary language):	children’s participation in preschool
Abstract (ePrints):	Participacija je zelo pomembna pri vsakdanjem delu z otroki, predvsem v vrtcu, in tega se strokovni delavci s področja predšolske vzgoje vedno bolj zavedamo. Bistvo participacije v vrtcu je, da otroke vključimo v odločanje, da občutijo, da so sposobni sodelovati, da jim zaupamo delo, jim prisluhnemo, z njimi komuniciramo, postavljamo vprašanja, saj ob tem razvijajo svoje sposobnosti in željo po tem, da zagovarjajo svoje mnenje in s tem prevzamejo določeno odgovornost za svoja dejanja. V teoretičnih izhodiščih je najprej predstavljen pojem participacija in njegovo spreminjanje skozi zgodovino, nato se ustavim pri participaciji otrok v vrtcu in participaciji z vidika državljanske vzgoje. Večji poudarek je namenjen pedagogiki poslušanja v konceptu Reggio Emilia, ki je zelo pomemben »mejnik« pri upoštevanju otrok pri samem delu v vrtcu. Pozornost je namenjena tudi našemu nacionalnemu Kurikulumu za vrtce ter programom, ki podpirajo participacijo otrok v vrtcu po Evropi. Teoretični del se zaključuje z vlogo vzgojitelja pri participaciji otrok ter s prednostmi in slabostmi participacije v vrtcu. V empiričnem delu je predstavljena raziskava, katere cilj je bil ugotoviti, kako pogosto in v katerih primerih strokovni delavci vrtca vključujejo otroke v organizacijo življenja v vrtcu ter v načrtovanje, izvajanje in evalvacijo dejavnosti v oddelku. Raziskava je bila zasnovana kvantitativno, vzorec, ki je bil izbran priložnostno, je zajemal 209 strokovnih delavcev po Sloveniji, ki delajo v vseh starostnih oddelkih v vrtcu. Rezultati raziskave kažejo, da strokovni delavci v veliki večini poznajo pojem participacija in jo načeloma tudi podpirajo, vendar dejansko stanje pri delu z otroki ni tako pozitivno. Vse premalo strokovnih delavcev vključuje otroke v načrtovanje, izvajanje in evalviranje dejavnosti. Glede na raziskave iz preteklosti pa lahko zaključimo, da se v slovenskih vrtcih veča zavedanje pomena participacije otrok in da je participacije več tudi v praksi.
Abstract (ePrints, secondary language):	Participation is of great importance in everyday work with children, especially in preschool, and kindergarten teachers are more and more aware of this. An essential element of participation in preschool is that children are involved in the decision-making process which makes them feel they are able to take part, as we assign chores to them, listen to them, communicate with them, ask them questions; in this way their abilities develop and with their growing wish to defend their opinion they assume certain responsibilities for their actions. Firstly, as the theoretical basis the term participation and its change through history is explained. This is followed by a description of children’s participation in preschool and participation according to civic education. Greater emphasis is placed on the pedagogy of listening established in the Reggio Emilia Approach, a very important “milestone” in consideration of children at work in preschool itself. Focus is also on the Slovenian national curriculum for preschool education (Kurikulum za vrtce) and programs that support children’s participation in preschool throughout Europe. The theoretical part ends with the role of the kindergarten teacher in children’s participation, and advantages as well as disadvantages of participation in preschool. The empirical part presents a research with its goal to ascertain how often and in which cases the kindergarten teachers include children in organization of the preschool life, and in planning, performance and evaluation of activities in class. A quantitative research was used; the convenience sample included 209 kindergarten teachers working with all age groups in Slovenian preschools. The research results show that the kindergarten teachers are mostly familiar with the term participation and on principle they also support it; however, in reality working with children is not as positive. Not enough kindergarten teachers include children in planning, performance and evaluation of activities. With regard to past researches it can be concluded that the Slovene preschools are beginning to understand the significance of children’s participation and the implementation of participation is increasing.
Keywords (ePrints, secondary language):	children’s participation in preschool
ID:	8311870