Projekt medkulturne vzgoje v vrtcu

diplomsko delo

Mojca Erman (Author), Nada Turnšek (Mentor)

Abstract

V Vrtcu Šentvid, v Enoti Sapramiška, smo študenti 3. letnika v zimskem semestru izvajali Projekt medkulturne vzgoje v jezikovno in etnično heterogenih oddelkih. Namen projekta je bil ozavestiti otroke o sprejemanju oziroma nesprejemanju drugačnosti, s socialnimi igrami krepiti zavest o njihovi lastni raznolikosti ter okrepiti etično razsojanje s pomočjo induktivnega pristopa (Kroflič, 2007). Projekt sem spremljala oziroma evalvirala. V diplomski nalogi Projekt medkulturne vzgoje v vrtcu sem se raziskovanja lotila s kavzalno-neeksperimentalno metodo. Raziskovanje temelji na analizi več dejavnosti projekta medkulturne vzgoje, vključuje analizo video-posnetkov, lastno opazovanje, zapisovanje in evalviranje. Skozi diplomsko nalogo sem preverjala ustreznost metodičnega pristopa, pri katerem se otroci soočajo s problemskimi situacijami, jih spoznavajo ter skušajo najti rešitve konfliktnih situacij, ki zadevajo raznolikost oz. medkulturnost. Skozi vse dejavnosti projekta smo želeli, da otroci sprva najprej prepoznajo in zatem doživljajo podobnosti in razlike med otroki kot pozitivne izkušnje, oz. kot prednost; na ta način smo ustvarjali temelje kulturne strpnosti. Obenem pa smo spodbujali kritično mišljenje in etično razsojanje ter ustvarjanje različnih rešitev problemske situacije in prepoznavanje nenasilnih poti reševanja spora oziroma ustvarjanja sporazuma. Namen projekta je oceniti, v kolikšni meri so bili skozi projekt uresničeni vsebinski in procesni cilji posameznih nastopov ter projekta medkulturne vzgoje kot serije zaporednih dejavnosti oz. nastopov. Menim, da so bili naši zastavljeni cilji uresničeni. Otroci so nam sledili z raznimi vprašanji, z zavzetostjo za delo, z igro, z ustvarjanjem, z razmišljanjem in s prepoznavanjem problemskih situacij. Tako smo skupaj prišli do ugotovitve, da moramo raznolikost sprejeti kot prednost in jo tako tudi doživljati. Spoznali smo, da je dobro, da kritično razmišljamo, le tako bomo skupaj prišli do različnih rešitev problemskih situacij. Ugotovili smo, da lahko prepoznamo nenasilne poti reševanja spora in jih tudi sporazumno rešimo. Otrokom smo skozi dejavnosti zagotavljali veliko izkušenj, da smo »vsi različni na različne načine«. Na dolgi rok ta pristop otrokom omogoči oblikovanje pozitivnega odnosa do raznolikosti, na ravni vrtca pa oblikovanje notranje kulture, ki jo obeležuje prizadevanje za dejavno strpnost.

Keywords

induktivni pristop;aktivna strpnost;

Data

Language:	Slovenian
Year of publishing:	2015
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. Erman]
UDC:	373.2.016:303.446.2(043.2)
COBISS:	10614345
Views:	831
Downloads:	122
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Project of intercultural education in kindergarten
Secondary abstract:	Third year students have been performing in winter semester a project called intercultural education in language and ethnically heterogeneous classes. Project was performed in kindergarten Šentvid, unit Sapramiška. The purpose of this project was to raise awareness of children about acceptation or not acceptation of difference, to promote awareness of their own diversity with social games and to strengthen the ethical judgment using an inductive approach (Kroflič, 2007). I have followed and evaluate the project. In my diploma project intercultural education in kindergarten, I have used causal-nonexperimental method for research. Research is based on analysis of multiple activities of project intercultural education, includes analysis of video material, own observation, written notes and evaluation. Thru my diploma I have verified the use of methodic approach, in which the children are faced with problems of possible conflicts in intercultural environment and try to find a feasible solution. The project was focused on getting to know and then to experience similarities and differences between children as positive experience and advantage; we have created the foundation of cultural tolerance. At the same time, we have encouraged critical thinking and ethical judgment and creation of different problem situations and identifying non-violent ways of resolving the dispute and the creation of the agreement. The purpose of the project is to assess the extent to which the project is implemented through the content and process objectives of individual performances and intercultural education project a series of successive operationsappearances. I believe that our objectives were achieved. The children followed us with a variety of issues, with the commitment to work with the game, creating, thinking and identification of problem situations. Thus, we come to the conclusion that we must accept diversity as an asset and thus also to experience. We have learned that it is good to think critically, just so together we come up with different solutions of problem situations. We have found that we can recognize non-violent ways of resolving the dispute and save them in agreement. We provide to children through the activities a lot of experience, that we are "all different in different ways." In the long run, this approach will enable the children to a positive attitude towards diversity at the level of kindergarten, the creation of an internal culture that marks the efforts of active tolerance.
Secondary keywords:	nursery school;intercultural education;vrtec;medkulturna vzgoja;
File type:	application/pdf
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Pages:	VII f., 93 str.
ID:	8773551