Vključevanje preteklosti v življenje in delo vrtca

diplomska naloga

Urška Cetinski (Author), Tatjana Devjak (Mentor), Sanja Berčnik (Co-mentor)

Abstract

Diplomska naloga se osredotoča na vključevanje preteklosti v življenje in delo vrtca. Namen je bil ugotoviti, na kakšen način otrokom predstavijo preteklost in s kakšnimi težavami se pri tem srečujejo. V teoretičnem delu so opisane različne definicije preteklosti in vede, ki se ukvarjajo s preučevanjem preteklosti. Osredotočenost je na otrokovem razumevanju časa, saj kot pravita Hohmann in Weikart (2005) časa ne moremo videt, ne slišati in se ga dotakniti, okusiti ali zavohati. Zato so podrobneje predstavljene in opisane otrokove štiri ključne izkušnje razumevanja in doživljanja časa. V nadaljevanju diplomska naloga izhaja iz Kurikuluma za vrtce (1999), kjer so poudarjena posamezna kurikularna področja, še posebej družba. V empiričnem delu je bila z metodo anketiranja izvedena raziskava med vrtci iz mestnega in vaškega okolja. Zanimanje v anketi je bilo predvsem, kakšne poglede imajo vzgojiteljice in pomočnice vzgojiteljic o vključevanju preteklosti v življenje in delo vrtca. Cilj anketiranja je bilo izvedeti, na kakšen način in s pomočjo katerih ustanov ter strokovnjakov spoznavajo preteklost. Na koncu ankete so predstavili tudi primer dejavnosti iz vključevanja preteklosti v življenje in delo vrtca.

Keywords

preteklost;dejavnosti;

Data

Language:	Slovenian
Year of publishing:	2016
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[U. Cetinski]
UDC:	373.2.016(043.2)
COBISS:	11134281
Views:	729
Downloads:	109
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Integrating the past into life and work of a preschool institution
Secondary abstract:	In this graduation thesis there’s focus on integration of the past in life and work of preschool istitution. In the goal was to discover, how the past is presented to the children and what kind of problems are teachers faced with. In theoretical part, there is description of different definitions of past and the science of studying the past. I focused on how children understand time. As Hohmann and Weikart (2005) say, time cannot be seen, heard or touched, tasted or smelt. Therefore, I have presented and described the 4 keys on how children understand and experience time. Then I proceeded with the Curriculum for pre-school institutions (1999) and focused on different areas, especially society. The empirical part, trough survey, I conducted a research between preschool institutions from the urban and suburban areas. I was interested in how preschool teachers and assistants, would include children's past into the life in preschool institutions. I wanted to find out in what ways and with what institutions and experts, the teachers present the past to children. In the and I asked for an example that they use, for including the past, into the life and work of the preschool institution.
Secondary keywords:	pre-school child;pre-school education;predšolski otrok;predšolska vzgoja;
File type:	application/pdf
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Pages:	40 str.
ID:	9166310