Bistvene razlike dnevne rutine med javnim, Waldorfskim in Montessori vrtcem

diplomsko delo

Povzetek

Diplomsko delo z naslovom Bistvene razlike dnevne rutine med javnim, Waldorfskim in Montessori vrtcem je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu smo opredelili pomen predšolske vzgoje. Nato smo predstavili javni vrtec: na kratko smo opisali vrtec, organizacijo dela in vlogo vzgojitelja. Nadaljevali smo z opisom dnevne rutine in ciljev javnega vrtca. V zaključku smo opisali strukture in vključevanje otrok s posebnimi potrebami ter opredelili javen vrtec. Po tem zaporedju smo opisali tudi Waldorfski in Montessori vrtec. V empiričnem delu smo raziskovali razlike dnevne rutine v javnem, Waldorfskem in Montessori vrtcu. Zanimalo nas je, kakšni so elementi dnevne rutine, ali se le ti spreminjajo ali ostajajo na podlagi česa določeni vrtec načrtuje glavno dejavnost v dnevni rutini in kako se pri tem motivira otroke. Zanimal nas je tudi potek med prehodi v dnevni rutini vseh naštetih vrtcev. Raziskovati smo želeli, kakšno vlogo imajo vzgojiteljice v naštetih vrtcih in ali se njihova vloga zelo razlikuje. Nato nas je zanimalo, kako med tem poskrbijo za najpomembnejše, počutje otrok. Osredotočili smo se tudi na to, ali imajo možnost izbire, kakšne igrače uporabljajo v vrtcih in koliko časa je namenjeno otrokovi prosti igri.

Ključne besede

diplomska dela;dnevna rutina;javni vrtec;Waldorfski vrtec;Montessori vrtec;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2021
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UM PEF - Pedagoška fakulteta
Založnik:	[M. Želj]
UDK:	373.2:37.091.4(043.2)
COBISS:	70248451
Št. ogledov:	482
Št. prenosov:	143
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Significant differences in daily routine between public, Waldorf and Montessori kindergartens
Sekundarni povzetek:	The diploma thesis titled Significant Differences in Daily Routine between Public, Waldorf and Montessori Kindergartens consists of theoretical and empirical work. In the theoretical part, we defined the importance of preschool education. We then introduced and briefly described the public kindergarten as well as the organization of work and the role of the teacher. We went on to describe the daily routines and goals of the public kindergarten. The conclusion described the structure and integration of children with special needs and also defined the public kindergarten. Following this order, we also described the Waldorf and Montessori kindergartens. In the empirical part we researched the differences of daily routines in public, Waldorf and Montessori kindergartens. We were interested in what the elements of the daily routine are, whether they change or remain the same, based on what does a particular kindergarten plan its main activity in its daily routine and how to motivate children in doing so. We were also interested in the process during the transitions in the daily routines of all the listed kindergartens. We wanted to research the role of teachers in these kindergartens and whether their roles differ significantly. Then we were interested in how they take care of the most important thing, the well-being of the children. We also focused on whether they have a choice of what toys they use in kindergartens and how much time is intended for the child's free play.
Sekundarne ključne besede:	theses;daily routine;public kindergarten;Waldorf kindergarten;Montessori kindergarten;Predšolska vzgoja;Otroški vrtci;Montessorijeva učna metoda;Učne sposobnosti;Slovenija;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS):	Diplomsko delo/naloga
Komentar na gradivo:	Univ. v Mariboru, Pedagoška fak., Oddelek za predšolsko vzgojo
Strani:	VII, 44 f.
ID:	12767927