magistrsko delo
Maja Melanšek (Avtor), Marcela Batistič-Zorec (Mentor)

Povzetek

Predšolska bralna značka (PBZ) se je uveljavila v slovenskih vrtcih kot ena izmed organizacijskih dopolnitev projekta Bralna značka z namenom spodbujanja in širjenja branja v predšolskem obdobju. Izvajajo jo v številnih slovenskih vrtcih, kljub temu da obstaja ogromno argumentov, zakaj ni primerna za predšolske otroke in ni v skladu s Kurikulumom za vrtce (1999). Težavo prenosa bralne značke iz šolskega na predšolsko obdobje predstavljata nepremišljenost in nedomišljenost izvajanja, ki bi moralo biti prilagojeno razvoju in učenju v predšolskem obdobju. Skoraj povsem nedomišljeno je izvajanje PBZ za neslovenske otroke, ki bi v okviru PBZ nujno potrebovali prilagoditve. Cilj raziskave je bil ugotoviti, na kakšen način vzgojiteljice predšolskih otrok izvajajo PBZ v oddelkih, v katere je vključen vsaj en neslovenski otrok (priseljenec, migrant, otrok, katerega materni jezik ni slovenščina) in ali pri tem upoštevajo načela Kurikuluma za vrtce (1999). Podatke za raziskavo smo pridobili z anketnimi vprašalniki. Na vzorcu vzgojiteljic predšolskih otrok, ki so v šolskem letu 2020/21 delale v oddelkih z neslovenskimi otroki in izvajale PBZ, smo ugotovili, da vzgojiteljice pri izvajanju PBZ ne upoštevajo nekaterih načel Kurikuluma za vrtce (1999), in sicer načela enakih možnosti in upoštevanja različnosti ter načela multikulturalizma, načela sodelovanja s starši, načela aktivnega učenja in zagotavljanja možnosti verbalizacije in drugih načinov izražanja ter načela omogočanja izbire in drugačnosti. Rezultati so pokazali, da so vzgojiteljice slabo seznanjene s predvidenimi prilagoditvami bralnega gradiva za neslovenske otroke, kot jih predvideva Društvo Bralna značka Slovenije, in večine prilagoditev ne uporabljajo. Prav tako ostaja nedomišljeno rutinsko preverjanje prebranih del za PBZ. Ugotovili smo, da vzgojiteljice v okviru PBZ posvečajo premalo pozornosti komunikaciji s starši in iskanju načina za motiviranje staršev. Rezultati raziskave potrjujejo, da PBZ izrazito privilegira otroke iz slovenskih družin, saj PBZ uspešno opravi zgolj dobra polovica neslovenskih otrok.

Ključne besede

predšolska bralna značka;vzgojitelj predšolskih otrok;priseljenci;starši predšolski otrok;branje otrokom;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Melanšek]
UDK: 373.2:028.8(043.2)
COBISS: 83169795 Povezava se bo odprla v novem oknu
Št. ogledov: 163
Št. prenosov: 9
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Pre-school reading badge activities for non-Slovenian children in Slovenian kindergartens
Sekundarni povzetek: The Preschool Reading Badge (PRB) has been established in the Slovenian kindergartens as one of the organizational complements to the Reading Badge project, with the aim of promoting and disseminate reading in the preschool years. PRB has been introduced in many Slovenian kindergartens, although there are many who claim that it is not suitable for preschool children and does not correspond to the curriculum for kindergartens (1999). The problem with transferring the reading badge from school to preschool is the frivolity and carelessness of the implementation process, which should be adapted to development and learning in preschool. However, the implementation of the PRB for non-Slovenian children, who would urgently need appropriate accommodations within the PRB, is almost completely unthinkable. The aim of the research study was to find out how preschool teachers implement PRB in classes with at least one non-Slovenian child (immigrants, migrants, children whose mother tongue is not Slovenian) and whether they follow the principles of Kindergarten Curriculum (1999). Questionnaires were used as research instruments. In a sample of preschool teachers who worked in groups with non-Slovenian children and implemented PRB in the school year 2020/21, it was discovered that the preschool teachers did not follow certain principles of the Curriculum for Kindergartens (1999) when implementing PRB, namely the principle of equal opportunities and diversity and the principles of multiculturalism, the principles of collaboration with parents, the principles of active learning and providing opportunities for verbalization and other means of expression, the principles of enabling choice and difference, and the principles of respect for privacy and intimacy. The findings indicate that preschool teachers are poorly familiar with the potential adaptations of reading materials for non-Slovenian children as provided by the Slovenian Reading Badge Association and they also do not use most of the adaptations. There also remains an ill-conceived routine review of the works read for PRB. It was determined that preschool teachers who are involved in PRB pay too little attention to communicating with parents and finding a way to motivate parents. The results of the research confirm that PRB significantly privileges children from Slovenian families, as only just over half of non-Slovenian children successfully complete PRB.
Sekundarne ključne besede: pre-school education;reading;predšolska vzgoja;branje;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani: 65 str.
ID: 13627405