Stališča in izkušnje strokovnih delavcev do participacije otrok pri dnevni rutini in igri v vrtcu

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[M. V. Vrankar]
UDK:	373.2(043.2)
COBISS:	9634377
Št. ogledov:	712
Št. prenosov:	100
Ocena:	0 (0 glasov)
Metapodatki:

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Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Viewpoints and experiences of preschool professional workers towards children's participation in daily routine and play
Sekundarni povzetek:	The essence of child participation is that children are afforded the opportunity to take part in decisions regarding matters that affect their lives. However, despite the fact that it has received greater attention in the recent decades, child participation is still frequently overlooked and linked to various dilemmas. The first part of the thesis comprises theoretical bases, in which democratic citizenship and the democratisation of preschool education are presented. Special emphasis is placed on children's rights as set out in the Convention on the Rights of the Child, which represents an important shift in how children are viewed. Attention is then given to the changing views on children through history, and on child participation as it relates to daily routine, as part of the hidden curriculum, and as it relates to play. The theoretical section concludes with subjective theories and points of view, and the conduct of childcare providers, with an emphasis on reward and punishment as a method for disciplining children. The empirical section presents research, the objective of which was to identify the experiences, conduct and points of view of professionals regarding child participation in daily routine and play. The research was carried out on the basis of a random sample of 150 professionals who worked in day care centres in central Slovenia in second age-group departments during the 2011/2012 academic year. The results of the research indicate that professionals frequently take advantage of different opportunities to permit children to participate or be part of the decision-making process, but plan child participation less frequently. Professionals with more than 21 years of work experience plan child participation most often, while those with up to 5 years of work experience plan child participation least frequently. The effect of the education level on experiences and on the conduct of professionals with respect to child participation is not statistically significant. From the conduct of professionals, it is evident that child participation is often overlooked, as many questionable and problematic practices, such as insisting that children rest on a bed even if they do not sleep or insisting that they try food even if they do not wish to, remain in place. This indicates that child participation is often more rhetoric than practice. The points of view of professionals indicate that the majority are moderately disposed to child participation. Slightly less than half are very disposed to child participation, while the proportion of those not disposed to child participation is negligible.
Sekundarne ključne besede:	pre-school child;trainer;curriculum;predšolski otrok;vzgojitelj;kurikulum;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Magistrsko delo/naloga
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak.
Strani:	93 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Viewpoints and experiences of preschool professional workers towards children's participation in daily routine and play
Ključne besede (ePrints):	demokratizacija vrtca
Ključne besede (ePrints, sekundarni jezik):	democratisation of day care centres
Povzetek (ePrints):	Participacija, katere bistvo je, da imajo otroci možnost soodločanja v zadevah, ki se tičejo njihovega življenja, je kljub temu, da se ji zadnja desetletja namenja več pozornosti, pogosto še vedno nekoliko prezrta in povezana z raznimi dilemami. V teoretičnih izhodiščih je najprej predstavljeno demokratično državljanstvo oz. demokratizacija predšolske vzgoje. Poseben poudarek je namenjen otrokovim pravicam, ki jih predstavlja Konvencija o otrokovih pravicah, ki pomeni pomemben premik pri pogledu na otroka. V nadaljevanju je osvetljeno spreminjanje pogledov na otroka skozi zgodovino ter participacija otrok v povezavi z dnevno rutino, kot delom prikritega kurikula in igro. Teoretični del se zaključuje s subjektivnimi teorijami in stališči ter ravnanji vzgojiteljic, s poudarkom na nagrajevanju in kaznovanju, kot načinom discipliniranja otrok. V empiričnem delu je predstavljena raziskava, katere cilji so bili ugotoviti izkušnje, ravnanja in stališča strokovnih delavcev do participacije otrok pri dnevni rutini in igri. Raziskava je bila izvedena na priložnostnem vzorcu 150 strokovnih delavcev, ki so v šolskem letu 2011/2012 delali v vrtcih osrednjeslovenske regije v oddelkih drugega starostnega obdobja. Rezultati raziskave kažejo, da strokovni delavci pogosto izkoristijo različne priložnosti, da otroci lahko participirajo oziroma soodločajo, redkeje pa participacijo tudi načrtujejo; najpogosteje jo načrtujejo strokovni delavci z več kot 21 let delovne dobe, najmanj pogosto pa strokovni delavci z do 5 let delovne dobe. Vpliv stopnje izobrazbe na izkušnje oziroma ravnanja strokovnih delavcev do participacije statistično ni pomemben. Iz ravnanj strokovnih delavcev je razvidno, da je participacija nemalokrat prezrta, saj je vprašljive, problematične prakse, kot je na primer vztrajanje, da otroci počivajo na ležalniku, tudi če ne spijo, ali vztrajanje, da hrano vsaj poskusijo, tudi če tega ne želijo itn., še vedno veliko, kar kaže na to, da je participacija pogosto bolj retorika kot praksa. Stališča strokovnih delavcev pa kažejo, da so strokovni delavci participaciji v večini srednje naklonjeni, nekaj manj kot polovica jih je participaciji zelo naklonjenih, odstotek tistih, ki so ji nenaklonjeni, pa je zanemarljiv.
Povzetek (ePrints, sekundarni jezik):	The essence of child participation is that children are afforded the opportunity to take part in decisions regarding matters that affect their lives. However, despite the fact that it has received greater attention in the recent decades, child participation is still frequently overlooked and linked to various dilemmas. The first part of the thesis comprises theoretical bases, in which democratic citizenship and the democratisation of preschool education are presented. Special emphasis is placed on children's rights as set out in the Convention on the Rights of the Child, which represents an important shift in how children are viewed. Attention is then given to the changing views on children through history, and on child participation as it relates to daily routine, as part of the hidden curriculum, and as it relates to play. The theoretical section concludes with subjective theories and points of view, and the conduct of childcare providers, with an emphasis on reward and punishment as a method for disciplining children. The empirical section presents research, the objective of which was to identify the experiences, conduct and points of view of professionals regarding child participation in daily routine and play. The research was carried out on the basis of a random sample of 150 professionals who worked in day care centres in central Slovenia in second age-group departments during the 2011/2012 academic year. The results of the research indicate that professionals frequently take advantage of different opportunities to permit children to participate or be part of the decision-making process, but plan child participation less frequently. Professionals with more than 21 years of work experience plan child participation most often, while those with up to 5 years of work experience plan child participation least frequently. The effect of the education level on experiences and on the conduct of professionals with respect to child participation is not statistically significant. From the conduct of professionals, it is evident that child participation is often overlooked, as many questionable and problematic practices, such as insisting that children rest on a bed even if they do not sleep or insisting that they try food even if they do not wish to, remain in place. This indicates that child participation is often more rhetoric than practice. The points of view of professionals indicate that the majority are moderately disposed to child participation. Slightly less than half are very disposed to child participation, while the proportion of those not disposed to child participation is negligible.
Ključne besede (ePrints, sekundarni jezik):	democratisation of day care centres
ID:	8311370