diplomsko delo
Janja Černe (Avtor), Marjan Šimenc (Mentor)

Povzetek

Finska v svetu že vrsto let slovi kot država z visoko stopnjo blaginje. S pojavom Programa mednarodne primerjave dosežkov učencev pa je zaradi izvrstnih rezultatov finskih učencev svetovni javnosti postal zanimiv njen izobraževalni sistem. V diplomskem delu smo proučevali institucionalno predšolsko vzgojo v Sloveniji in na Finskem. Zanimalo nas je, ali obstajajo statistično pomembne razlike med slovenskim in finskim sistemom predšolske vzgoje v javnih vrtcih ter kako se le-te kažejo pri vzgojiteljskem delu. Z deskriptivno in komparativno metodo analize in primerjave dokumentov smo analizirali slovenski in finski predšolski kurikulum. V sklopu kvantitativne raziskave, v kateri je sodelovalo 305 slovenskih in 164 finskih vzgojiteljev predšolske vzgoje, smo z vprašalnikom ugotavljali podobnosti in razlike med slovenskim in finskim sistemom predšolske vzgoje na področju študijskega programa, delovnih razmer, priprav vzgojiteljev na delo in uporabe kurikuluma, samoevalvacij ter na področju zadovoljstva in uspešnosti vzgojiteljev pri delu. Ugotovili smo, da pri študiju v programu Predšolska vzgoja obstajajo statistično pomembne razlike med Slovenijo in Finsko. Na področju delovnih razmer, priprav na delo, uporabe kurikuluma ter pri ocenah zadovoljstva in uspešnosti pri delu obstajajo nekatere statistično pomembne razlike med vzgojitelji, zaposlenimi v javnih vrtcih v Sloveniji in na Finskem. Pri samoevalvaciji vzgojno-izobraževalnega dela med slovenskimi in finskimi vzgojitelji pa nismo ugotovili statistično pomembnih razlik. Spoznali smo, da se med slovenskimi in finskimi vzgojitelji pojavljajo razlike pri njihovi oceni usposobljenosti za delo po končanem izobraževanju ter pri stališčih vzgojiteljev obeh držav do trenutno veljavnega kurikuluma za predšolsko vzgojo, med njimi pa ni bilo bistvenih razlik v pogostosti izvajanja samoevalvacijskih procesov. V zaključnem delu smo na podlagi pridobljenih odgovorov oblikovali in predstavili nekaj predlogov za morebitno izboljšavo slovenskega sistema predšolske vzgoje v javnih vrtcih.

Ključne besede

izobraževalni sistem;predšolska vzgoja;kurikulum;vzgojitelji predšolskih otrok;Slovenija;Finska;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [J. Černe]
UDK: 373.2(043.2)
COBISS: 143986179 Povezava se bo odprla v novem oknu
Št. ogledov: 13
Št. prenosov: 2
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: Comparison of the Slovenian and Finnish early childhood education systems in public kindergartens
Sekundarni povzetek: For many years now, Finland has been known as one of the most prosperous countries, while its educational system created a worldwide interest after Finland's students started scoring high on PISA (Programme for International Student Assessment) rankings. In the diploma thesis, we examined Slovenian and Finnish institutional early childhood education. We were interested in whether there are statistically significant differences between both educational systems in public kindergartens and how these are manifested in the work of educators. By using descriptive and comparative methods of document analysis and comparison, we analysed the Slovenian and Finnish early childhood curricula. As part of quantitative research including 305 Slovenian and 164 Finnish early childhood educators, we used a questionnaire to identify similarities and differences between the Slovenian and Finnish early childhood education systems, regarding the field of the study programme, working conditions, educators' preparation for work and use of the curriculum, self-evaluations and educators’ level of satisfaction and performance at work. We found statistically significant differences between Slovenian and Finnish early childhood education study programmes. There are some statistically significant differences between educators employed in public kindergartens in Slovenia and Finland in working conditions, preparation for work, use of the curriculum, and assessments of satisfaction and performance at work. We did not find any statistically significant differences in the self-evaluation of educational work between Slovenian and Finnish educators. We observed differences between Slovenian and Finnish educators in their assessment of self-competence for work after completing education as well as in the attitudes of educators from both countries towards the currently valid curriculum for early childhood education, but there were no significant differences between them in the frequency of self-evaluation processes. In the final part, based on the answers obtained, we formulated and presented some proposals for possible improvement of the Slovenian early childhood education system in public kindergartens.
Sekundarne ključne besede: educational system;early childhood education;curriculum;early childhood educators;Slovenia;Finland;Otroški vrtci;Predšolska vzgoja;Slovenija;Finska;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Diplomsko delo/naloga
Študijski program: 0
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani: 1 spletni vir (1 datoteka PDF (82 str.))
ID: 18140238