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Pred nami je druga monografija Projekta INOVUP (Inovativno učenje in poučevanje v visokem šolstvu) s področja visokošolskih didaktik. Če smo v prvi monografiji Inovativno učenje in poučevanje za kakovostne kariere diplomantov in odlično visoko šolstvo: Specialne didaktike v visokošolskem prostoru obravnavali različne vsebine s področja specialnih didaktik, od snovalskega in problemskega razmišljanja, projektnega in terenskega dela ter učenja z raziskovanjem, do vrednotenja znanja in vključevanja gibanja v poučevanje, pa v drugi monografiji z naslovom Inovativno učenje in poučevanje za kakovostne kariere diplomantov in odlično visoko šolstvo: Sodobni didaktični pristopi v visokem šolstvu sledimo tistim ciljem projekta, ki se osredotočajo na izboljšanje kakovosti visokošolskega izobraževanja z uvedbo inovativnih in prožnih oblik učenja in poučevanja.

Prispevki v monografiji so rezultat raziskovalnega dela, ki sta ga sofinancirala Republika Slovenija in Evropska unija iz Evropskega socialnega sklada v okviru projekta Inovativno učenje in poučevanje v visokem šolstvu (INOVUP). Vsi so v slovenščini, imajo naslov, povzetek in ključne besede. Vsak prispevek je klasificiran kot znanstveni. Merila so bila sprejeta na uredniškem odboru z njimi se strinjata recenzentki doc. dr. Vesna Podgornik s Filozofske fakultete UL in doc. dr. Sanja Berčnik s Pedagoške fakultete UL. Na koncu monografije so predstavljeni avtorji prispevkov, dodan pa je tudi seznam stvarnega in poimenskega kazala.

Covering a brads spectrum of different topics in educational research this scientific monograph will contribute to the growing body of research in this field and hopefully gives the readers relevant aspects in designing their own research or implementing the research findings into teaching practice at all level of education.

Prispevek skozi različne modele predšolske vzgoje in različne vzgojne pristope ter formalne okvire analizira pomen, vlogo in načine sodelovanja med starši in vrtcem. Skozi vzgojne pristope je analizirano, kako sodelovanje vpliva na izvajanje predšolske vzgoje v alternativnih vzgojnih pristopih, kot so: waldorfski, montessori in reggio, ter v slovenskih javnih vrtcih. Avtorici predvidevata, da različni vzgojni pristopi na področju predšolske vzgoje različno pojmujejo pomen in vlogo sodelovanja s starši, ter sklepata, da obstajajo različni modeli sodelovanja, ki jih prikažeta skozi teoretsko analizo omenjenih alternativnih predšolskih pristopov ter skozi rezultate nekaterih raziskav, izvedenih v slovenskem prostoru za javne vrtce. Rešitev vidita v partnerskem odnosu med starši in vzgojno-izobraževalno ustanovo. Bistvo partnerskega sodelovanja je v izpostavljanju podobnosti in razlik ter prepoznavanju močnih področij – staršev in strokovnih delavcev vrtca. Po njunem mnenju partnerstvo spodbuja deljeno zavezanost za kakovostno realizacijo vzgojno-izobraževalnih ciljev, oblikuje etos razumevanja in odprtosti v odnosu med vsemi akterji v procesu vzgoje in izobraževanja predšolskih otrok. This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the aforementioned alternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals it also develops understanding and an ethos of openness in the relationship between all actors in the process of care and education of preschool children.

Posvet Pedagoške fakultete Univerze v Ljubljani , katerega osnovna name- na sta spodbujanje in razvijanje partnerstva med vzgojno-izobraževalnimi institucijami ter fakulteto, se je v letu 2016 osredinil na bistveno zmožnost posameznikovega samorazumevanja in delovanja v družbi – na bralno pi - smenost . Čeprav teorija pozna nekaj deset vrst pismenosti, je bralna pisme - nost, še posebej v povezavi z drugimi vrstami pismenosti, izhajajočimi iz specifičnih izraznosti podobe, zvoka, telesa, vsekakor temeljna. Ne nazadnje je prav zapisana beseda še danes nosilka obsežne umetniške, znanstvene, izpovedne, družbene pa tudi filozofske tradicije.

Didactica Slovenica

The globalization processes in society promote the globalization of education and affect the speed of changes in education. It is important to develop a system that directly and indirectly enables the acquisition of new knowledge and skills, but at the same time develops educational and socializing values in pupils and students. The challenges of modern education are reflected in the competent planning, organization, management and evaluation of the process, as well as in the systematic development of teaching methods and strategies that promote active learning of subjects in the process. This requires professional and societal consensus, networking, and international collaboration. The papers presented provide an overview of theoretical starting points and implications for practice, innovative approaches to education, and critical discussions worthy of consideration in the context of ongoing reflection and questioning of the scope of modern approaches to education.

V magistrskem delu z naslovom Različni pristopi izvajanja ur oddelčne skupnosti na predmetni stopnji osnovne šole smo raziskovali različne vzgojne pristope, ki jih uporabljajo razredniki predmetne stopnje za izvajanje ur oddelčne skupnosti v javnem in zasebnem šolstvu in jih med seboj primerjali. Delo je nadaljevanje diplomskega dela z naslovom Vloga razrednika na predmetni stopnji osnovne šole. V ta namen smo pričujočo magistrsko delo razdelili na dva dela. V teoretičnem delu smo poglobljeno analizirali različne vloge in vzgojne pristope učitelja in razrednika tako s pravno formalnega kakor s pedagoškega vidika znotraj različnih vzgojnih konceptov. Osredinili smo se na odnosno raven učitelja do učenca ter primerjali vzgojne pristope in pristope vodenja razreda v različnih pedagoških javnih in alternativnih konceptih. Pri vsaki veji alternativne pedagogike smo predstavili posamezen oris učenca kakor tudi lastnosti učitelja, ki te pedagoške metode aplicira. V empiričnem delu smo izvedli kvalitativno raziskavo in s pomočjo polstrukturiranih intervjujev pridobili vpogled v življenje in delo učitelja razrednika v dveh javnih in dveh zasebnih šolah. Podrobneje smo želeli izvedeti, katere vzgojne pristope uporabljajo razredniki pri svojem delu v oddelčni skupnosti, s pomočjo katere literature se na te ure pripravljajo ter katere metode uporabljajo za vzpostavitev povezanosti učencev v razredu in katere za reševanje morebitnih konfliktnih situacij. Ugotovili smo, da učitelji razredniki ne glede na to, ali delajo v javni ali zasebni šoli, zasledujejo cilje, ki so si jih zastavili na začetku šolskega leta, in da prednost posvečajo aktualni problematiki, ki jo rešujejo s pogovori z učenci in drugimi deležniki šole, prav tako pa s pomočjo strokovne literature, timskim delom, intuicijo ter nadaljnjim izobraževanjem in usposabljanjem. Največ pozornosti posvečajo odnosom znotraj razreda, zato se veliko pogovarjajo, lotevajo se socialnih iger, poudarjajo medsebojno pomoč in spodbujajo medsebojna druženja. In this Master's thesis titled Different Approaches to Class Meetings in Elementary Grades 6 through 9, we studied and compared different educational approaches that class teachers of both public and private schools use for class meetings of elementary grades 6 through 9. This Master's thesis is a continuation of my Diploma thesis titled Role class teachers in upper level of primary school. Master's thesis is divided into two parts. In the theoretical part, there's a detailed analysis of the different roles and educational approaches of a teacher and a class teacher, both from legally formal and pedagogical views within different educational concepts. We focused on the relationship between a teacher and a student and compared educational approaches and approaches of leading a class in different pedagogical concepts, both public and alternative. For each branch of alternative pedagogy, we presented an individual image of a student as well as the qualities of a teacher, who is applying these methods. In the empirical part, we conducted qualitative research where we obtained data by using semi-structured interviews that allowed us to get an insight into the life and work of class teachers from two public and two private schools. We wanted to find out in detail which educational approaches class teachers use for their class meetings, which literature they use to prepare for these meetings, which methods they use to foster connections between students and to resolve potential conflict situations. We found out that class teachers in both public and private schools follow the goals set at the beginning of the school year and focus on current problems, which they try to resolve with conversations with students and other participants in the school, as well as using professional literature, teamwork, intuition and further education and training. They pay the most attention to relationships within the class, communicate a lot, and try social games, emphasizing mutual aid and encouraging socializing.

V začetku leta 2020 je v Sloveniji izbruhnila epidemija covid-19. Globalno je bila vzporedno razglašena pandemija. Zaradi omenjene nalezljive koronavirusne bolezni so se spomladi 2020 in jeseni 2020 zaprle šole in pouk je potekal na daljavo. To je vplivalo na organizacijo, načrtovanje in izvajanje vzgojno-izobraževalnega dela, saj se je le-to preselilo na dom in v veliki meri za računalniške ekrane. Pomemben dejavnik za otrokov razvoj – vrstniki – pa je zaradi nujnega omejevanja stikov odpadel. Tako učitelji kot učenci in starši so morali prilagoditi svoje delo, komunikacija je postala drugačna, saj je bilo pomembno čimbolj omejiti osebni stik. Tematika sodelovanja med učitelji in starši je postala precej aktualna, saj so starši pogosto prevzeli tudi vlogo učitelja, otroka so morali za delo motivirati, ga usmerjati, mu pomagati in nenazadnje tudi razlagati učno snov. Pri tem se je pokazala pomembnost sodelovanja učiteljev s starši. Medsebojno sodelovanje staršev in učiteljev je pomembno, saj oboji predstavljajo pomemben dejavnik v razvoju otroka nasploh in njegov razvoj v vzgojno-izobraževalnem procesu. Šola in dom naj bi sodelovala med sabo tako, da se povezujeta, dopolnjujeta in ustrezno komunicirata. S sodelovanjem s starši se učitelji pri svojem delu srečujejo skoraj vsakodnevno, potreba po sodelovanju pa se je v času pandemije covid-19 zaradi šolanja na daljavo ter omejevanja stikov še povečala. V teoretičnem delu analiziramo pravno-formalni in odnosni vidik sodelovanja s starši v času, ki ga zaznamuje covid-19, v empiričnem delu pa s pomočjo kvantitativne raziskave med učitelji analiziramo in primerjamo sodelovanje s starši na eni mestni in eni podeželski šoli, njihove težave in morebitne prednosti medsebojnega sodelovanja na daljavo. At the beginning of 2020, the COVID-19 epidemic broke out in Slovenia. At the same time, the pandemic has been declared worldwide. Due to the infectious coronavirus disease, schools were closed in spring 2020 and autumn 2020, and distance learning took place. This affected the organisation, planning and implementation of educational work since it was moved to the home, largely in front of computer screens. An important factor for the child’s development - meeting with peers - was dropped due to the necessary restriction of contacts. Both teachers as well as students and parents had to adjust their work. Communication became different as it was important to limit personal contact as much as possible. The topic of cooperation between teachers and parents has become quite relevant, as parents often took on the role of the teacher: they had to motivate the child to work, guide them, help them and, last but not least, explain the material. This went to show the importance of teachers’ cooperation with parents. The mutual cooperation of parents and teachers is important, as they both represent an important factor in the development of the child in general and their development in the educational process. The school and the home environment should cooperate with each other by connecting, complementing each other and communicating appropriately. Teachers meet with parents almost daily during their work, and the need for cooperation increased during the COVID-19 pandemic due to distance learning and limited social contact. In the theoretical part, we analyse the legal and relational aspect of cooperation with parents in the time marked by Sars-Cov-2l and in the empirical part, with the help of quantitative research, we analyse and compare cooperation with parents among teachers in one urban and one rural school, their problems and potential benefits of distance cooperation.

Sodelovanje vrtca z okoljem je v Kurikulumu za vrtce (1996) zapisano kot načelo, ki predvideva upoštevanje različnosti in možnosti uporabe naravnih in družbeno-kulturnih virov učenja v najbližjem okolju vrtca ter upoštevanje naravnih in družbeno-kulturnih specifičnosti okolij, iz katerih prihajajo otroci. Vključevanje v širše okolje pomeni vključevanje v kulturo. Poleg vključevanja v lastno kulturo pa je prav, da otroke seznanjamo tudi z drugimi kulturami in civilizacijami, kar predstavlja osnovo za vzgajanje medsebojne strpnosti in spoštovanja drugačnosti (Kurikulum za vrtce, 1996). V teoretičnem so opisane značilnosti knjižnične dejavnosti, vloga knjižnice, izbor primernih knjig za predšolske otroke in pogledi različnih avtorjev (Jamnik, 1998 Kordigel, 1999 Kropp, 1999) o pomembnosti prvega stika z branjem v zgodnjem otroštvu. Z rezultati raziskave, izvedene med strokovnimi delavci Vrtca Zagorje ob Savi, ugotovim, kako poteka sodelovanje Vrtca Zagorje ob Savi s Knjižnico Mileta Klopčiča, kakšni so pogledi strokovnih delavcev vrtca, opredelim načine in pogostost sodelovanja ter analiziram dejavnike, na podlagi katerih se strokovni delavci vrtca odločajo za sodelovanje z javno knjižnico. Ugotovim, da velika večina strokovnih delavcev sodeluje z javno knjižnico. To sodelovanje se jim zdi zelo pomembno, saj jih večina z javno knjižnico sodeluje mesečno. Razloge za sodelovanje vidijo v prednosti širitve učenja jezika ter spoznavanju s knjigo in inštitucijami v okolju, v katerem živijo. In Kurikulum za vrtce (1996), cooperation between the kindergarten and its environment is written as a principle, which implies the consideration of diversity and possibilities for the use of natural and social-cultural sources for learning in the closest environment of the kindergarten and consideration of natural and social-cultural specifics of the environments of children. Integration into the wider environment means integration into the culture. In addition to the integration into one’s own culture, it is right that we introduce children to other cultures and civilisations, which presents the basis for raising mutual tolerance and respect of diversity (Kurikulum za vrtce, 1996). The theoretical part describes the characteristics of library activities, the role of the library, the selection of suitable books for preschool children and views of different authors (Jamnik, 1998 Kordigel, 1999 Kropp, 1999) on the importance of the first contact with reading in early childhood. With the help of the results of the research, performed among professional workers of the Kindergarten Zagorje ob Savi, I identify the cooperation of the kindergarten with the Library of Mile Klopčič, the views of professional workers of the kindergarten, define the types and frequency of cooperation and analyse the factors, based on which professional workers of the kindergarten make decisions about the cooperation with the library. I find that the vast majority of professional workers cooperate with the public library. They find this cooperation very important, since the majority of them cooperate with the public library on a monthly basis. As reasons for the cooperation, they state the benefits of learning the language and getting to know books and institutions in the environment they live in.

Diplomska naloga Sodelovanje s starši na dvojezičnem območju v vrtcu Lendava – Lendavai Óvoda je sestavljena iz dveh delov: teoretičnega in empiričnega. V prvem, teoretičnem delu smo opisali družino, njene naloge in funkcije ter različne tipe, ki jih srečujemo v našem vsakdanjem življenju. V nadaljevanju smo opisali vrtec kot institucijo, na kratko predstavili kurikulum za vrtce in njegove cilje, ki so za strokovne delavce, zaposlene v vrtcu, izjemnega pomena. Predstavili smo pomen sodelovanja med starši in vrtci in opredelili tudi modele sodelovanja med starši in vrtcem. Oblike sodelovanja s starši smo predstavili kot formalne in neformalne. Pri sodelovanju med starši in vrtcem smo se osredotočili predvsem na komunikacijo, saj je v vrtcu Lendava – Lendavi Óvoda le-ta nepogrešljiva, tudi zaradi dvojezičnosti. V empiričnen delu diplomske naloge smo predstavili rezultate raziskave, ki smo jih pridobili z uporabo dveh različnih vprašalnikov. V raziskavi smo želeli izvedeti, na kakšne načine se starši vključujejo v dvojezični vrtec v Lendavi in katere so najpogostejše oblike sodelovanja v njem. V raziskavi smo ugotavljali, ali se pri sodelovanju med strokovnimi delavci in starši pojavljalo kakšne težave. Predvsem pa nas je zanimalo mnenje staršev o njihovi vključenosti v življenje in delo vrtca. Rezultati raziskave so nam pokazali, da velika večina staršev in strokovnih delavcev daje velik pomen medsebojnemu sodelovanju. Pri oblikah sodelovanja se je večina staršev opredelila za uvajanje otroka v vrtec, komunikacijo pri oddaji in sprejemu otroka in govorilne ure, za najmanj pomembno pa so izbrali komunikacijo po telefonu in e-pošti. Rezultati raziskave so tudi pokazali, da strokovni delavci med najpomembnejše oblike sodelovanja prištevajo uvajanje otroka v vrtec in roditeljske sestanke, med najmanj pomembne pa komunikacijo po telefonu in e-pošti. Diploma Thesis Collaboration with Parents in the Bilingual area of the Kindergarten of Lendava - Lendavai Óvoda consists of two parts: theoretical and empirical. In the first, theoretical part, we described the family, its tasks and functions, and the different types we encounter in our daily lives. In the following, we described the kindergarten as an institution, briefly presented the Curriculum for kindergartens and its goals, which are extremely important for professionals employed in the kindergarten. We presented the importance of cooperation between parents and kindergartens and also defined models of cooperation between parents and kindergarten. Forms of cooperation with parents were presented as formal and informal. In the cooperation between parents and the kindergarten, we focused mainly on communication, as in the kindergarten Lendava - Lendava Ówater is only indispensable, also due to bilingualism. In the empirical part of the diploma thesis, we presented the results of the research, which were obtained using two different questionnaires. In the research, we wanted to find out in what ways parents get involved in a bilingual kindergarten in Lendava and what are the most common forms of cooperation in it. In the research, we determined whether there were any problems in the cooperation between professionals and parents. Above all, we were interested in the opinion of parents about their involvement in the life and work of the kindergarten. The results of the research showed that the vast majority of parents and professionals attach great importance to mutual cooperation via telephone and e-mail. The results of the research also showed that professionals consider the introduction of a child in kindergarten and parent meetings to be among the most important forms of cooperation, and communication by telephone and e-mail among the least important.

Čas, ki ga namenimo uvajanju, je dragocena izkušnja tako za otroka kot za starše in strokovne delavce. V tem času otroci postopoma navežejo nove stike in pridobivajo zaupanje vzgojiteljev ter pomočnikov, starši pa imajo čas spoznati življenje vrtca in vzpostaviti zaupanja vreden odnos s strokovnimi delavci. Prehod iz domačega okolja v novo vrtčevsko okolje je zahtevna naloga za otroka, s skupnim sodelovanjem staršev in strokovnih delavcev pa lahko ta prehod naredimo veliko lažji ter mirnejši. Time that we spend for orientation procedure is a valuable experience for the child, his parents and educators. In this time children gradually make new contacts and earn trust of the educators and their helpers. During this time parents get familiar with the whole system of child care and make trust worthy relationship with the educators. Transition from the home environment to the new child care environment is not an easy task for the child, but we can make it easier with cooperation of parents and child care educators.

Trpinčenje je pojem, ki označuje dolgotrajno nasilje in vključuje neravnovesje moči med žrtvijo in napadalcem, kjer se žrtev ne more braniti, pogostokrat občuti strah, nemoč, obup ipd. Znane so različne oblike trpinčenja: telesno trpinčenje, psihično trpinčenje, spolna zloraba, zanemarjanje in medvrstniško trpinčenje. Trpinčenje je pojav, pri katerem nekdo z nekom ravna na način, da bi ga prizadel. Tako pri nas kot tudi drugod po svetu je bilo trpinčenje vrsto let tabu tema in šele danes, v današnji družbi to temo obravnavamo nekoliko manj stigmatizirano, se o njej več pogovarjamo in se zavedamo nujnosti njene obravnave. To je tudi pogoj za prepoznavanje in preprečevanje trpinčenja. Prepoznavanje in preprečevanje trpinčenja otrok v vrtcu je pomembna naloga vzgojiteljev, strokovnih delavcev in hkrati tudi osrednja tema diplomskega dela. Vzgojitelj mora v prvi vrsti poznati znake posledic trpinčenja, saj lahko le tako zazna spremembe pri otroku, povezane s trpinčenjem, in nato učinkovito preprečuje nadaljnja tovrstna početja. V diplomskem delu smo raziskali in definirali različne opredelitve in oblike trpinčenja, kako prepoznavati znake trpinčenja in kako tovrstna početja obravnavati in preprečevati. V raziskovalnem delu smo se osredotočili na to, katere oblike trpinčenja poznajo strokovni delavci, kako prepoznajo nasilne, agresivne, neustrezne odnose do otrok v družini, šoli in okolju ter kako lahko kot strokovni ali pedagoški delavci pomagajo otroku, ki doživlja trpinčenje, stisko. Ugotovili smo, da strokovni delavci poznajo predvsem določene oblike trpinčenja, kot so fizično (telesno) in psihično (čustveno) trpinčenje, zanemarjanje, spolno zlorabo ter medvrstniško trpinčenje. Nekoliko manj poznana oblika je Munchausnov sindrom. Z raziskavo smo ugotovili tudi, da strokovni delavci prepoznajo trpinčenje predvsem po vidnih fizičnih poškodbah, po strahu pred naglimi gibi in žalosti ter da bi v primeru trpinčenja ali pa suma trpinčenja za pomoč prosili sodelavko, vodstvo in socialno službo vrtca, otroku pa nudili tolažbo, pogovor in mu zagotovili občutek varnosti. Kljub temu da so nekateri rezultati raziskave pokazali, da anketirani strokovni delavci menijo, da sami niso dovolj seznanjeni s tematiko trpinčenja otrok, in da jih velika večina meni, da lahko sami le stežka prepoznajo znake trpinčenja in temu primerno strokovno ustrezno ukrepajo, je zadnji sklop raziskave pokazal, da bi v primeru trpinčenja ali zgolj suma trpinčenja znali ustrezno ukrepati. Dejstvo je, da strokovni delavci (kakor tudi vsi ostali) ne morejo ukrepati, če problematike sploh ne zaznajo, zato menimo, da bi bilo smiselno v javnih institucijah organizirati izobraževanja na temo, kako prepoznati trpinčenje pri otrocih in kako primerno pristopiti. Maltreatment is a term that denotes long-term violence, which includes an imbalance in power between the victim and the attacker, where the victim cannot defend himself or herself and where he or she often feels fear, helplessness, despair, etc. Various forms of maltreatment are known: physical maltreatment, psychological maltreatment, sexual abuse, neglect and peer abuse. Maltreatment is a phenomenon in which someone acts with the intention of hurting somebody else. In Slovenia and elsewhere in the world, maltreatment has been a taboo topic for many years, only in today's society, we have started to look on this topic in a less stigmatized way, we talk more about it and we are aware of the urgency of its treatment. This is also a prerequisite for identifying and preventing maltreatment. Identifying and preventing maltreatment of children in kindergarten is an important task of educators, professional workers and at the same time the central topic of this bachelor’s thesis. First, an educator must know the signs of the consequences of maltreatment, only then can the changes related to maltreatment be detected in a child, and an educator can effectively prevent further maltreatment with appropriate measures. In the bachelor’s thesis, we have explored and defined different definitions and forms of maltreatment, how to recognize the signs of maltreatment, and how to treat and prevent this kind of behaviour. In the empirical part, we focused on what forms of maltreatment experts are familiar with, how they recognize violent, aggressive, inadequate relationships with children in a family, school and environment, and how to help a child experiencing maltreatment as a professional pedagogical worker. We have found that professional workers know mostly the following forms of maltreatment: physical (body related) and psychological (emotional) maltreatment, neglect, sexual abuse and peer abuse. A less known form of this behaviour is Munchausen's syndrome. We have also found out that the experts recognize maltreatment mainly after visible physical injuries or typical behaviour that is shown by a child, such as fear of sudden movements and sadness. This study also shows that in the case of maltreatment or suspicion of maltreatment educator would look for help in a colleague, the leadership or the social service of the kindergarten, either of which would be available, and the child would be comforted, talked to and given a sense of security. Although some of the results of the survey have shown that the surveyed professionals consider that they are not sufficiently familiar with the topic of child maltreatment and that the vast majority believe that they cannot easily identify the signs of maltreatment themselves and take appropriate actions accordingly, research has shown that in the event of maltreatment or mere suspicion of maltreatment, they would be able to take appropriate actions. The fact is that professionals (as well as all others) cannot act if they do not perceive the problem at all, so we believe that it would be sensible to organize trainings in public institutions on the topic of how to recognize child maltreatment and how to approach it appropriately.

Diplomsko delo z naslovom Primerjava vloge vzgojiteljice pri izvajanju določenih elementov dnevne rutine v javnem in waldorfskem vrtcu je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem dela je sprva opredeljen kurikulum in prikriti kurikulum, saj prikriti kurikulum vsebuje elemente, ki imajo na otroke vzgojni vpliv ter vplivajo na organizacijo vsakdanjega ţivljenja ter na komunikacijo med vzgojiteljico in otroki (Zalar, 2005). V vrtcu se prikriti kurikulum največkrat pojavlja kot del vsakdana (Marjanovič Umek in Fekonja Peklaj, 2008), zato sem v teoretični del vključila opredelitev dnevne rutine v javnem in waldorfskem vrtcu. V opredelitev dnevne rutine sem vključila sestavne elemente, kjer sem pozornost namenila prihodu otrok v vrtec, hranjenju in počitku, te pa sem predstavila skozi dva različna koncepta predšolske vzgoje. Teoretični del diplomskega dela sem zaokroţila z opredelitvijo vloge vzgojiteljice v javnem in waldorfskem vrtcu. V empiričnem delu diplomskega dela sem uporabila kvalitativno metodo raziskovanja in s pomočjo intervjujev raziskala in primerjala, ali je komunikacija vzgojiteljice z otroki med zgoraj omenjenimi elementi dnevne rutine drugačna v javnem in waldorfskem vrtcu. Ker je vloga vzgojiteljice v vrtcu bistvenega pomena, saj le-ta oblikuje in vpliva na otrokovo okolje (ne samo z oblikovanjem prostora, dnevnega ritma, temveč tudi skozi kvalitete svojega lastnega bistva in s svojim odnosom do otrok), me je v empiričnem delu zanimala tudi vloga vzgojiteljice na področju izvajanja omenjenih elementov dnevne rutine (prihoda otrok v vrtec, hranjenja in počitka) v javnem in waldorfskem vrtcu. Diplomsko delo se zaključi z rezultati in interpretacijo odgovorov pridobljenih s pomočjo intervjujev, s primerjavo komunikacije med vzgojiteljico in otroki v javnem in waldorfskem vrtcu, kjer sem pozornost še posebej namenila prihodu otrok v vrtec, hranjenju in počitku ter z rezultati, ki so pokazali na razlike pri vlogi vzgojiteljice in njeni komunikaciji z otroki v javnem in waldorfskem vrtcu. The thesis titled A comparison of the roles of teachers in performing certain elements of the daily routine in a public and a Waldorf kindergarten is composed of a theoretical part and an empirical part. The theoretical part firstly defines the curriculum and the hidden curriculum as the hidden curriculum contains elements which have an educational impact on children and affect the organisation of everyday life and communication between the teacher and the children (Zalar, 2005). In a kindergarten the hidden curriculum most often shows as a part of the daily routine so I defined the daily routine in a public and a Waldorf kindergarten (Marjanovič Umek in Fekonja Peklaj, 2008). I also included the elements of the daily routine. I focused on children's arrival to kindergarten, mealtimes and rest and presented them through two different concepts of preschool education. I rounded up the theoretical part by defining the role of the kindergarten teacher in a public and a Waldorf kindergarten. In the empirical part of the thesis I used the qualitative method of research. I used interviews to research and compare if the communication of the kindergarten teacher with the children during the aforementioned elements of the daily routine differs between a public and a Waldorf kindergarten. As the teacher plays a key role in a kindergarten by shaping and influencing the child's environment (not only through designing the space and daily rhythm but also through personal qualities and the relationship with the children), I was also interested in the role of the teacher in performing the aforementioned elements of the daily routine in a public and a Waldorf kindergarten (Nicol, 2010). The thesis concludes with the results and the interpretation of the answers obtained with interviews. I compared the communication between the teacher and children in a public and Waldorf kindergarten, focusing on the arrival to the kindergarten, mealtimes and rest. Throughout my thesis I recognized differences between the role of the kindergarten teacher and the communication with children in a public or a Waldorf kindergarten.

Diplomsko delo Partnerstvo kot način sodelovanja med vzgojitelji in starši je sestavljeno iz dveh delov: teoretičnega in empiričnega. V prvem, teoretičnem delu smo opisali načine sodelovanja med vzgojitelji in starši, nadaljevali smo s partnerskim modelom sodelovanja, predstavili pomen sodelovanja in raziskali, kakšni so formalni okviri zanj, ter se dotaknili tudi modelov sodelovanja. Veliko pozornosti smo namenili temu, kako partnerstvo sploh načrtujemo, in pojasnili ovire ter prednosti pri oblikovanju partnerskega modela sodelovanja. Raziskali smo tudi komunikacijo med vzgojitelji in starši v partnerskem modelu sodelovanja, njeno uspešnost in neuspešnost. V empiričnemu delu diplomskega dela smo predstavili rezultate raziskave, ki smo jih pridobili z uporabo vprašalnika. Zanimalo nas je, kakšne oblike sodelovanja s starši uporabljajo anketirani vzgojitelji in kako pogosto, ugotavljali smo, kakšna so pričakovanja vzgojiteljev glede sodelovanja s starši in ali poznajo elemente partnerskega modela sodelovanja. Raziskovali smo tudi, ali vzgojitelji poznajo pravice staršev. Rezultati so nam pokazali, da vzgojitelji pri delu s starši uporabljajo vse naštete oblike (roditeljski sestanek, govorilne ure, komunikacija ob odhodu in prihodu ter pisna sporočila in neformalna srečanja), najpogosteje uporabljajo komunikacijo ob prihodu in odhodu otrok ter pisna sporočila. Rezultati so pokazali, da vzgojitelji partnerski model sodelovanja dobro poznajo in ga od staršev tudi pričakujejo, prav tako dobro poznajo pravice staršev. The paper, titled Partnership as type of cooperation between preschool teachers and parents, is comprised of two parts: a theoretical and an empirical part. The theoretical part describes the types of cooperation between preschool teachers and parents, presents the partnership model of cooperation and the importance of cooperation, examines its formal frameworks and discusses other models of cooperation. We also focus on how to plan a partnership and explain obstacles and advantages in establishing a partnership model of cooperation. Moreover, we investigate communication between preschool teachers and parents in the partnership model of cooperation as well as the degree of its effectiveness. The empirical part of the paper presents the results of the research, obtained by conducting a survey. We were interested in what types of cooperation with parents the interviewed preschool teachers establish and how often, we determined what the preschool teachers expect from the cooperation with parents and whether they are familiar with the elements of the partnership model of cooperation. What is more, we also examined whether the preschool teachers are acquainted with the rights of parents. The results show that the preschool teachers establish all of the stated forms of cooperation with parents (parent-teacher conferences, office hours, communication upon children's arrival or departure, written messages and informal meetings), the most frequent of which are communication upon children's arrival or departure and written messages. The results also show that the preschool teachers are well aware of the partnership model of cooperation, that they expect the parents to consider the model and that they are well acquainted with the rights of parents.

V diplomskem delu sem se osredotočila na primerjavo vloge vzgojitelja v slovenskih in portugalskih vrtcih. V teoretičnem delu sem najprej predstavila zakonodajno ureditev predšolskega sistema v obeh državah posebej, nato pa sem se osredotočila še na ureditev dnevne rutine ter vlogo vzgojitelja v vrtcu. V empiričnem delu sem izvedla osem intervjujev, torej s štirimi vzgojiteljicami iz vsake države. Intervjuje sem naredila tako v zasebnem kot tudi v javnem vrtcu. Zanimalo me je, kako poteka dnevna rutina ter njena organizacija, kakšno vlogo in katere naloge ima vzgojitelj pri tem, kako načrtujejo dejavnosti ter kako v načrtovanje vključijo otroke. S pridobljenimi odgovori raziščem razlike med slovenskim in portugalskim predšolskim sistemom, kje prihaja do razlik, in odgovorim na raziskovalna vprašanja. Razlike se kažejo v delovnem času vzgojiteljic ter koliko časa delajo z otroki. Med javnimi vrtci se razlikuje potek dnevne rutine ter ureditev počitka in hranjenja. Naloge vzgojitelja so podobne, z manjšimi razlikami med vrtci, še ena podobnost pa je organizacija prostora. Vključenost otrok v načrtovanje se razlikuje, v večini vrtcev jih vključujejo, vendar ne v enaki meri. In this thesis work I focused on comparing the role of a pre-school educator in Slovenian and Portuguese kindergartens. In the theoretical part, I first presented the regulations of the preschool system in both countries separately, and then focused on the organization of the daily routine and the role of the kindergarten teacher. In the empirical part, I conducted eight interviews, with four educators from each country. I did interviews in both private and public kindergartens. I was curious about the daily routine and its organization, the educator’s roles and tasks therein, how to plan activities and how to involve the children in the planning. With the answers I received, I answered the research questions and discovered that there were differences between the Portuguese and Slovenian pre-school systems. The differences are reflected in the working hours of the educators and in the amount of time they work with the children. Among the public pre-schools, the daily routine, rest and feeding arrangements also differ. The tasks of an educator are similar, with minor differences between kindergartens, while another similarity is the organization of space. Involvement of children in planning varies, most pre-schools include them, but not equally.

Človek je eno od bitij, ki poleg dihanja, prehranjevanja in izločanja za svoje življenje nujno potrebuje spanje (Walker, 2019). V diplomskem delu z naslovom Primerjava počitka predšolskih otrok v mestnem in podeželskem vrtcu sem v teoretičnem delu osvetlila pomen spanja predšolskega otroka kot del dnevne rutine v vrtcu z vidika Kurikula za vrtce (1999) in teorij različnih avtorjev. V empiričnem delu sem raziskala, kako vzgojitelji in njihovi pomočniki upoštevajo otrokove individualne potrebe ter želje v času počitka in kako organizirajo aktivni počitek oziroma katere dejavnosti ponudijo nespečim otrokom v dveh izbranih vrtcih. Namen raziskave je bil ugotoviti, ali se delo v času počitka razlikuje med mestnim vrtcem v prestolnici in podeželskim vrtcem v Tržiču. Rezultati raziskave so pokazali različna mnenja in prakso strokovnih delavcev pri izvajanju dnevne rutine v času počitka. Ugotovila sem, da se mestni in podeželski vrtec bistveno ne razlikujeta v organizaciji počitka, spanju namenjajo posebno pozornost, se pa zavedajo sodobnih trendov na tem področju. Razlike se kažejo pri upoštevanju otrokovih individualnih potreb in želja ter pri pripravi dejavnosti za otroke, ki spanja ne potrebujejo. Man is one of the beings that, in addition to breathing, eating, and excreting, necessarily need sleep to live (Walker, 2019). In the theoretical part of my thesis entitled Comparison of Rest of Preschool Children in Urban and Rural Kindergartens, I highlighted the importance of preschool children’s sleeping as part of a daily routine in kindergarten from the perspective of the Kindergarten Curriculum (1999) and presented the theories of different authors. In the empirical part, I explored how educators and their assistants take into account children's individual needs and desires during rest and how they organize active rest or what activities they offer to sleepless children in the two selected kindergartens. The purpose of the study was to determine whether work during the rest period differs between the city kindergarten in the capital and the rural kindergarten in Tržič. The results of the survey showed different opinions and practices of practitioners in performing their daily routine during rest periods. I have found that urban and rural kindergartens do not differ significantly in the organization of the rest period, they pay special attention to sleep, and are aware of current trends in this field. Noticeable differences are seen in the consideration of the child's individual needs and wishes and in the preparation of activities for children who do not need sleep.

V pričujočem diplomskem delu z naslovom Modeli sodelovanja med starši in strokovnimi delavci v vrtcih smo sprva opredelili pojem sodelovanja, navedli nekatere njegove sopomenke, pomen in namen, pogoje za nastanek, predstavili koristne učinke, ki jih prinaša, akterje in njihovo vlogo v potekajočem procesu. Omenili smo tudi dejavnike, ki morebitno vplivajo nanj oz. ovirajo nastanek/ohranjanje kvalitetnega odnosa. Za lažje razumevanje sodelovanja med strokovnimi delavci in starši smo naredili pregled zgodovine, preko katere smo zaznali storjene spremembe in napredek na področju stikov med strokovnimi delavci – vzgojitelji – in starši. Slednji izražajo zadovoljstvo z vzpostavljenim medsebojnim odnosom, le-to pa delno pripomore k oblikovanju pogleda na kakovost dela celotne vzgojno-izobraževalne institucije. Ker se zavedamo, da je sodelovanje med vzgojitelji in družino obvezno oz. formalno pogojeno, smo izpostavili tudi vsebino nekaterih zakonov, aktov, še posebno pa smo se osredinili na ključni dokument, ki gradi program in izvedbo predšolske vzgoje – Kurikulum za vrtce, natančneje navedeno načelo sodelovanja s starši. Nazadnje pa smo nekaj več besed namenili še modelom sodelovanja med strokovnimi delavci in starši, ki so, kot lahko razberemo iz naslova dela, naša osrednja tema, in sicer smo opisali menedžerski, klientski in partnerski model sodelovanja. V empiričnem delu smo izhajajoč iz ciljev raziskovali, kakšen je pogled staršev na pomen sodelovanja z vrtcem in pogoje, ki so za nastanek kakovostnega medsebojnega odnosa potrebni, kakšno je stanje na področju sodelovanja, torej, kateri model sodelovanja je v ospredju ter kakšno je zadovoljstvo staršev z vzpostavljenim odnosom z vzgojiteljem. Na podlagi interpretacije rezultatov smo prišli do sklepa, da obstaja precejšnje zadovoljstvo staršev na področju sodelovanja s strokovnimi delavci, čeprav nekateri še vedno vidijo možnost izboljšave oz. nadgradnje odnosa. This paper titled Models of Collaboration between Parents and Educational Professionals in Kindergartens first defines cooperation, states some of its synonyms, describes its significance, intention and conditions for formation as well as it presents the beneficial effects it has, the persons involved and their role in the on-going process. Furthermore, factors that may affect the process or hinder the formation/the maintenance of a quality relationship are mentioned. For a better understanding of the cooperation between professional workers and parents, we conducted an overview of history, through which we noticed the changes doneand detectedthe progress that was made in the field of relationship between professional workers–kindergarten teachers–and parents. The latter express satisfaction regarding the established mutual relationship, which partly contributes to how the quality of work of the entire educational institution is perceived. Since we are aware that the cooperation between kindergarten teachers and families is obligatory and necessary, we stressed the content of some laws and acts: what is more, we especially focused on the key document that defines the program and the execution of the pre-school education–Kindergarten Curriculum, a more precisely stated principle of cooperation with parents. Lastly, we briefly presented the models of cooperation between professional workers and parents, which are–as it can be deducted from the title of the paper–our main topic. The management, client and partnership models of cooperation are described. The empirical part stems from our goals and examines what is the parents' opinion on the significance of cooperation with the kindergarten and on conditions that are required for the formation of a quality mutual relationship. Furthermore, it investigates what the situation in the field of cooperation is–which model of cooperation is the most common–and to what degree the parents are satisfied with the established relationship with the kindergarten teacher. Based on the interpretation of the results, we concluded that the parents are considerably satisfied regarding the cooperation with the professional workers however, some parents still see the potential for improvement or the enhancement of theirrelationship.

Tema diplomskega dela je seznanjenost vzgojitelja z ukrepi prve pomoči pri predšolskem otroku. V teoretičnem delu sem predstavila pomen varnosti v vrtcu. Opisala sam nujna bolezenska stanja – vročinski krči, anafilaktična reakcija, epileptični napad in hipoglikemija – ter se dotaknila poškodb. Pri vsakem izmed nujnih stanj je opredeljena prva pomoč. Dotaknila sem se temeljnih postopkov oživljanja in uporabe avtomatičnega defibrilatorja. Poudarila sem usposobljenost vzgojitelja za nudenje prve pomoči in ukrepe na ravni vrtca. V empiričnem delu sem rezultate pridobila s pomočjo anketnih vprašalnikov, ki sem jih razdelila strokovnim delavcem v vrtcu. Zanimalo me je, ali so vzgojitelji seznanjeni z ukrepi prve pomoči, ali jim je omogočeno izobraževanje na tem področju, ali se znanje prve pomoči med vzgojitelji glede na pogostost izobraževanja, delovno mesto, delovno dobo razlikuje. Ugotovila sem, da pogostost izobraževanja vpliva na znanje prve pomoči, prav tako delovno mesto in delovna doba zaposlenega. The theme of diploma thesis is the preschool teachers' knowledge of first aid procedures for preschool children. In theoretical part of the thesis, I have presented the importance of safety in kindergarten. I described some urgent medical conditions, such as febrile convulsions, anaphylactic reactions, epileptic fits, hypoglycaemia and some types of injuries. First aid procedures are defined for each of these emergency conditions. I briefly described the basic procedure of resuscitation and the usage of automatic defibrillator. I exposed the importance of preschool teacher's competency of first aid procedures in kindergarten. In the empirical part of the thesis, I presented the results of the questionnaires that I had given to preschool teachers. I was interested whether the preschool teachers were familiar with the first aid’s measures and whether they were given education in this field. Furthermore, I wondered whether the knowledge of first aid procedures differs according to frequency of education, workplace and years of service. I have found out that the frequency of education affects first aid knowledge, as well as the workplace and working life of an employee.

Slovenija je s strategijo trajnostnega razvoja družbe sprejela dejstvo, da bo omogočala kakovostno življenje vseh generacij (Smernice za vzgojo in izobraževanje za trajnostni razvoj, 2007). V Kurikulumu za vrtce (1999) na področju družbe lahko zaznamo, kako pomembno je, da otrok spoznava družbo, v kateri raste, živi in bo deloval. Odrasli pa smo tisti, ki vodimo otroka, da spoznava družbeno okolje, na katerega bo tudi aktivno vplival. Skozi področje družbe pa naj bi otrok tudi spoznaval zgodovino svojega kraja, kako so ljudje včasih živeli, in spoznaval tradicijo, običaje (prav tam). Medgeneracijsko sodelovanje ima tako vpliv na družbo, v kateri živimo, in tudi na družino, v kateri bivamo, saj prispeva k dobim medsebojnim odnosom, solidarnosti in strpnosti (Erenda, idr., 2014). Ramovš (2017) pravi, da bo družba napredovala in se razvijala, le če bo skrbela za sožitje vseh treh generacij. Za sožitje pa so potrebni temeljni človeški odnosi vseh treh generacij, na katerem začnemo graditi že v predšolskem obdobju (Ksenja Ramovš, 2013). Otroke zato vzgajamo za strpnost, medsebojno razumevanje in razvijanje pozitivne podobe staranja in starejših ljudi v družbi. Starejši pa imajo veliko izkušenj, zmožnosti in znanja, ki ga lahko prenašajo na mlajše generacije (Kralj, 2009). V empiričnem delu smo raziskovali, v kolikšni meri vrtci sodelujejo s starejšimi, v kakšni obliki sodelujejo, kako načrtujejo srečanja s starejšimi, ali obstajajo razlike v pogostosti sodelovanja med mestnimi in vaškimi vrtci pri sodelovanju s starejšimi ter izbiri dejavnosti, kakšni so pogledi strokovnih delavcev v vrtcu in strokovnih delavcev v domu starejših do sodelovanja med vrtcem in starejšimi ter kako se otroci in starejši odzovejo na medgeneracijsko sodelovanje in kaj jim doprinese. Pri raziskavi so z izpolnjevanjem anketnih vprašalnikov sodelovali vzgojitelji predšolskih otrok in delovni terapevti v domu starejših občanov, skozi intervjuje pa so sodelovali starostniki in otroci. Rezultati so pokazali, da vrtci 1–2-krat letno sodelujejo s starostniki v različnih oblikah, kot so sodelovanje s starimi starši, sodelovanje z domovi za ostarele in starostniki iz okolja. Dejavnosti med mestnimi in vaškimi vrtci se nekoliko razlikujejo, predvsem v tem, da v vaškem okolju poteka več gibalnih delavnic in več raziskovanja okolja, v katerem deluje vrtec. Vsi udeleženci v raziskavi pa razvijajo pozitiven odnos do medgeneracijskega sodelovanja med vrtcem in starostniki ter izražajo pomembnost tovrstnega sodelovanja že v predšolskem obdobju. Sustainable society development is the strategy with which Slovenia shall enable a high quality of life for all generations (Guidelines for Education for Sustainable Development, 2007). The Curriculum for Kindergartens (1999) shows how important it is for children to explore social environment in which they grow up, live and are active in, while the adults are the ones that help a child explore this environment. A child would in this way learn local history, local tradition and local customs. Such intergenerational coopoeration has a positive effect on society and family since it develops good relationships, solidarity and tolerance (Erenda, idr., 2014). Ramovš (2014) finds that society can only progress if all three generations can coexist. Also, coexistance is easier to achieve if we start bringing generations together while a child is still in kindergarten (Ksenija Ramovš, 2013). A child can in this way be taught tolerance and understanding of older generation's place in society, while they would in return transfer their experience and knowledge on the younger generation (Kralj, 2009). In the empirical part we explored how much and in what way kindergartens cooperate with older generation, how they plan such meet-ups, is there a difference between urban and rural kindergartens' cooperation, kindergarten workers' perspective, what effect such cooperation has and how children and their parents respond to it. The survey of kindergarten teachers, kindergartners, retirement home therapists and seniors show that cooperations between children and seniors happen about 1-2 times per year. The seniors in such cases are usually grandparents of children, seniors in retirement homes or local seniors. The main difference between urban and rural kindergartens is that rural kindergartens have more outdoor activities and exploration of local areas. All survey participants have positive attitude towards intergenerational cooperation between kindergarten and seniors while also emphasise the importance of such cooperation at kindergarten age.

Z nasiljem se srečujemo v vsakdanjem življenju in skoraj vsak posameznik je že bil priča ali celo žrtev nasilja. Mladi v šoli preživijo veliko časa in šolsko okolje pomembno vpliva na različne vidike njihovega psihosocialnega razvoja. Pomembno je, da šola predstavlja varen prostor, ki mladim omogoča rast in razvoj za njihove potenciale. Kljub temu da šola predstavlja varno ustanovo z natančno zasnovanim vzgojnim načrtom in v naprej določenimi preventivnimi ter kurativnimi ukrepi, pa je nasilje še vedno precej pogost pojav. Šole zagovarjajo ničelno toleranco do nasilja in za uresničevanje tega cilja imajo zasnovane vzgojne načrte, v katerih so zapisani preventivni in kurativni pristopi za preprečevanje in zmanjševanje nasilja. V magistrski nalogi sem raziskovala, kakšni so pogledi učiteljev na preprečevanje in zmanjševanje nasilja v povezavi z vzgojnimi načrti. V teoretičnem delu magistrske naloge sem pisala o nasilju in se pri tem osredinila predvsem na nasilje, povezano s šolo. Opisala sem tudi sestavne dele vzgojnega načrta in pravne akte oziroma protokol ob zaznavi medvrstniškega nasilja. V empiričnem delu magistrske naloge sem analizirala šest vzgojnih načrtov različnih osnovnih šol. Raziskovala sem, kako so ti načrti zasnovani in v kolikšni meri se ujemajo s tistimi elementi, ki jih v povezavi z nasiljem določajo. Poskušala sem ugotoviti, če se glavni dejavniki vzgojnih načrtov odražajo na konkretnih predlogih za preventivne in kurativne dejavnosti, s katerimi šola preprečuje in zmanjšuje nasilje. Izvedla sem polstrukturirane intervjuje s šestimi učitelji izbrane šole, katere vzgojni načrt sem prav tako analizirala. Moj cilj je bil, da dobim vpogled v njihovo razmišljanje o odzivanju na nasilje in obravnavanju nasilja ter uporabi vzgojnega načrta pri tem. We encounter violence on a daily basis and almost every person has either witnessed or been subjected to violence. Young people spend a great deal of time in school and the school environment has a major impact on various aspects of their psychosocial development. The school should represent a safe space that enables young people to grow and develop their potential. Even though the school is a safe institution with a detailed educational plan and predefined preventive and curative measures to be taken should violence occur, violence is still deeply rooted within it. Schools advocate a zero-tolerance policy towards violence and have prepared educational plans to realize that goal these plans contain preventive and curative approaches to preventing and reducing violence. The master's thesis examines the views of teachers on the prevention and reduction of violence with regard to educational plans. The theoretical section of the master's thesis discusses violence, focusing mostly on school-related violence. It also describes the components of an educational plan, the legal acts and the protocol for when peer violence is detected. The empirical section of the master's thesis analyses six educational plans of different primary schools. It examines the contents of these plans and whether they match the elements the schools have defined in relation to violence. The aim was to determine whether the main factors of the educational plans are reflected in specific suggestions for preventive and curative activities with which the school prevents and reduces violence. Semi-structured interviews were conducted with six teachers from a selected school and the school's educational plan was analysed. The aim was to gain insight into their thoughts on responding to violence, on dealing with violence, and on using the educational plan in the process.

Tema diplomskega dela so vrtci na prostem. Diplomsko delo je teoretično in je obogateno z intervjuji treh oseb z različnih ravni vzgoje in izobraževanja. V prvem delu sem predstavila zgodovino pedagogike na prostem in pojavitev prvih vrtcev in šol na prostem. Ugotovila sem, da ljudje že od nekdaj vidijo naravo kot pomemben vir otrokovih informacij. V nadaljevanju sem opredelila pojmovanje pedagogike na prostem in razložila, zakaj je ta izraz bolj primeren kot besedna zveza gozdna pedagogika. Predstavila sem značilnosti vrtcev na prostem, njihove prednosti in vlogo strokovnih delavcev na prostem. Ključna metoda vzgoje in izobraževanja na prostem je igra, kot spontana in sproščujoča dejavnost za katero je otrok notranje motiviran. Da pa otrok v polnosti izpolnjuje svoj potencial, mora biti prostor in čas igre fleksibilen in mu mora omogočati ustvarjalnost. V naslednjem delu sem pisala o vrtcih na prostem po svetu. Pri tem sem izpostavila Skandinavijo, kjer so se vrtci in šole na prostem prvič pojavile in je sistem vzgoje in izobraževanja na prostem del državnih kurikulumov. Nato sem opisala vrtce na prostem v Združenem kraljestvu. Tam poteka veliko izobraževanj za strokovne delavce na prostem. Izpostavila sem tudi Nemčijo, saj je vodilna v formalni urejenosti vrtcev na prostem. V nadaljevanju sem pisala o vrtcih na prostem v Sloveniji. Najprej sem predstavila programe pedagogike na prostem, ki že sedaj potekajo pri nas. Izpostavila sem, da vrtci na prostem pri nas še nimajo prostora, saj jih ovira zakonodaja. Pregledala sem slovensko zakonodajo in sem kritično osredinila na zaposlene v vrtcu na prostem, opremo vrtcev na prostem in financiranje zasebnih vrtcev. Vse sem obogatila z intervjuji z osebo z Zavoda za naravno učenje Samorog, z osebo zaposleno na Zavodu za šolstvo in z vzgojiteljico v javnem vrtcu. The topic of my diploma thesis is outdoor kindergarten. The thesis is mainly theoretical and is enriched with the interviews of three people working on different levels of education. In the first part of my work I presented the history of outdoor pedagogy and the emergence of first kindergartens and schools in the open air. I have found that people have always seen nature as an important source of information for children. Next, I defined the notion of outdoor pedagogy and explained why this term is more appropriate than the phrase forest pedagogy. I presented the characteristics of the outdoor kindergartens, their advantages and the role of pedagogues in the open air. The key method of outdoor education is playing, as a spontaneous and relaxing activity for which children are internally motivated. For a child to fulfill his potential, the space and time of the play must be flexible and must enable creativity. In the next section, I wrote about outdoor kindergartens around the world. In doing so, I pointed out Scandinavia, where outdoor kindergartens and schools began, and the outdoor education system is part of every educational curriculum. Next, I described outdoor kindergartens in the United Kingdom. They have numerous educational programs for outdoor educators. In my thesis I also described outdoor education in Germany, a leading country in formal arrangement of the outdoor kindergartens. I also wrote about outdoor kindergartens in Slovenia. First, I introduced outdoor education programs that are allready taking place in our country. I pointed out that outdoor kindergartens do not have room in Slovenia yet, because they are hampered by legislation. I reviewed Slovenian legislation and I focused critically on the legalisation of outdoor educatiors, outdoor place and equipment, and the financing of private kindergartens. I enriched my thesis with interviews with a person from the Institute for Natural Learning of the Samorog, with a person employed at the Institute of Education and with a teacher in a public kindergarten.

Naloga vodstva je, da poskrbi, da so v kolektivih dobri medsebojni odnosi, da se zaposleni naučijo, kako komunicirati med seboj, da jih nagradijo za dobro opravljeno delo, da jim nudijo dovolj možnosti za profesionalni razvoj, da so zaposleni čim bolj motivirani za delo, da spodbujajo iniciativnost in inovativnost in da iščejo rešitve za izboljšanje kakovosti dela v vrtcu. Vodstvo mora poskrbeti, da zaposlenim nudi dovolj možnosti, da lahko izražajo svoja mnenja, da so avtonomni in samostojni pri opravljanju svojega dela ter da jim nudi sprostitvene dejavnosti, ki vplivajo na zadovoljstvo. Vodstvo in vsi zaposleni morajo dati svoj vložek k boljši organizacijski klimi v kolektivu. V teoretičnem delu magistrske dela smo raziskali organizacijsko kulturo in klimo ter kakšne so razlike med njima. Osredotočili smo se, kako lahko organizacijsko klimo merimo oziroma ocenjujemo. Ugotavljali smo, kako lahko vodstvo vpliva na organizacijsko klimo. Podrobneje smo predstavili dimenzije organizacije klime, in sicer: zadovoljstvo zaposlenih, poznavanje vizije poslanstva in vrednot, motivacijo, spodbujanje zaposlenih, delovni čas, nagrajevanje, pohvalo, plačilo za delo in zdravje ter dobro počutje. Poleg tega so nas zanimali še medsebojni odnosi in komunikacija, ki vplivajo na organizacijsko klimo. Ker pa smo želeli vedeti, kaj so lahko ovire, ki vplivajo na dobre medsebojne odnose, komunikacijo in motivacijo, smo se osredinili še na reševanje konfliktov ter kakšne so napake in ovire v komuniciranju. Prav tako smo se osredinili na uporabo kolegialnega coachinga v komunikaciji. V empiričnem delu smo raziskali, kakšna je klima strokovnih delavcev v vrtcih v Posavju, kakšno je njihovo zadovoljstvo pri njihovem delu in kaj vse vpliva na zadovoljstvo, ali vodstvo vrtca spodbuja zaposlene pri profesionalnem razvoju, kakšna je komunikacija, in motivacija med strokovnimi delavci. Analizo smo opravili s pomočjo kvantitativne raziskave. V raziskavi so sodelovali vzgojitelji in pomočniki vzgojiteljev iz posavskih vrtcev. V raziskavi smo ugotovili, da se med vzgojitelji in pomočniki pojavljajo razlike pri sodelovanju pri postavljanju vizije, poslanstva in ciljev vrtca. Statistična analiza je pokazala, da so strokovni delavci notranje odnose ocenili z nekoliko nižjo oceno. Ugotovili smo tudi, da so strokovni delavci premalo obveščeni o tem, kaj se dogaja v vrtcu. Strokovni delavci so potrdili, da jih vodstvo vrtca spodbuja pri profesionalnem razvoju. Analiza je tudi pokazala, da so zaposleni motivirani za delo ne glede na delovno dobo, ki jo imajo, prav tako so zadovoljni z delom. Z ugotovitvami smo pripravili izhodišča, ki lahko vodijo k izboljševanju zadovoljstva strokovnih delavcev. It is the management’s job to provide good interpersonal relationships in the staff, to take care that the employees learn how to communicate with each other, that they are rewarded for a job well done, that they are offered enough possibilities for professional development, that the employees are most motivated for work, that they encourage the initiative and inventiveness and that they search for solutions for improving the quality of work in the kindergarten. The management must make sure that the employees have enough possibilities to express their opinions, that they are autonomous and independent at doing their job and that they are offered relaxation activities which affect the contentment. The management and all employees need to contribute to a better organisational climate in the staff. In the theoretical part of the master’s thesis we researched the organisational culture and climate as well as the differences between them. We concentrated on how we can measure and assess the organisational climate. We were determining how the management can affect the organisational climate. We presented in greater detail the dimensions of organising the climate, namely: the contentment of the employees, the familiarity with the vision of the mission and the values, the motivation, the encouragement of the employees, the working hours, rewarding, praise, payment, health and wellness. Furthermore, we were also interested in interpersonal relationships and communication which affect the organisational climate. In order to determine the possible obstacles that affect good interpersonal relationships, communication and motivation, we centred also on conflict solving and on what the mistakes and obstacles in communication are. We concentrated on the use of colleague coaching in communication as well. In the empirical part we researched what the climate of professional workers in Posavje kindergartens is like, what is their contentment with work like and what affects their contentment, does the kindergarten’s management encourage the employees with professional development, what is the communication like, as well as the motivation among professional workers. The analysis was done with the help of a quantitative research. Kindergarten teachers and kindergarten assistants from Posavje kindergartens took part in the research. In the research we found out that there are differences between the kindergarten teachers and the assistants in the point of their collaboration in establishing the kindergarten’s vision, mission and aims. Statistical analysis showed that the professional workers evaluated the internal relationships with a slightly lower rating. We also found out that the professional workers are not informed enough about what goes on in the kindergarten. The professional workers confirmed that the kindergarten’s management encourages them in professional development. The analysis also showed that the employees are motivated for work regardless of their years of service and that they are satisfied with work. With the findings we prepared some starting points that can lead to improving the professional workers’ contentment.

Gozd je prostor, ki otrokom ponuja nešteto možnosti za raziskovanje in kreativnost, različne senzorne, čustvene in gibalne izkušnje. Naravna okolja otrokom predstavljajo nove, različne ovire in izzive, pri reševanju le-teh pa so notranje motivirani. V gozdu imajo otroci na voljo veliko količino naravnega materiala, ki ga uporabljajo na različne načine in pri tem izkazujejo svojo domišljijo. Predstavlja prostor, kjer poteka aktivno učenje otrok. Pri igri v gozdu so vsi otroci aktivni, pri tem pa sodelujejo in si pomagajo. Bivanje v naravi ima pozitiven vpliv tudi na zdravje otrok. V prvem delu diplomskega dela smo analizirali otroško igro, njeno vlogo pri učenju, vrste in dejavnike, ki vplivajo nanjo. Podrobneje smo spoznali vpliv okolja in igrač. Poglobili smo se v analizo strukturiranega in nestrukturiranega materiala ter igro v igralnici in v gozdu. Primerjali smo, kakšne možnosti ponuja otroku posamezno okolje in material. Teoretična spoznanja smo potrditi s pomočjo deskriptivne študije primera. Z otroki smo poskusili doseči tri konkretne cilje v igralnici in v gozdu, pri tem pa s pomočjo opazovanja in fotografiranja odgovoriti na raziskovalna vprašanja. Z raziskavo želimo starše in pedagoge spodbuditi, da bi z otroki čim več časa preživeli v naravnem okolju. Forest is a place that offers children countless possibilities for exploration and creativity, various sensory, emotional and motor experiences. For children, natural environments mean new, different barriers and challenges and in resolving these they are mentally motivated. In the forest, children dispose of a large amount of natural material that they use in various ways and show their imagination. It represents a place where active learning of children takes place. During the playing in the forest, all children are active in doing this they are cooperating and helping each other. Living in nature has a positive impact on the health of children, as well. In the first part of the thesis, we analyzed the children's play, its role in learning, the types and factors that influence it. We will learn about the impact of the environment and toys in more detail. We went into analysis of structured and unstructured material, as well as playing in the playroom and in the forest. We will compare what kind of options a child's environment and material can offer. Theoretical findings were confirmed by a descriptive case study. With children, we tried to achieve three specific goals in the playroom and in the forest, while using observation and photographing to answer research questions. Through research, we wish to encourage parents and teachers to spend as much time as possible with children in a natural environment.

V diplomskem delu smo se posvetili primerjavi vloge vzgojitelja v dnevni rutini v javnem vrtcu in vrtcu, ki deluje po posebnih pedagoških načelih Marie Montessori. Diplomsko delo je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu smo najprej splošno opisali vzgojo v predšolskem obdobju. Opredelili smo pojma vzgoja in predšolska vzgoja ter predstavili sistem institucionalne predšolske vzgoje v Sloveniji. Iz opisanega poglavja smo nato izhajali v nadaljevanju, ko smo predstavili program javnega vrtca in zasebnega vrtca montessori. Osredinili smo se na glavne značilnosti obeh programov in na vlogo vzgojitelja. V zadnjem poglavju smo opisali dnevno rutino, prikriti kurikulum, vlogo vzgojitelja v dnevni rutini ter dnevno rutino v javnem vrtcu in vrtcu montessori. V empiričnem delu pa smo izvedli polstrukturiran intervju s tremi vzgojitelji iz javnega vrtca in iz vrtca montessori. Zanimalo nas je, kako poteka dnevna rutina, kakšno vlogo ima vzgojitelj pri njenem načrtovanju in izvajanju ter kako vzgojitelj organizira prostor in čas. Z odgovori, ki smo jih pridobili, smo pripravili splošno primerjavo dela vzgojitelja med obema vrtcema. Ugotovili smo, da v vlogi vzgojitelja v dnevni rutini obstajajo razlike in podobnosti. Razlike se kažejo predvsem v organiziranih dopoldanskih dejavnostih, ki jih izvajata vrtca, v vlogi vzgojitelja med potekom dnevne rutine ter v pripravi prostora. Sicer pa oba vrtca izvajata podobne elemente dnevne rutine, ki si sledijo v enakem zaporedju. Vzgojitelji obeh vrtcev dnevne rutine ne načrtujejo pogosto, v sam proces pa redno vključujejo otroke, njihove želje in potrebe, zagotavljajo možnosti izbire ter spodbujajo participacijo. In the diploma thesis, we focused on comparing the role of a preschool educator in the daily routine at a public preschool and a preschool practicing special pedagogical principles of Maria Montessori. The diploma thesis consists of theoretical and empirical parts. In the theoretical part, we first described education in the preschool period in general. We defined concepts of education and preschool education and presented the system of institutional preschool education in Slovenia. We proceeded from the described chapter and presented the programs of public preschools and private Montessori preschools. We focused on the main characteristics of both programs and the role of an educator. In the final chapter, we described the daily routine, hidden curriculum, role of an educator in the daily routine, and daily routines in a public preschool and a Montessori preschool. In the empirical part of the diploma thesis, we conducted a semi-structured interview with three educators from a public preschool and a Montessori preschool. We were interested in the daily routine, the role of the educator in planning and implementing the routine, and how the educator organizes the space and time. We prepared a general comparison of the educators’ work between both preschools with the obtained answers. We determined that there are differences and similarities in the role of educators in the daily routine. The differences are mainly exhibited in organized afternoon activities at the preschools, in the role of educators during the course of the daily routine and in the preparation of space. Otherwise, both preschools have similar elements in the daily routine, which follows in the same sequence. Educators from both preschools do not plan the daily routine often, but regularly include children in the process, and consider their desires and needs, provide choices and encourage participation.

Osrednji namen doktorske disertacije je bil raziskati odnos vzgojiteljic in vzgojiteljev (v nadaljevanju vzgojiteljev) do njihove lastne avtonomije in posledično, kako avtonomen vzgojitelj spodbuja razvoj avtonomije pri otrocih v vrtcu. Spodbujanje avtonomije otrok v vrtcu naj bi prispevalo k pozitivnim učinkom avtonomije posameznika v kasnejšem obdobju in temelji na predpostavki, da obstaja razmerje med avtonomijo otrok in avtonomijo vzgojiteljev. Spodbujanje avtonomije otrok v vrtcu nas je zanimalo le iz odnosnega in didaktičnega vidika (npr. možnost izbire, participacija otrok pri učenju). Z analizo dostopne literature smo raziskali dejavnike, ki vplivajo na avtonomno delovanje vzgojiteljev predšolskih otrok, in dejavnike, ki sovplivajo na razvoj avtonomije pri predšolskih otrocih. Z empirično kvantitativno raziskavo smo raziskali odnos vzgojiteljev do njihove avtonomije in ugotavljali, kako avtonomen vzgojitelj predšolskih otrok spodbuja razvoj avtonomije pri otrocih, vključenih v slovenske vrtce. Zanimale so nas morebitne povezave med pozitivnim odnosom vzgojiteljev do njihove strokovne avtonomije in večjo stopnjo spodbujanja avtonomije pri otrocih. Ker koncept spodbujanja avtonomije otrok v vrtcu temelji na predpostavki, da stopnja strokovne avtonomije vzgojitelja vpliva na spodbujanje avtonomije pri predšolskih otrocih, smo analizirali pogoje, prednosti in pomanjkljivosti spodbujanja avtonomije pri otrocih in avtonomije vzgojiteljev ter pripravili nabor predlogov, ki bi lahko vplivali na dobro prakso vzgojiteljev. V empirični raziskavi smo ugotovili, da ima večina vzgojiteljev pozitiven odnos do svoje strokovne avtonomije. Znotraj različnih strokovnih nazivov vzgojiteljev in različne delovne dobe vzgojiteljev so statistično pomembne razlike glede odnosa do svoje strokovne avtonomije. Ugotovili smo, da je odnos vzgojiteljev do lastne avtonomije povezan z večjim spodbujanjem avtonomije otrok. Višja je bila stopnja spodbujanja avtonomije otrok, manj je bil odnos vzgojiteljev do njihove lastne strokovne avtonomije negativen. Ugotovili smo, da pozitiven odnos vzgojiteljev do njihove strokovne avtonomije ugodno vpliva na odnosni in didaktični vidik spodbujanja avtonomije pri otrocih. Pozitiven odnos vzgojiteljev do lastne strokovne avtonomije je eden od dejavnikov spodbujanja avtonomije pri otrocih. Tako smo na področju predšolske vzgoje potrdili enega od dejavnikov spodbujanja avtonomije otrok in z naborom predlogov za spodbujanje avtonomije otrok posredno prispevali k izboljšanju predšolske vzgoje na procesni ravni. The main purpose of the doctoral dissertation was to research the attitude of preschool teachers to their own autonomy and, consequently, how an autonomous preschool teacher encourages the development of autonomy in preschool children. Promoting children’s autonomy in kindergarten is believed to have a positive effect on individuals’ autonomy in later stages and is based on the assumption that there is a relationship between a child's autonomy and the autonomy of his/her preschool teacher. Promoting children’s autonomy in kindergarten was the main focus only from the relational and didactic aspects (e. g. making choices, children’s participation in learning). By analysis of accessible literature, we have explored the factors that influence autonomous functioning of preschool teachers and the factors that partly influence the development of preschool children’s autonomy. By empirical quantitative research, we have been studied preschool teachers’ attitude to their autonomy and discover how autonomous preschool teachers stimulate the development of autonomy in children enrolled in Slovenian kindergartens. We have been interested in the possible correlations between preschool teachers’ positive attitude towards their professional autonomy and a greater degree of promoting children’s autonomy. Since the concept of promoting children’s autonomy in kindergarten is based on the assumption that the level of preschool teachers’ professional autonomy affects the promotion of preschool children’s autonomy, we have analysed the conditions, advantages and disadvantages of promoting children’s autonomy and the autonomy of preschool teachers, and prepared a set of proposals that could contribute to preschool teachers’ good practices. In the empirical research, we determined that most preschool teachers have a positive attitude towards their professional autonomy. However, within the various professional ranks and different lengths of work experience of preschool teachers, there are statistically significant differences in their attitude to professional autonomy. We discovered that preschool teachers’ attitude to their own autonomy is correlated to a greater promotion of children’s autonomy. The higher is the level of promoting children’s autonomy, the less negative is the preschool teachers’ attitude to their professional autonomy. We also discovered that preschool teachers’ positive attitude to their professional autonomy has a beneficial effect on the relational and didactic aspects of promoting children’s autonomy. A positive attitude of preschool teachers towards their own professional autonomy is one of the factors that stimulate promotion of children’s autonomy. In the area of preschool education, we have confirmed one of the factors for promoting children’s autonomy and have made indirect contribution to the improvement of preschool education at the procedural level with a set of proposals to promote children’s autonomy.

Vzpostavljanje discipline v razredu je eden izmed ključnih dejavnikov pri doseganju zastavljenih učnih ciljev. Učitelji pri svojem delu uporabljajo različne vrste discipline. Pomembno je, da vselej delujejo preventivno. Navkljub dobremu preventivnemu delovanju pa se v šoli ne moremo izogniti neprimernemu vedenju učencev ter posledičnemu kaznovanju. V teoretičnem delu sem opredelila vrste discipline. Natančno sem predstavila preventivno, korektivno in podporno disciplino. Opredelila sem neprimerno vedenje in podrobneje predstavila neprimerno govorjenje in kričanje ter nasilno vedenje. Opredelila sem še kazen in predstavila oblike kaznovanja. V empiričnem delu so predstavljeni rezultati raziskave, v kateri je sodelovalo 60 učiteljev in učiteljic Osnovne šole Bršljin in Osnovne šole Metlika. Želela sem ugotoviti, kako učitelji delujejo preventivno, s katerimi disciplinskimi težavami se največkrat spopadajo učitelji razredne in predmetne stopnje, s katerimi tehnikami učitelji največkrat dosežejo disciplino v razredu ter kateri so najpogostejši ukrepi v primeru neprimernega vedenja. Ugotovila sem, da učitelji delujejo preventivno tako, da v razredu zagotavljajo prijetno in sproščeno razredno klimo, da se na učno uro dobro pripravijo ter naredijo zanimiv pouk in da imajo v razredu jasna pravila, ki jih največkrat napišejo skupaj z učenci. Učitelji razredne in predmetne stopnje v primeru neprimernega vedenja učencev najpogostejše ukrepajo tako, da se skupaj z učencem pogovorijo in poiščejo rešitev za odpravo neprimernega vedenja. Učencu razložijo, zakaj njegovo vedenje ni primerno in ga tudi ustrezno kaznujejo, v kolikor nadaljuje z neprimernem vedenjem. Pri tem največkrat uporabijo pristop zmernega nadzora, pri katerem sta za nadzor učenčevega vedenja odgovorna tako učitelj kot učenec. Učence največkrat kaznujejo z grajo. Achieving discipline in the classroom is one of the key factors in achieving the set learning objectives. Teachers use different kinds of discipline in their work. It is important to always act preventively. Yet despite of acting preventively, the inappropriate behaviour of pupils in schools and the consequential punishment cannot be avoided. In the theoretical part, I define the types of discipline. I present preventive, corrective and supportive discipline in detail. I define inappropriate behaviour and present inappropriate speech and shouting, as well as aggressive behaviour in detail. I also define punishment and describe different types of it. In the empirical part, the results of the research conducted among 60 teachers from Bršljin and Metlika Elementary schools are presented. My objectives were to determine how is it that the teachers act preventively, what are the most common discipline issues teachers deal with, which are the most effective techniques for achieving order in the classroom and which are the most common actions in case of inappropriate behaviour. I conclude that teachers act preventively in such a manner that they ensure a pleasant and relaxed atmosphere in the classroom, are well prepared for class and make learning interesting and set clear rules normally written with the pupils’ cooperation. In case of inappropriate behaviour, the teachers most commonly talk with the pupil and find a solution to the inappropriate behaviour. They explain to the pupil why is it that their behaviour is inappropriate and proceed with an appropriate punishment if the pupil continues to act inappropriately. In such cases they normally use medium teacher control approach, where the teacher as well as the pupil are responsible for the control over the pupil’s behaviour. The most common type of punishment is reprimand.

V diplomskem delu sem se osredinila na primerjavo organizacije dnevne rutine v slovenskem in finskem mednarodnem vrtcu. Zanimale so me razlike in podobnosti v organizaciji dnevne in prednosti ter slabosti le-teh. V teoretičnem delu sem opredelila pojem predšolska vzgoja, predstavila predšolsko vzgojo v Sloveniji in na Finskem ter podrobneje opisala sistem javnih, zasebnih in mednarodnih vrtcev v obeh državah. Oba vrtca sem opisala in ju v empiričnem delu primerjala. Predstavila sem pojem dnevna rutina in njene strukture ter prikriti kurikulum, na koncu pa opisala dnevno rutino obeh vrtcev. V empiričnem delu sem s pomočjo pol-strukturiranega intervjuja pridobila odgovore vzgojiteljev obeh vrtcev, iz katerih sem primerjala dele dnevne rutine, njene prednosti in slabosti. Z analizo in primerjanjem odgovorov v sklepnem delu objektivno zapišem opažanja, katerim dodam svoja subjektivna mnenja in povežem s teorijo. Analiza odgovorov je pokazala, da sta si dnevni rutini v določenih delih podobnih, v drugih pa sta si različni. Razlikujeta se predvsem v fleksibilnosti, uporabi spodbud in graj ter v količini in načinu časa, ki ga otroci preživijo na prostem. My thesis focuses on comparing the organisation of daily routine in Slovenian and Finnish international kindergarten. I was interested in the structures of the daily routine, comparing similarities and differences and advantages and disadvantages of each organisation of the daily routine. In the theoretical part, I defined the term pre-school education, presented pre-school education in Slovenia and Finland and described the system of state, private and international kindergartens. I have described both kindergartens and compared them in the empirical part. I presented the concept of daily routine, its structures and the hidden curriculum, and at the end described the daily routine in both kindergartens. I conducted half-structured interviews with educators of both kindergartens. With this research data, I compiled the parts of the daily routines. For the conclusion, I objectively wrote down the observation by analyzing and comparing the answers, to which I added my subjective opinions and connected it with the theory. The analysis has shown that the daily routine does not differ that much. They differ mostly in the flexibility, in the use of incentives and reprimands and in the amount and the way children spent outdoors.

Diplomsko delo Primerjava sodelovanja javnega in zasebnega vrtca z institucijami v lokalni skupnosti se osredinja na kurikularno načelo, načelo sodelovanja z okoljem. Diplomsko delo je sestavljeno iz dveh delov. V teoretičnem delu diplomskega dela sem opisala javne in zasebne vrtce, ki predstavljajo najpogostejšo obliko izvajanja predšolske vzgoje v Sloveniji. Osredinila sem se na kurikularno načelo sodelovanja z okoljem, ki spodbuja povezovanje vrtca z institucijami v neposrednem okolju. V teoretičnem delu sem dala velik poudarek tudi pedagoškemu konceptu Reggio Emilia in njegovemu izhodišču sodelovanja z okoljem. Nekaj besed sem namenila tudi lokalni skupnosti ter družbenemu okolju, okolju, s katerim se vrtec povezuje in sodeluje. Omenila sem tudi pozitivne vidike sodelovanja vrtca z lokalno skupnostjo ti so: vključenost vrtca v širši družbeni prostor, vplivanje na otrokov odnos do življenjske realnosti, soustvarjanje kulture okolja, spoznavanje kulturne dediščine, spoznavanje značilnosti okolja, ki obdaja otroke, ter pridobivanje občutka pripadnosti vrtcu in lokalni skupnosti. V nadaljevanju sem predstavila Vrtec Antona Medveda Kamnik (javni vrtec), bolj podrobno enoto Pestrna in Zasebni vrtec Zarja ter sodelovanje in povezovanje obeh vrtcev z institucijami v lokalni skupnosti. V empiričnem delu je bil glavni cilj raziskati, v kolikšni meri oba vrtca uresničujeta kurikularno načelo sodelovanja z okoljem. Zanimalo me je predvsem, s katerimi institucijami v lokalni skupnosti sodelujeta javni in zasebni vrtec, kako pogosto poteka sodelovanje vrtca z lokalno skupnostjo, kakšen kriterij imajo vzgojitelji in pomočniki vzgojitelja pri izbiri institucije v lokalni skupnosti, s katero sodelujejo, ter kdo je najpogostejši pobudnik sodelovanja vrtca z lokalno skupnostjo. Izpostavila sem tudi prednosti in slabosti, ki jih izpostavljajo strokovni delavci pri sodelovanju vrtca z lokalnim okoljem. Pridobljeni rezultati raziskave so pokazali, da v obeh vrtcih strokovni delavci sodelovanju vrtca z lokalno skupnostjo pripisujejo visoko stopnjo pomembnosti, knjižnica pa je institucija, s katero najpogosteje sodeluje tako javni kot zasebni vrtec. Javni vrtec poleg knjižnice pogosto sodeluje tudi z drugimi šolami in vrtci ter občino, zasebni vrtec pa poleg knjižnice pogosto sodeluje tudi z gasilskim društvom ter policijsko postajo. Oba vrtca se najpogosteje povezujeta in sodelujeta z lokalno skupnostjo ob posebnih dogodkih. Raziskava je prav tako pokazala, da se prednosti sodelovanja z lokalnim okoljem zavedajo tako strokovni delavci v javnem vrtcu kot v zasebnem vrtcu. Diploma thesis entitled “The comparison of public and private kindergartens in cooperation with institutions in the local community” focuses on the curricular principle, the principle of cooperation with the environment. The diploma thesis consists of two parts. In the theoretical part of the diploma thesis, I have described public and private kindergartens, which represent the most common forms of performing preschool education in Slovenia. I have focused on the curricular principle of cooperation with the environment, which encourages the association of the kindergarten with the institutions in the direct environment. I also have put a great deal of emphasis on the pedagogical concept of Reggio Emilia and its starting point for cooperation with the environment. I have dedicated a few words to the local community and the social environment, the environment where the kindergarten connects and participates. I have mentioned the positive aspects of the kindergarten's cooperation with the local community, which include the involvement of the kindergarten into the wider social space, the influence on the child's attitude towards the reality life, the co-creation of the environment culture, the recognition of the cultural heritage, the recognition of the characteristics of the children's surrounding environment and the sense acquisition of belonging to the kindergarten and to the local community. In the following, I have presented the Kindergarten of Anton Medved Kamnik (public kindergarten), with details focused on the unit Pesterna and the private kindergarten Zarja. I have also described the cooperation and the connection of both kindergartens with institutions in the local community. In the empirical portion of the thesis, the main goal has been to examine the extent to which both preschool institutions implement the curricular principle of cooperation with the environment. I have been particularly interested in which institutions the public and the private kindergarten are cooperating with, how often the participation between the kindergarten and the local community takes place, what criterion the educators and educator's assistants have in the choice of the institution in the local community which they participate with, and who is the most common initiator of the cooperation between the kindergarten and the local community. I have also highlighted the advantages and disadvantages exposed by professional staff in the kindergarten about the mentioned cooperation. The results of the research have showed that, in both kindergartens, professional staff put great importance to the participation of the kindergarten with the local community, and the library is the institution with the most frequent participation of both public and private kindergartens. In addition to the library, the public kindergarten often cooperates with other schools and kindergartens as well as with the municipality, while a private kindergarten often cooperates with the firefighter's association and with the police station in addition to the library. Both kindergartens connect and cooperate mostly with the local community at special events. The research also revealed that the benefits of cooperation with the local community are recognized by professional staff in both types of kindergartens.

Predšolska vzgoja ima v družbi velik pomen, saj vzgaja in izobražuje najmlajše otroke, ki so prvič ločeni od domačega okolja in družine, zato imajo strokovni delavci pomembno nalogo, saj ravno oni prvi vstopajo v interakcijo z otroki in starši. Spremembe, ki se vsakodnevno dogajajo okoli nas in so del vsakodnevnega življenja ter procesov in odnosov v vrtcu, od zaposlenih terjajo neprestane prilagoditve, iskanje novih rešitev, oblik in metod dela. V vrtec prihajajo otroci iz družin z različnimi družinskimi vrednotami, kultur in z različno govorečih skupnosti ter pričakovanj in zahtev staršev do svojega otroka. V zadnjih letih je opaziti vedno več otrok, ki potrebujejo pri vsakodnevnem bivanju in učenju v vrtcu prilagoditve in individualne pristope. Poleg tega je potrebno upoštevati politiko države, ki z zakoni postavlja pogoje delovanja javnega vrtca, in dejstvo, da živimo v času hitrega razvoja znanja ter tehnologije, ki z dostopnostjo informacij sprotno oblikuje ali spreminja razmišljanje družbe. Znanje, ki so ga strokovni delavci pridobili s formalnim izobraževanjem, ne zadošča za dobro opravljanje nalog, zato je nadaljnje izobraževanje in usposabljanje za strokovne delavce izrednega pomena biti mora prilagojeno vsakemu posamezniku, da ta zapolni primanjkljaje, pridobi potrebne odgovore, rešitve ali literaturo, ki jo potrebuje za svoje delo. Strokovno usposobljeni delavci vrtca, ki poleg empatije v svoje delo vnašajo novosti, so pri svojem delu veliko bolj uspešnejši, zato je načrtovanje profesionalnega razvoja, ki ne vključuje le možnosti za napredovanje, temveč predvsem dostopnost in možnost pridobivanja novega znanja in spreminjanje svojega dela, zelo pomembno. Pri tem ima pomembno vlogo ravnatelj, ki mora podpirati profesionalni razvoj zaposlenih, poznati njihovo delo, spodbujati sodelovanje in ne nazadnje biti zgled vsem zaposlenim. S pomočjo različne domače in tuje strokovne oz. znanstvene literature smo v teoretičnem delu podrobneje analizirali pomen predšolske vzgoje, kurikulum, pomen nadaljnjega izobraževanja in usposabljanja za profesionalni razvoj s ciljem dviga kakovosti in vlogo ravnatelja v procesu ugotavljanja in zagotavljanja kakovosti predšolske vzgoje v javnih vrtcih. V empiričnem delu smo opravili analizo šestletne spremljave procesa profesionalnega izobraževanja in usposabljanja v Vrtcu Ledina in s pomočjo kvantitativne raziskave med strokovnimi delavci vrtca raziskali njihove poglede na pomen profesionalnega usposabljanja, predvsem v smislu vnašanja novih vsebin in oblik dela v praktično delo s ciljem dviga kvalitete vzgojno-izobraževalnega dela in potrebnih izobraževalnih vsebin. Pre-school education is of significant importance in the society as it educates the youngest children who are for the first time separated from their home environment and their families. That is why professional workers are entrusted with an important task, them being the first ones to enter the interaction with both parents and children. The changes which on a daily basis occur around us and which are part of the daily life, as well as processes and relationships in the kindergarten, demand from employees to constantly adjust and find new solutions as well as forms and methods of work. Children who attend kindergarten come from families with different values and cultures and apart from belonging to various language communities, children also have parents who cultivate different levels of expectations and demands towards them. In recent years, we can observe a growing number of children who require adjustments and individual approaches in their everyday stay and learning in kindergarten. Apart from this, we need to take into account both the policy of the State, which sets the operating conditions with its imposed laws, as well as the fact that we live in the time of rapid development of knowledge and technology, which regularly formulates and changes the thinking thread of the society by means of the information availability. The knowledge, which has been acquired by professional workers through formal education, is not sufficient for work duties to be carried out in a quality manner. Consequently, further education and training is of key importance for professional workers and must be adjusted to every individual's needs in order for the individual to fill the deficits as well as to obtain the necessary answers, solutions and literature, needed for his or her work. Highly competent professional kindergarten workers who apart from empathy also apply novelties to their work tend to be more successful in doing their job. That is why it is highly significant to plan professional development, which does not include merely opportunities for promotion, but above all accessibility, the possibility of acquiring new knowledge, and changing the work patterns. It is the Head of Kindergarten who plays an important role in achieving this by having to support the professional development of the employees, knowing their work, encouraging cooperation, and last but not least, setting an example to all the employees. The theoretical part, prepared by means of various authors, provides an analysis of the significance of preschool education, the Curriculum, and the importance of further education and training for professional development with the aim of quality improvement. We have also inspected the role of the Head of Kindergarten in the process of determining and ensuring quality of preschool education in public kindergartens. The empirical part first introduces the analysis, which has been made based on the six-year-long monitoring of the professional education and training process in Ledina Kindergarten. Further, by means of quantitative research we have explored the professional kindergarten workers' views on the importance of professional development, particularly in terms of introducing new contents and work forms into the practical work with the aim of improving quality of educational work and the necessary educational contents.

Razrednik je vloga, ki jo prevzame večina učiteljev na predmetni stopnji osnovne šole. To je odgovorno in zahtevno delo, ki dopušča malo časa za samo pedagoško delo z oddelčno skupnostjo. Diplomsko delo je razdeljeno na dva dela. V teoretičnem delu je najprej predstavljena vloga učitelja in njegove potrebne kvalitete, saj Pšunder (2006) meni, da je vsak razrednik najprej učitelj. Nato smo opredelili tudi vlogo razrednika in naloge, ki jih s svojim nazivom odgovorno prevzema. Naloge smo podrobneje opisali s pomočjo različnih avtorjev. V nadaljevanju smo se osredotočili na pedagoške naloge razrednika, ki so bile tudi osrednja vsebina našega raziskovanja. Teoretično smo raziskali, kako se razredniki pripravljajo in kako izvajajo razredne ure ter po katerih vzgojnih strategijah posegajo za učinkovito vodenje oddelčne skupnosti tako preventivno kot kurativno. V empiričnem delu smo s pomočjo anketnega vprašalnika pridobili odgovore na zastavljena raziskovalna vprašanja. Zanimalo nas je, kako pomembne so razrednikom pedagoške naloge, kako se pripravljajo na razredne ure, kdo jim pri tem pomaga in na kakšen način jih realizirajo. Želeli smo dobiti povratno informacijo tudi o pogostosti in uspešnosti izvajanja določenih vsebin na urah oddelčne skupnosti. Zanimalo nas je še, katere metode uporabljajo za učinkovito komunikacijo in katere, ko je ta neuspešna in se v oddelčni skupnosti začnejo pojavljati konflikti. Na koncu anketnega vprašalnika smo dali razrednikom možnost za njihovo splošno mnenje o razredništvu, na katerega so se v veliki meri odzvali. Odgovore smo skrbno interpretirali in primerjali s podobnimi raziskavami ter primeri dobre prakse. A class teacher is a role most teachers acquire in specific subjects level of primary school. It is a responsible and demanding task, which allows little time for the pedagogical work with the class itself. Diploma thesis is divided into two parts. In the theoretical part the class teacher’s role and the necessary qualities are presented, since according to Pšunder (2006) every class teacher is primarily a teacher. Later we have also determined the class teacher’s role and tasks he or she responsibly acquires with his or her role. The tasks were thoroughly described using sources by various authors. Further on we have focused on pedagogical tasks of the class teacher, which were also the focal point of our research. We have theoretically researched how class teachers prepare and how they execute class meetings and also which educational methods they use for effective class management, both preventive and curative. In the empirical part we have acquired answers to our research questions using a survey questionnaire. We wanted to learn how important pedagogical tasks were to class teachers, how they prepare for class meetings and who helps them and in what way do they realise them. We wanted to receive feedback on frequency and effectiveness of performing certain contents at class meetings. We also wanted to know which methods they use for effective communication and which when communication is not effective and conflicts in class start to emerge. At the end of the survey questionnaire we gave class teachers an option to express their general opinion on class teaching and most of them responded. The answers were carefully interpreted and compared to similar researches and examples of good practice.

Diplomsko delo predstavlja tematiko, s katero so se slovenski raziskovalci s področja predšolske vzgoje začeli ukvarjati že v devetdesetih letih prejšnjega stoletja in je še vedno aktualna. Ugotavljanje in zagotavljanje kakovosti v slovenskih vrtcih predstavlja pomemben element pri kakovostnem izvajanju vzgoje in izobraževanja predšolskega otroka. V diplomskem delu smo najprej predstavili koncept kakovosti, in sicer, kaj kakovost sploh pomeni, predstavili smo tudi kazalce kakovosti, ki veljajo tako za tuje kot tudi slovenske vrtce. Na kratko smo predstavili modele kakovosti v tujini, ki slovenskim raziskovalcem predstavljajo zgled za izdelavo slovenskega modela. V teoretičnem delu smo nekaj besed namenili tudi evalvaciji kakovosti, ki prestavlja osnovo za ugotavljanje in zagotavljanje kakovosti. Slovenski model je sestavljen iz treh ravni – strukturne, posredne in procesne. Zadnjo raven smo z raziskavo preučevali v nekaj slovenskih vrtcih. V raziskavo smo vključili 60 vzgojiteljic s štirih vrtcev v Sloveniji. Razdelili smo jim del anketnega vprašalnika, ki so ga A. Poljanšek, L. Marjanovič Umek, T. Kavčič, U. Fekonja in M. Batistič Zorec predstavile v knjigi Kakovost v vrtcih (2002). Glavni cilj diplomskega dela je raziskati izvajanje procesne ravni in njeno kakovost v javnih slovenskih vrtcih. Ugotovili smo, da vzgojiteljice največjo pozornost namenjajo načrtovanju in izvajanju dejavnosti, ki jih načrtujejo s pomočjo Kurikuluma za vrtce, medtem ko rutinskim dejavnostim, igri in prehodnim dejavnostim ne posvečajo velike pozornosti. Ugotovili smo tudi, da vse anketiranke izvajajo samoevalvacijo, kar predstavlja podlago za izvajanje kakovostnega dela v slovenskih vrtcih. This degree paper presents a topic that triggered Slovenian researchers from the field of pre-school education already in the 90-ies of the previous century and is still relevant today. Establishing and assuring quality in Slovenian kindergartens present an important element for quality execution of education and schooling of a pre-school child. This degree paper first explains the concept of quality, namely the meaning of the quality itself and quality indicators applicable to foreign as well as Slovenian kindergartens. In a short way also foreign quality models that serve as an example to Slovenian researchers trying to elaborate a Slovenian model are presented. In the theoretical part of the degree some words have been dedicated to quality evaluation, which can be regarded as a basis for establishing and assuring the quality. Slovenian model consists of three levels – structural, indirect and process levels. The latter has been tested in some Slovenian kindergartens. The research included sixty kindergarten teachers from four kindergartens in Slovenia. They were distributed a part of a questionnaire presented by A. Poljanšek, L. Marjanovič Umek, T. Kavčič, U. Fekonja and M. Batistič Zorec in a book entitled Quality in Kindergartens (»Kakovost v vrtcih«, 2002). The main objective of the degree paper was to establish the execution of the process level and its quality in Slovenian public kindergartens. It has been found out that kindergarten teachers dedicate a great deal of their attention to planning and execution of activities according to Curriculum for Kindergartens, while they do pay a little attention to routine, pastime and temporary activities. It has also been found out that all the respondents regularly perform self-evaluation which provides an indispensable basis for execution of quality work in Slovenian kindergartens.

Magistrsko delo obravnava problematiko definiranja kakovosti v vrtcu, pristope ugotavljanja in zagotavljanja kakovosti ter pravne akte, ki v Sloveniji vrtce zavezujejo h kakovosti. Navedene se tudi raziskave in projekti, ki so pomembno vplivali na razvoj sistema ugotavljanja in zagotavljanja kakovosti na področju predšolske vzgoje. Najbolj uporaben in učinkovit sistem ugotavljanja in zagotavljanja kakovosti predstavlja samoevalvacija, iz katere izhajajo tudi številni drugi pristopi ugotavljanja in zagotavljanja kakovosti. Vendar tudi samoevalvacija sama po sebi ne pomeni višje kakovosti, saj je potrebno pridobljene rezultate prenesti v prakso, obenem pa samoevalvacija zahteva določeno mero znanja in zanimanja. Na tem mestu pa je pomembna ravnateljeva vloga. Ravnatelj ima v vrtu vlogo menedžerja in pedagoškega vodje, s procesom decentralizacije šolstva in povečanjem njegove avtonomije so njegove naloge postale obsežnejše, njegova skrb za kakovost pa toliko večja. Zakon o organizaciji in financiranju vzgoje in izobraževanja (1996) določa, da je ravnatelj odgovoren za zagotavljanje ter ugotavljanje kakovosti, natančno določeno pa je tudi, da mora pri tem uporabiti samoevalvacijski pristop ter letno pripraviti poročilo o samoevalvaciji vrtca. V empiričnem delu so predstavljeni rezultati raziskave, v katero so bili vključeni ravnatelji in pomočniki ravnateljev slovenskih vrtcev. Rezultati kažejo, da anketirani poznajo samoevalvacijski pristop in aktivno sodelujejo pri izvajanju samoevalvacije. Največ anketiranih za namene samoevalvacije uporablja poročilo o uresničitvi letnega delovnega načrta ter poročilo o samoevalvaciji. To sta tudi dva najbolj poznana pristopa, kar ne preseneča, saj sta zakonsko obvezujoča dokumenta. Rezultati raziskovanja so največkrat predmet diskusij, največkrat pa so objavljeni v letnem delovnem načrtu vrtca, na pedagoških konferencah ter na svetu zavoda. V samoevalvacijo ravnatelji in pomočniki ravnateljev najpogosteje vključujejo vzgojitelje in svetovalne delavce, najredkeje pa zunanje evalvatorje in predstavnike lokalne skupnosti. S težavami pri ugotavljanju in zagotavljanju kakovosti se pogosteje srečujejo vrtci, ki so samostojna organizacijska enota, kot pa vrtci, ki so organizacijska enota osnovne šole. Najpogostejši težavi, ki so ju anketirani navedli, sta pomanjkanje časa in nemotiviranost zaposlenih. Prav tu pa je mogoče opaziti ravnateljeve sposobnosti za organizacijo svojega dela in sposobnost motiviranja sebe in zaposlenih. The master thesis addresses the topic of defining kindergarten quality, approaches of determining and ensuring quality and the legal acts regulating quality in Slovenian kindergartens. It also includes research and projects that played an influential role in developing the system of determining and ensuring quality in the field of preschool education. The most applicable and efficient system of determining and ensuring quality is self-evaluation, which is the basis for a number of other approaches of determining and ensuring quality. However, self-evaluation in and of itself does not mean that higher quality is automatically ensured self-evaluation requires a certain amount of knowledge and interest, and the obtained results must be applied in practice. In this aspect, the headmaster plays a vital role, as the scope of their obligations and quality assurance tasks as kindergarten manager and pedagogical leader has increased with the decentralisation of education and the growth of its autonomy. According to the Slovenian Act on organisation and financing of early childhood education and care (1996), the headmaster is responsible for ensuring and determining quality, while their obligations also include the use of the self-evaluation approach and an annual report on the kindergarten’s self-evaluation process. The empirical part of the thesis introduces the results of the research which included headmasters and their assistants from Slovenian kindergartens. The results show that the respondents are acquainted with the self-evaluation approach and actively participate in its execution. For self-evaluation purposes, the majority of the respondents use the report on the implementation of the annual work plan and the self-evaluation report, which are also two of the most recognized approaches due to the fact that they are legally binding documents. Research results are most frequent subjects of discussion at pedagogical conferences and the institute council and are as a rule published in the kindergarten’s annual work plan. Headmasters and their assistants most often include kindergarten teachers and consultants in the self-evaluation process, and very rarely external evaluators and local community representatives. Kindergartens that operate as independent organizational units face difficulties in determining and ensuring quality more frequently than kindergartens that are part of primary school organizational units. The most often encountered difficulties stated by the respondents are lack of time and lack of employee motivation. This is where the headmaster’s role becomes evident, i.e. in their ability to organize their work and to motivate themselves as well as other employees.

Način življenja današnjega sodobnega človeka zahteva tudi čas, ko se človek lahko umakne pred obremenitvami vsakdana. Prosti čas je pomemben del življenja staršev in njihovih predšolskih otrok. Pomemben je zato, ker omogoča kvalitetno primarno socializacijo, pristen stik med otrokom in starši, dvosmerno komunikacijo, razne interakcije in socialno druženje (Kristančič, 2007). Prosti čas nudi možnost povezovanja družinskih članov (Tepavčević, 2003). Velika večina ljudi preživi v družini obdobje svojega najbolj dejavnega razvoja. Mnoge osebnostne poteze se zastavijo v prvih letih življenja (Tomori, 1994). Družina je nenadomestljiva in nepogrešljiva. Še več, Musek (1995) piše, da raziskave po svetu (Pike in Radin, 1991, v Čampa, 2013), ameriška raziskava o motnjah hranjenja (1994, v Čampa, 2013) in raziskave pri nas (Poljšak-Škraban, Žorga in Dekleva, 2004 Erzar in Torkar, 2007) jasno kažejo, da je prav motenost družinskih odnosov pogosto vzrok negativnih pojavov, ki pestijo sodobne družbe. Kažejo se kot psihični problemi, agresivnost, nevrotičnost in šolska neuspešnost, ki pa vodijo v razne vrste odvisnosti in v kriminal. Otrok se v družini primarno socializira, pridobiva zaupanje v pomembne druge in v svet, ki ga spoznava preko njih (Moore, Sixsmith in Knowles, 1996). Prav tako otrok v družini razvije svojo avtonomijo, iniciativnost, delavnost in identiteto. Za zdrav razvoj otrokove osebnosti pa je zelo pomembna koalicija staršev, njuno medsebojno podpiranje pri vzgojnih prizadevanjih, posredovanje občutka varnosti, saj so otroci odvisni od staršev, ter sprejemanje vloge lastnega spola (Kržišnik, 2010). Raziskave javnega mnenja in kakovosti življenja v svetu in pri nas (Silver, 1994 Abrahamson, 1995 Room, 1999, v Mandič, 2005) pa kažejo, da imajo ljudje premalo časa za zasebno življenje (Kanjuo Mrčela in Černigoj Sadar, 2006). Namen magistrske naloge je bil v teoretičnem delu raziskati različne definicije avtorjev o tem, kaj je prosti čas, kateri dejavniki vplivajo na aktivno in kakovostno preživljanje prostega časa, utemeljiti pomen spodbujanja aktivnega preživljanja prostega časa predšolskih otrok s starši za razvoj otrokove osebnostne rasti ter opozoriti na negativen vpliv okolja in potrošniške družbe pri preživljanju prostega časa otrok in staršev v predšolskem obdobju. V empiričnem delu pa sem s pomočjo kvantitativne raziskave raziskala poglede staršev predšolskih otrok na pomen skupnega preživljanja prostega časa na vasi in v mestu. Ugotovila sem, katere dejavnosti otroci in starši počnejo skupaj ter koliko časa so skupaj. Raziskala sem dejavnike, ki onemogočajo aktivno in kakovostno preživljanje prostega časa otrok s svojimi starši. It is a fact that modern way of life demands time when a person can retreat from repetitive everyday exertion. Free time is an important part of family life for parents and their preschool children. It is important because it enables a high quality of primary socialization, genuine relations between the parents and their children, a two-way communication, various interactions and socializing (Kristančič, 2007). Leisure offers the option of linking family members to each other (Tepavčević, 2003).The majority of people spend their most active personal development within their families. Many personality features are founded during the first few years (Tomori, 1994). The family is irreplaceable and indispensable. Moreover, Musek (1995) says that the results of the research all over the world (Pike and Radin, 1991, in Čampa, 2013) and the American research on disorders of feeding (1994, in Čampa, 2013) and in our country (Poljšak-Škraban, Žorga and Dekleva, 2004 Erzar and Torkar, 2007), clearlyshow that troublesome family relations are a common denominator of the most problematic negative elements of the modern society such as psychological problems, neuroticism, school failure, violence, aggressiveness, crime, all sorts of addictions from alcohol to drugs, even suicidal attempts. Children undergo primary socialization within their families. They build confidence towards the important others and the world which they perceive through them (Moore, Sixsmith and Knowles, 1996). Also, within the family the children develop their autonomy, initiative, diligence and identity. For a healthy development of a child’s personality the accordance of both parents is very important. What is also important is their mutual support in the upbringing matters and ensuring the feeling of safety since the children are dependent on their parents and the acceptance of their gender identity (Kržišnik, 2010). However, public opinion surveys on the quality of life around the world and in Slovenia (Silver, 1994 Abrahamson, 1995 Room, 1999, in Mandič, 2005), show that people lack time for their private life (Kanjuo Mrčela and Černigoj Sadar, 2006). The purpose of the master's degree thesis is to research various theoretical definitions and the elements that affect actively and efficiently spent free time. Furthermore, I emphasize the great importance of stimulating active free time of the parents with their preschool children as the basis of a child’s personal growth. I also want to point out the negative influence of the environment and the consumer society on spending free time. In empirical work part I, with the help of quantitative research, explored the views of parents of pre-school children on the importance of joint leisure time in the villages and in the city. I found out which activities children and parents do together and how much time they spend together. I explored the factors that prevent the active and quality leisure time of children with their parents.

Profesionalni razvoj pedagoških delavcev je proces, ki traja vse življenje. Njihova poklicna dolžnost je, da se nenehno poklicno izobražujejo. Profesionalni razvoj pomeni proces, ki traja od odločitve za poklic in s tem začetka izobraževanja, do upokojitve. Diplomsko delo je razdeljeno na dva dela. V prvem teoretičnem delu, sem se bolj podrobno posvetila študiju vzgojitelja in njegovi profesionalni poti ob koncu študija. Osrednji problem se je nanašal na poklicno rast vzgojitelja in kakšne ima možnosti za krepitev strokovnosti. V drugem empiričnem delu diplomskega dela sem s pomočjo anketnega vprašalnika raziskala kakšno je mnenje pedagoških delavcev v vrtcu, o oblikah nadaljnjega izobraževanja, ki najbolj krepijo njihovo strokovnost, in katera področja bi si želeli poglobiti ter kako doživljajo možnost poklicnega napredovanja. Rezultati raziskave so pokazali, da je za večino vzgojiteljic in pomočnic vzgojiteljic pomembna udeležba na nadaljnjem izobraževanju in za njihov profesionalni razvoj. Ocenile so, da so pedagoško-psihološka znanja tista, ki najbolj krepijo njihovo strokovnost. Najraje se vzgojiteljice in pomočnice vzgojiteljic udeležujejo stalnega strokovnega izpopolnjevanja in usposabljanja znotraj institucije, kjer so zaposlene. Glede možnosti napredovanja v plačne razrede, pa so po rezultatih ankete bolj nezadovoljne pomočnice vzgojiteljic, ne glede na to, ali delajo v mestnem ali vaškem vrtcu. The professional development of preschool teachers in education is a lifelong process which begins with the initial training of professionals and ends up with their retirement. My paper is separated in two parts. In the first, theoretical part, I focused on the education of preschool teachers and their professional path at the end of education. Main focus alluded to the professional growth of the preschool teacher and possibility to strengthen proficiency. The empirical part of this thesis is based on the questionnaire. Pedagogical workers were asked about kindergarten, forms of further education that strengthen their professional competence, in which fields would they like to deepen the knowledge and how they experience the possibility of promotion. The results of the study showed that most of the professional staff in the kindergartens find the participation in their further education very important for their professional development. They evaluated pedagogical and psychological knowledge as the most important for their professional competence. Pedagogical workers in the kindergarten are the most keen on training seminars in the institution they are employed. Assistant to preschool teacher are discontented with the promotion in higher salary grades regardless working in urban or rural kindergarten.

Evropa je z Lizbonsko deklaracijo leta 2000 uradno postala družba znanja, in sicer na kulturni, ekonomski in družbeni ravni, od takrat pa na njenem celotnem področju potekata procesa globalizacije in preoblikovanja izobraževalnih sistemov. Ljudje so postali njena glavna prednost, vseživljenjsko učenje pa je tako ključno za razvoj in kvalitetno delovanje družbe, temelječe na znanju (»Memorandum o vseživljenjskem učenju«, 2000). Delo vzgojitelja je v tem kontekstu zelo odgovorno in pomembno, saj le-ta močno vpliva na vzgojo in razvoj posameznika ter postavlja temelje za nadaljnje učenje. Ker se družba nenehno spreminja, morajo tudi vzgojitelji slediti razvoju in dopolnjevati svoje znanje, da bi lahko delo opravljali čim kvalitetnejše v vsakem trenutku. Na podlagi tega se pojavljajo težnje po stalnem profesionalnem razvoju vzgojiteljev, možnosti zanje pa bomo preučili v tem diplomskem delu. Kot pravi M. Hmelak (2012), je profesionalni razvoj vzgojiteljev življenjski proces, znotraj katerega se odvijata procesa osebnostnega dozorevanja ter pridobivanja poklicnih znanj in izkušenj. Nenehno poklicno učenje pa danes ni več izbira posameznikov, temveč nujnost in poklicna dolžnost slehernega vzgojitelja (Valenčič Zuljan in Blanuša Trošelj, 2014). Diplomsko delo temelji na študiji primera profesionalnega razvoja slovenskih in švedskih vzgojiteljev ter primerjavi med sistemoma v obeh državah, saj se s strukturno prenovo šolstva v Evropi poskuša ponuditi enake možnosti za izobraževanje v vseh državah. V diplomskem delu sta predstavljena sistema vzgoje in izobraževanja obeh držav ter celoten potek profesionalnega razvoja vzgojiteljev na Švedskem in v Sloveniji. Na koncu sledi primerjava obeh sistemov in ugotovitev, da je izobraževalna pot vzgojiteljev v obeh državah relativno podobna. Europe has, based on Lisbon declaration in the year of 2000, officially transformed into society of knowledge on cultural, economical and social level. Since then the ongoing processes of globalization and transformation of educational systems can be seen on its wide area. People became Europe’s first advantage and the lifelong learning became a major factor for the development and functioning of society that is built upon knowledge (»Memorandum o vseživljenjskem učenju«, 2000). The role of a preschool teacher is in this view very responsible and important since it strongly influences the education and development of an individual and forms a foundation for further learning. Because of societies constant changing, the preschool teachers need to follow the development and complement its knowledge in order to offer the best quality performance in every moment. Based on that the society strives to constant professional development of preschool teachers for which options we will study in this diploma thesis. As M. Hmelak (2012) says that professional development of preschool teachers is a life proces inside which the processes of personality maturation and gathering of work related knowledge and experience are carried out. Constant professional learning as such nowdays isn’t only an individual’s choice but rather a necessity and a professional duty of each preschool teacher (Valenčič Zuljan and Blanuša Trošelj, 2014). Diploma thesis are based on a case study of professional development of Slovenian and Swedish preschool teachers and a comparissment between them since the structural renovation of school system in Europe wishes to offer equal opportunities for education in every European country. Diploma thesis represents education systems of both countries and the whole cycle of professional development of preschool teachers in Sweden as well as in Slovenia. At the end comes the comparisment between both educational paths of preschool teachers and the findings that these two are to some point relatively equal.