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Title:Dobre prakse in izzivi medkulturne vzgoje v predšolskem obdobju
Authors:Agić, Sumedija (Author)
Licardo, Marta (Mentor) More about this mentor... New window
Files:.pdf VS_Agic_Sumedija_2018.pdf (1,21 MB)
 
Language:Slovenian
Work type:Bachelor thesis/paper (mb11)
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:V diplomskem delu smo raziskovali kompetence vzgojiteljev za delo z otroki priseljenci. V teoretičnem delu smo predstavili pomen in pomembnost medkulturne vzgoje za predšolske otroke, vlogo vzgojitelja in njegovih kompetenc ter njegov vpliv na predšolskega otroka. V empiričnem delu smo ugotavljali kompetentnost strokovnih delavcev pri vključevanju otrok priseljencev (N = 491), in sicer glede na starost, delovno mesto, izobrazbo, spol in delovne izkušnje. Razlik glede na spol ni, pojavljajo pa se razlike glede na delovno mesto, pri čemer se kot najkompetentnejši kažejo svetovalni delavci. Prav tako se kažejo razlike glede na izobrazbo – raziskava je namreč pokazala, da strokovni delavci z univerzitetno izobrazbo najpogosteje uporabljajo posebne metode za delo s priseljenci, sledijo jim zaposleni z višjo ali visokošolsko izobrazbo, najmanj pogosto pa jih uporabljajo zaposleni s srednješolsko izobrazbo. Ugotovili smo tudi, da so najkompetentnejši strokovni delavci s 16 ali več let delovne dobe. Rezultati pri razlikah glede na kraj vrtca so pokazali, da se v mestnih vrtcih uporablja manj individualiziranih programov, na vasi pa manj posebnih metod za delo z otroki priseljenci. Na podlagi tega sklepamo, da so kompetence vzgojiteljev pri delu z otroki priseljenci precej neenotne, zlasti na šibkejših področjih, npr. znanje o posebnih metodah, uporaba teh metod, izdelava individualiziranih programov, poznavanje družinskih okoliščin in spodbujanje dvojezičnosti preko slikanic, napisov, otroške literature. Hkrati pa imajo strokovni delavci pretežno pozitivna stališča do dela z otroki priseljenci, razvijanja strpnosti, sprejemanja drugih kultur, prilagoditev in vključevanja otrok priseljencev v dejavnosti, kar je dober temelj za razvoj medkulturne vzgoje ter uspešne inkluzije otrok priseljencev v sistem predšolske vzgoje.
Keywords:predšolska vzgoja, otroci priseljenci, medkulturna vzgoja, kompetence, vzgojitelji
Year of publishing:2018
Publisher:[S. Agić]
Source:Maribor
UDC:373.2.015.31:316.7(043.2)
COBISS_ID:24012040 Link is opened in a new window
NUK URN:URN:SI:UM:DK:XKAAWVUH
License:CC BY 4.0
This work is available under this license: Creative Commons Attribution 4.0 International
Views:242
Downloads:89
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Categories:PEF
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Secondary language

Language:English
Title:Good practice and challenges of intercultural education in the pre-school education period
Abstract:The thesis examines the competences of pre-school teachers regarding work with immigrant children. In the theoretical part we presented the meaning and the significance of intercultural education concerning pre-school children, the role and competences of a pre-school teacher and the influence of these competences on a child. I the empirical part we’ve analysed the competences of pre-school workers in integration of immigrant children (N= 491) regarding age, position of employment, education, gender and work experience. The study has shown that there are no differences regarding gender, however, there are some differences concerning the position of employment. Namely, the most competent are counsellors. There are also differences concerning education. In fact, the special methods for working with immigrant children are most frequently used by workers with university degree education, less frequently by workers with short-cycle higher vocational education and the least by workers with upper secondary education. The study has concluded that the most competent pre-school workers have completed 16 or more years' service. The results concerning the location of a kindergarten demonstrate that urban kindergartens use less individualised programmes unlike the rural kindergartens which use less special methods for working with immigrant children. It can therefore be concluded that competences of pre-school teachers regarding immigrant children vary, especially in areas such as knowledge and the use of special methods, in preparation of individualized programmes, understanding of family circumstances and encouraging bilingualism with picture books, inscriptions and children's literature. At the same time pre-school workers have mainly expressed positive attitudes about working with immigrant children and other issues such as building tolerance, accepting other cultures, adjustment of immigrant children and their integration into various activities. All these lay a good foundation for both the development of intercultural education and successful inclusion of immigrant children into the pre-school education system.
Keywords:pre-school education, immigrant children, intercultural education, competences, pre-school teacher


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