20.500.12556/RUL-153041 Pogledi strokovnih delavk vrtca na elemente predšolskega koncepta Reggio Emilia diplomsko delo Preschool Practitioners' View of the Elements of the Reggio Emilia Preschool Concept Povzetek Snovalci predšolskega pristopa Reggio Emilia so izhajali iz pojmovanja otroka kot bogatega, kompetentnega bitja ter s tem predstavili alternativo pojmovanju otroka kot ranljivega bitja, ki ga je treba z vzgojo predvsem zaščititi. Oddaljili so se tudi od pojmovanja otroka kot bitja, ki postane družbeno šele z vzgojo. Vrtci, ki delujejo v skladu s predšolskim pristopom Reggio Emilia, predstavljajo po mnenju strokovne javnosti ene bolj kakovostnih predšolskih institucij na svetu. V številnih državah v svoje predšolske programe vključujejo elemente, značilne za predšolski pristop Reggio Emilia. Tudi pri nas so strokovnjaki s pedagoškega področja v tem pristopu prepoznali prednosti, ki bi jih bilo smiselno vključiti v delovanje javnih vrtcev. S tem namenom so v času od leta 2008 do 2013 izvedli projekt z naslovom »Profesionalno usposabljanje strokovnih delavcev za izvajanje pedagoških načel koncepta Reggio Emilia na področju predšolske vzgoje v letih 2008–2013«, ki se ga je udeležilo precejšnje število vzgojiteljic in pomočnic vzgojiteljic. V teoretičnem delu naloge so predstavljena izhodišča dela predšolskih institucij pri nas, ki so zapisana v Kurikulumu za vrtce. V nadaljevanju so predstavljena nekatera teoretična izhodišča koncepta Reggio Emilia (etika skrbi, etika osebnega srečanja, koncept inkluzije, koncept participacije, koncept pripoznanja, pedagogika poslušanja) in elementi, ki so zanj značilni. Opravljen je tudi razmislek o tem, katere izmed teh elementov je možno vključevati v delo slovenskih javnih vrtcev. V empiričnem delu smo med vzgojiteljicami/vzgojitelji in pomočnicami vzgojiteljic/vzgojiteljev, zaposlenimi v javnih vrtcih, opravili anketo, s katero smo raziskali njihove poglede o vzgojni uporabnosti elementov Reggio Emilia; njihovo poznavanje elementov Reggio Emilia; ali v svoje delo te elemente vključujejo in ali se želijo v prihodnosti izobraževati o pristopu Reggio Emilia. Izvedeli smo, da strokovne delavke vrtcev poznajo večino elementov omenjenega koncepta ter da jih poznajo dobro. V povprečju se jim zdijo vzgojni elementi predšolskega koncepta Reggio Emilia uporabni. Večina jih tudi vključuje v svoje delo. Prav tako se večina zanima za izobraževanje o tem pristopu. Dobljene rezultate smo analizirali tudi glede na preteklo udeležbo anketiranih na izobraževanju o tem pristopu ter glede na njihovo delovno dobo. Abstract The founders of the Reggio Emilia preschool approach started from the conception of children as rich, competent beings, and thus presented an alternative to the conception of children as vulnerable beings that are primarily protected through education. They also moved away from the conception of children as beings that become social solely through education. According to experts in this field, kindergartens that operate in accordance with the Reggio Emilia preschool approach, represent one of the highest quality preschool institutions in the world. Many countries include elements typical of the Reggio Emilia approach in their preschool programs. In our country, experts in the field of pedagogy have also recognised some advantages of this approach, which could sensibly be included in the functioning of public kindergartens. With this conviction, they carried out a project entitled “Profesionalno usposabljanje strokovnih delavcev za izvajanje pedagoških načel koncepta Reggio Emilia na področju predšolske vzgoje v letih 2008-2013”, which was attended by quite a few preschool practitioners during its run between 2008 and 2013. In the theoretical part of this assignment we present the starting points of the work of preschool institutions in our country, which are written in the “Kurikulum za vrtce”. In the following section, we present some theoretical starting points of the Reggio Emilia approach, like ethics of care, ethics of personal encounters, concepts of inclusion, participation and recognition, and pedagogy of listening. We also present elements of the RE approach. Consideration was also given as to which of these elements could be included in the work of Slovenian public kindergartens. In the empirical section, we conducted a survey among preschool practitioners employed in public kindergartens, with which we made a research about their views on RE elements and their knowledge about them. Furthermore, we researched whether they include these elements in their work in public kindergartens and whether they are interested in attending a course on Reggio Emilia approach. We learned that preschool practitioners know most of the RE elements and that they know them well. On average, they consider educational elements of the Reggio Emilia preschool concept useful. Most also include them in their work. Also, most of them are interested in attending the previously mentioned course. The obtained results were also analysed according to the previous participation of the respondents in training on this approach, and according to the amount of time the respondents have worked in this field. koncept Reggio Emilia kompetentni otroci pedagogika poslušanja skupnost javni vrtec Reggio Emilia approach competent children pedagogy of listening community public kindergarten true false false R. H. Robič Slovenski jezik Angleški jezik Diplomsko delo/naloga 2023-12-15 08:30:15 2023-12-15 08:30:20 2023-12-19 08:02:02 0000-00-00 00:00:00 2023 0 Ljubljana 0 Ljubljana 125 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 373.2(043.2) 161408 20.500.12556/RUL-153041 178022659 30488.pdf 30488.pdf 1 A0486CEAAE2A7756EEE1D7684C0CD92E 9700c4239bb6a5e8202b8024ddaaf7eb12432b34b69ad5c6117e789e84285e3a cd6f3f00-9b1b-11ee-bebf-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=178831 Pedagoška fakulteta 0 0 0