20.500.12556/RUL-159494 Otroški parlament kot primer participacije učencev v osnovni šoli The Children's Parliament as an Example of Pupil Participation in Primary School Participacija otrok je koncept, ki v zadnjem času pomembno sooblikuje pedagoško polje. V magistrski nalogi nas je zanimalo, kako je participacija razumljena in prenesena v pedagoško prakso na primeru otroškega parlamenta kot enega izmed programov za zagotavljanje participacije otrok. V teoretičnem delu smo najprej skozi krajši zgodovinski pregled pokazali, da obstajajo različni pogledi na otroka/otroštvo, ki se odražajo v interakcijah med otroki in odraslimi in so eden od pomembnih pogojev zagotavljanja participacije. Opredelili smo izraz participacije, nadaljevali z opredelitvijo koncepta in se pri tem oprli na Konvencijo o otrokovih pravicah (1989) ter na nekatere pomembne avtorje, ki s svojimi modeli participacije pokažejo, da obstajajo različne stopnje participacije otrok. Ker ni enoznačne opredelitve koncepta, smo v nadaljevanju postavili svojo in jo umestili v kontekst vzgoje in izobraževanja. Analizirali smo nekatere pomembne dokumente s področja šolstva, da bi videli, kako je v njih razumljena participacija ter zapisano primerjali z vpogledom v prakso s pomočjo raziskav. Na kratko smo predstavili ovire, ki morebiti omejujejo participacijo, ter prednosti, ki jih koncept prinaša. V nadaljevanju smo se osredotočili na participacijo otrok na ravni vsakdanjega življenja in delovanja v šolah in podrobno predstavili delovanje programa otroškega parlamenta kot enega izmed načinov zagotavljanja participacije. V empiričnem delu smo predstavili rezultate, pridobljene z intervjuvanjem treh mentoric otroških parlamentov in treh učenk, ki so aktivno vključene v parlament iz dveh osnovnih šol iz Posavja. Ugotovili smo, da mentorice relativno dobro poznajo participacijo, medtem ko jo učenke malo manj. Nekoliko bolje mentorice in učenke razumejo participacijo in njen pomen v kontekstu šole. Ugotovili smo, da mentorice v dokumentih s področja šolstva slabo prepoznajo mesta, ki odpirajo možnost participacije. Dobro pa je, da mentorice prepoznajo vlogo otrok kot kompetentna/zmožna bitja in kot bitja pravic, ki lahko vplivajo na življenje in delo šole. Ugotovili smo tudi, da se mentorice in učenke zavedajo pomena parlamenta, saj ga vidijo kot program, v katerem otroci izrazijo svoje mnenje, ki je s strani odraslih upoštevano. Navedejo tudi nekatere ovire (čas, pogledi odraslih in učencev), ki vplivajo na uspešnost parlamenta, prepoznajo pa tudi nekatere prednosti, ki jih program prinaša posameznikom, šoli in širši okolici. Ugotovili smo, da oba parlamenta na ravni šol potekata podobno. V obeh primerih so vključeni le učenci višjih razredov, s temo se ukvarjajo le učenci, ki so aktivno vključeni v parlament, vsi ostali učenci in strokovni delavci šol pa so iz tega v večini izključeni. V obeh primerih pa umanjka sodelovanje z vodstvom. Otroci so v obeh primerih vključeni v parlament v različnih fazah: načrtovanje, izvajanje in evalvacija. Na občinski ravni se parlament udejanja preko delavnic, v katere so vključeni učenci in mentorji, ki na različne načine obravnavajo vsakoletno temo parlamenta. Parlament se nadaljuje na nacionalni ravni, kjer poteka predstavitev sklepov. Ugotovili smo še, da se pojavlja razlika med mentoricami in učenkami glede mnenja o upoštevanju predlogov otrok s strani odraslih. Mentorice v večini dvomijo, da jih odrasli resnično poslušajo in upoštevajo, medtem ko so učenke do tega bolj pozitivno naravnane. Kot zadnje smo ugotovili, da mentorice vidijo svojo vlogo v spodbujanju in usmerjanju otrok in da potrebujejo še nekaj znanj in spretnosti za boljše delovanje parlamenta. Na podlagi odgovorov smo na koncu v praksi otroškega parlamenta na šolski ravni primerjali s tremi modeli participacije. Child participation is a concept that has recently significantly influenced the pedagogical field. This master's thesis investigates how participation is understood and implemented in pedagogical practice, using the example of the children's parliament as one of the programs for ensuring child participation. In the theoretical part, we begin with a brief historical overview to demonstrate that there are various perspectives on the child/childhood, which are reflected in the interactions between children and adults and are one of the key conditions for ensuring participation. We defined the term participation, continued with the conceptual definition, and based it on the Convention on the Rights of the Child (1989) and several important authors whose models of participation show that there are different levels of child participation. Given the lack of a single definition of the concept, we then proposed our own and placed it in the context of education. We analyzed some important educational documents to see how participation is understood in them and compared what is written with insights from practice through research. We briefly presented the obstacles that may limit participation and the benefits that the concept brings. Further, we focused on child participation in everyday school life and activities, providing a detailed presentation of the children's parliament program as a method of ensuring participation. In the empirical part, we presented the results obtained by interviewing three mentors of children's parliaments and three pupils who are actively involved in the parliament from two primary schools in the Posavje region. We found that the mentors have a relatively good understanding of participation, while the pupils have a slightly lesser understanding. Both mentors and pupils better understand participation and its importance in the school context. We found that mentors poorly recognize opportunities for participation in educational documents. However, it is positive that mentors recognize the role of children as competent beings with rights who can influence school life and work. We also found that mentors and pupils are aware of the importance of the parliament, seeing it as a program where children can express their opinions, which are considered by adults. They mention some barriers (such as time, adults' views on children, and the pupils themselves) that affect the parliament's success, but they also identify some advantages that the program brings to individuals, the school, and the wider community.. We found that both parliaments operate similarly at the school level. In both cases, only upper-grade pupils are involved, and only those actively involved in the parliament engage with the topic, while most other pupils and school staff are largely excluded. In both cases, there is a lack of cooperation with the school leadership. Children are involved in various stages of the parliament: planning, implementation, and evaluation. At the municipal level, the parliament is realized through workshops involving pupils and mentors who address the annual parliament theme in various ways. The parliament continues at the national level, where conclusions are presented. We found a difference in opinions between mentors and pupils regarding adults' consideration of children's suggestions. Most mentors doubt that adults genuinely listen and consider them, while pupils are more positive about this. Lastly, we found that mentors see their role in encouraging and guiding children and feel they need more knowledge and skills for better parliament functioning. Based on the responses, we compared the practice of the children's parliament at the school level with three models of participation. participacija otrok podobe otroštva šola učenci otroški parlament mentorji otroških parlamentov child participation images of childhood school pupils children's parliament children's parliament mentors true false false Slovenski jezik Angleški jezik Magistrsko delo/naloga 2024-07-11 07:45:10 2024-07-11 07:45:17 2024-07-17 03:32:35 0000-00-00 00:00:00 2024 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 543459 38329.pdf 38329.pdf 1 F8E135F2F8283A01DBCC9EAE638DD01E 85fe97012a0fea6b5e4434f608695634d386593f776762c36092baf5d047881a bc42c4cb-3f48-11ef-8f74-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=187526 Filozofska fakulteta 0 0 0