20.500.12556/RUL-176395 Spol in spolnost v kontekstu predšolske vzgoje v vrtcu pogled vzgojiteljic in otrok Gender and sexuality in the context of preschool education in kindergarten the perspective of preschool teachers and children Namen raziskave tega magistrskega dela je bil proučiti stališča in izkušnje vzgojiteljev pri obravnavi vsebin spolne vzgoje v vrtcih ter raziskati razumevanje koncepta spola in razmnoževanja pri otrocih v zgodnjem otroštvu. V raziskavo sta bila vključena dva ločena vzorca, in sicer 52 vzgojiteljev in 19 otrok starih od 3 do 6 let. Z vprašalnikom sem od vzgojiteljev pridobila informacije o njihovih stališčih glede izvajanja spolne vzgoje v vrtcu ter o njihovih ocenah lastnega znanja, pripravljenosti za obravnavo vsebin spolne vzgoje in trenutnega dela na tem področju. Večina vzgojiteljev se strinja, da je razumevanje spola in spolnosti pri predšolskih otrocih pomembno in da je spolno vzgojo treba zagotoviti v predšolskem obdobju. Po drugi strani večina vzgojiteljev ocenjuje, da niso ustrezno usposobljeni za izvajanje spolne vzgoje v vrtcu, četudi svoje znanje o posameznih vsebinah s tega področja ocenjujejo kot visoko. Vzgojitelji so najmanj pripravljeni obravnavati vsebine, ki vključujejo spolno vedenje (npr. otroška masturbacija), tehnične izraze (npr. pravilna imena genitalij) ter informacije o družinah z istospolnimi starši. Višja izobrazba vzgojiteljev je povezana z večjo pripravljenostjo za obravnavo vsebin spolne vzgoje in pogostejšo obravnavo teh vsebin v praksi. Z otroki sem opravila polstrukturirane intervjuje o prepoznavanju spola, razlikah med deklicami in dečki ter o nastanku dojenčka ter nosečnosti. Vsi otroci so prepoznali svoj spol in spol raziskovalke, vendar večina ni znala opredeliti besede spol. Otroci so poznali spolne stereotipe, pri čemer so pogosteje navajali, da spolni stereotipi ne veljajo za nekatere deklice, kot da ne veljajo za nekatere dečke. O nastanku dojenčka in nosečnosti so izrazili le osnovno razumevanje, pri čemer so razmnoževanje največkrat povezovali z maminim trebuhom. Rezultati raziskave kažejo, da se vsebine spolne vzgoje v vrtcih redko obravnavajo, kljub temu da jih vzgojitelji ocenjujejo kot pomembne. Vzgojitelji izpostavljajo potrebo po ciljno usmerjenih izobraževanjih in smernicah za obravnavanje teh vsebin s predšolskimi otroki. This work examines preschool teachers’ attitudes and experiences with implementing sex education in kindergartens, as well as explores how young children understand gender and reproduction. Two separate samples were studied: 52 preschool teachers and 19 children aged 3 to 6 years. Preschool teachers completed a questionnaire about their attitudes toward sex education, their self-assessed knowledge, willingness to address sex education topics, and their current practices. Most agreed that understanding gender and sexuality is important for preschool children and that sex education should be introduced in early childhood. While many rated their knowledge of individual topics as high, the majority felt inadequately trained to implement sex education in kindergartens. Teachers felt least willing to discuss topics such as sexual behavior (e.g., childhood masturbation), technical terms (e.g., correct names for genitals), and families with same-sex parents. A higher level of education was associated with a greater willingness to address sex education topics and more frequent inclusion of sex education content in practice. Children participated in semi-structured interviews about gender identification, differences between boys and girls, how babies are made, and pregnancy. All children were able to identify their own gender and the researcher’s gender, although many struggled to define the term gender. They were aware of gender stereotypes, although they often found it easier to accept that gender stereotypes do not apply to some girls than to accept the same for boys. Their understanding of baby development and pregnancy was basic, most often linking reproduction to the mother’s belly. This work highlights that sex education topics are rarely addressed in preschools, even though educators consider them important. Educators emphasize the need for targeted training and guidelines to cover these topics with young children. spol spolna vzgoja vzgojitelji predšolski otroci razvoj v zgodnjem otroštvu gender sexual education preschool teachers preschool students early childhood development true false false [L. Kokol] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-11-29 07:15:57 2025-11-29 07:16:12 2025-12-23 08:04:12 0000-00-00 00:00:00 2025 0 Ljubljana 0 Ljubljana 85 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2:613.88(043.2) 604540 262647043 62961.pdf 62961.pdf 1 77D2F281BB92E94CC022B41BAB3D154E a8943b9b39c6b36456ec1fc5d6740cfb2307e56426b520e3af7664b7a5fc3341 881eb883-ccea-11f0-9328-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=222720 Filozofska fakulteta 0 0 0