20.500.12556/RUL-185070 Vključevanje tujejezičnih otrok v vrtec diplomsko delo Inclusion of non-native-speaking children in Slovenian kindergartens Diplomsko delo obsega raziskovanje raznovrstnih vzgojnih pristopov pri vključevanju tujejezičnih otrok v vrtčevsko skupino. Osredotoča se na načine, s katerimi strokovni delavci komunicirajo s tujejezičnimi otroki in njihovimi družinami, na načine, s katerimi vzgojitelj in pomočnik vzgojitelja vključujeta otroka v skupino, kako prilagajata vzgojno delo otroku, kateri so izzivi pri vključevanju tujejezičnih otrok v skupino, katere metode se izkažejo za najučinkovitejše in ali se način dela razlikuje med državami, iz katerih otroci prihajajo. Teoretični del se osredotoča na opredelitev ključnih pojmov. Opredeljuje tujejezičnega otroka ter raziskuje in opisuje načine, metode dela in vzgojne pristope, s katerimi vzgojitelj predšolskih otrok in vzgojitelj predšolskih otrok – pomočnik vzgojitelja otroka na njemu prijazen in kakovosten način vsakodnevno vključujeta v dnevno rutino, prosto igro in vodene dejavnosti znotraj življenja v vrtcu. Empirični del temelji na izvedeni kvalitativni in kvantitativni raziskavi, v kateri so sodelovale strokovne delavke, zaposlene v Vrtcu Mengeš. V raziskovanje je bilo vključenih 56 vzgojiteljev predšolskih otrok in pomočnikov vzgojiteljev predšolskih otrok. Vseh 56 vključenih je bilo vabljenih k reševanju spletne ankete. Štiri vzgojiteljice predšolskih otrok in štiri pomočnice vzgojiteljic predšolskih otrok, ki imajo vsak dan stik z otrokom priseljencem, pa smo povabili k sodelovanju v intervjuju. Podatki so pokazali, da vzgojiteljice in vzgojitelji veliko pozornost posvečajo socialnemu in čustvenemu vidiku vključevanja tujejezičnega otroka, kar mu omogoča varnost in stabilnost. Pri načrtovanju in prilagajanju vzgojnega procesa tujejezičnemu otroku najpogosteje uporabljajo nebesedne pripomočke ter gibalne ali umetniške dejavnosti, ki primarno ne temeljijo na govoru. Strokovne delavke se zavedajo pomembnosti sodelovanja s starši in vzpostavitve partnerskega odnosa z njimi. S pomočjo odgovorov, ki smo jih pridobili z intervjuji in spletnim anketnim vprašalnikom, smo sestavili priročnik s praktičnimi idejami, ki bodo strokovnim delavcem v pomoč pri delu s tujejezičnimi otroki. This thesis explores diverse educational approaches to integrating foreign-language children into preschool groups. It focuses on the ways in which professional staff communicate with foreign-language children and their families, how preschool teachers and assistant preschool teachers integrate these children into the group, and how they adapt their educational work to the children's needs. Furthermore, it examines the challenges encountered during the integration of foreign-language children, identifies the most effective methods, and assesses whether pedagogical approaches vary based on the children's countries of origin. The theoretical framework defines key concepts, delineates the term "foreign-language child,"and investigates as well as describes the methods, work techniques, and educational approaches through which preschool teachers and assistant preschool teachers successfully, high-quality, and child-friendly integrate these children into daily routines, free play, and guided activities within the preschool environment on a daily basis. The empirical research is based on a combined qualitative and quantitative study involving professional staff employed at Vrtec Mengeš. The study included 56 preschool teachers and assistant preschool teachers, all of whom were invited to complete an online survey. Additionally, four preschool teachers and four assistant preschool teachers who interact with immigrant children daily were invited to participate in interviews. The findings indicate that preschool educators pay significant attention to the social and emotional aspects of integration, which provide foreign-language children with a sense of safety and stability. When planning and adapting the educational process for these children, educators most frequently utilize non-verbal tools as well as physical or artistic activities that do not primarily rely on speech. The professional staff are fully aware of the importance of collaborating with parents and establishing a partnership with them. Utilizing the responses obtained from the interviews and the online questionnaire, a handbook featuring practical ideas was developed to assist professional staff in their work with foreign-language children. predšolski otroci priseljeni otroci otroci priseljenci inkluzija komunikacija starši vzgojni pristop metode dela immigrant children inclusion communication parents educational approach teaching methods true false false L. Hribar Slovenski jezik Angleški jezik Diplomsko delo/naloga 2026-07-22 08:30:08 2026-07-22 08:30:23 2026-07-23 09:26:25 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 53 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2(043.2) 206384 285789187 52354.pdf 52354.pdf 1 5CBBC08769BF3D8412C23CAA21886C19 443423f6b9085e8794b1d4910b58789c6e29c782d21a320bff04e981fe342cf5 93d961d0-8596-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=243122 Pedagoška fakulteta 0 0 0