20.500.12556/RUL-188510 Področje jezika v novem kurikulumu za vrtce The field of language in the new kindergarten curriculum Diplomsko delo obravnava področje jezika v novem Kurikulumu za vrtce (2025) ter ga primerjalno analizira s Kurikulumom za vrtce iz leta 1999. Namen naloge je ugotoviti, kako se je v slovenskem predšolskem prostoru spremenilo razumevanje jezikovne vzgoje ter katere vsebinske in konceptualne novosti na področju Jezik uvaja novi kurikulum. V teoretičnem delu so predstavljeni pomen jezikovne vzgoje v predšolskem obdobju, ključne teorije govornega razvoja, faze govornega razvoja, dejavniki, ki vplivajo na razvoj govora, vloga vzgojiteljice pri govorno-jezikovnem razvoju otroka ter pomen knjižne in književne vzgoje v vrtcu. Osrednji del temelji na kvalitativni primerjalni analizi dokumentov, pri kateri sta obravnavana kurikuluma primerjana z vidika umestitve področja Jezik, ciljev, vsebinskih poudarkov, vloge vzgojiteljice, večjezičnosti in medkulturnosti. Ugotovitve kažejo, da Kurikulum za vrtce (2025) starejšega dokumenta ne zavrača, temveč ga dopolnjuje in nadgrajuje. Njegove glavne novosti so natančnejša in preglednejša opredelitev področja Jezik, izrazitejši poudarek na večjezičnosti, medkulturnosti in jezikovni identiteti ter jasneje opredeljena vloga vzgojiteljice. Hkrati analiza opozarja, da bo uspešnost novega kurikuluma v veliki meri odvisna od njegovega uresničevanja v praksi. The thesis discusses the field of language in the new Kindergarten Curriculum (2025) (sl. Kurikulum za vrtce (2025)) and it comparatively analyses it in relation to the 1999 Kindergarten Curriculum (sl. Kurikulum za vrtce (1999)). The aim of the thesis is to find out how the understanding of language education has changed in the Slovene preschool context and also which substantive and conceptual innovations the new Curriculum introduces in the field of Language. The importance of language education in the preschool period, key theories of speech development, stages of speech development, factors influencing speech development, the role of the preschool teacher in the child’s speech and language development, and the importance of literacy and literary education in kindergarten are all part of the theoretical part. The central part of the thesis is based on a qualitative comparative analysis of the two documents, in which the two curriculums are compared in terms of the positioning of the field of Language, objectives, content-related emphasis, the role of the preschool teacher, multilingualism and interculturalism. The results show that Kindergarten Curriculum (2025) does not reject the old document, but rather completes and builds upon it. Its main innovations are more precise and transparent definition of the field of Language, a stronger emphasis on multilingualism, interculturalism and linguistic identity as well as more clearly defined role of the preschool teacher. At the same time, analysis points out that the success of the new curriculum will mostly depend on its implementation in practice. kurikulum za vrtce področje jezika govorni razvoj jezikovna vzgoja vzgojiteljica kindergarten curriculum field of language language education speech development preschool teacher true false false Slovenski jezik Angleški jezik Diplomsko delo/naloga 2026-09-24 07:17:55 2026-09-24 07:18:00 2026-09-25 04:27:55 0000-00-00 00:00:00 2026 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 633024 72340.pdf 72340.pdf 1 832D5122D6D5B46E4BBBCECB7711B680 d8403d060bb999db4b91035c4a8bb59469ee7803f2e13120803c4403ce8bb110 3e547742-b7d7-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=248699 Filozofska fakulteta 0 0 0