20.500.12556/RUL-189349 Vključevanje večjezičnih otrok v slovenske javne vrtce: pogled vzgojiteljic Preschool Teachers’ Perspectives on the Inclusion of Multilingual Children in Slovenian Public Kindergartens V diplomskem delu sem obravnavala vključevanje otrok iz večjezičnih okolij v slovenske javne vrtce s poudarkom na vlogi vzgojiteljice. V teoretičnem delu sem predstavila večjezičnost, značilnosti otrok iz večjezičnih okolij ter pomen jezika za otrokovo komunikacijo, socialne odnose in celostni razvoj. Empirični del je temeljil na kvalitativni raziskavi. Podatke sem zbrala s polstrukturiranimi intervjuji z desetimi vzgojiteljicami iz javnih vrtcev v Ljubljani, ki imajo izkušnje z delom z otroki iz večjezičnih okolij, in jih obdelala s kvalitativno vsebinsko analizo. Ugotovila sem, da se sodelujoče z otroki iz večjezičnih okolij srečujejo pogosto in da imajo do večjezičnosti pretežno pozitiven odnos, čeprav jo hkrati doživljajo kot izziv. Pri vključevanju se opirajo predvsem na vizualne opore, igro in vrstnike, jezikovni razvoj pa podpirajo prek vsakodnevnih dejavnosti ob spodbujanju slovenščine in ohranjanju maternega jezika. S starši sodelujejo redno in komunikacijo prilagajajo njihovim jezikovnim zmožnostim. Kot največje izzive so navajale sporazumevanje ob jezikovni oviri in pomanjkanje sistemske podpore, kot ključne dejavnike uspešnega vključevanja pa odprtost, sprejetost, varno okolje in vrstnike. Ugotovitve veljajo za sodelujoče vzgojiteljice in jih ni mogoče posplošiti na vse slovenske vrtce, ponujajo pa vpogled v prakso vključevanja večjezičnih otrok in izhodišče za razmislek o potrebni podpori vzgojiteljicam. In my thesis, I examined the integration of children from multilingual environments into Slovenian public kindergartens, with an emphasis on the role of the preschool teacher. In the theoretical part, I presented multilingualism, the characteristics of children from multilingual environments, and the importance of language for a child's communication, social relationships, and holistic development. The empirical part was based on qualitative research. I collected the data through semi-structured interviews with ten preschool teachers from public kindergartens in Ljubljana who have experience working with children from multilingual environments, and analysed it using qualitative content analysis. I found that the participating teachers frequently encounter children from multilingual environments and that they have a predominantly positive attitude towards multilingualism, although they also experience it as a challenge. In integrating these children, they rely mainly on visual supports, play, and peers, and they support language development through everyday activities while encouraging Slovenian and maintaining the mother tongue. They cooperate regularly with parents and adapt their communication to the parents' language abilities. The greatest challenges they reported were communicating despite the language barrier and a lack of systemic support, while the key factors for successful integration were openness, acceptance, a safe environment, and peers. The findings apply to the participating teachers and cannot be generalised to all Slovenian kindergartens, but they offer insight into the practice of integrating multilingual children and a basis for reflection on the support that teachers need. Večjezičnost predšolsko obdobje otroci iz večjezičnih okolij jezik vključevanje vzgojiteljice Multilingualism preschool period children from multilingual environments language integration preschool teachers true false false Slovenski jezik Angleški jezik Diplomsko delo/naloga 2026-10-04 08:30:26 2026-10-04 08:30:30 2026-10-05 04:27:57 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 217903 55513.pdf 55513.pdf 1 A3C67DF40DFD3C2479A16F93BA288E78 d4e18cca5afcfb6a90e00d449a7e803834d06d995ace99861ec820c8ac5ac103 f8a7a0a0-bfbc-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=249826 Pedagoška fakulteta 0 0 0