Različni načini uvajanja otrok v vrtec z vidika vzgojiteljev in svetovalnih delavcev

Grozde, Tjaša (author), Batistič Zorec, Marcela (mentor), Tatalović Vorkapić, Sanja (comentor)

Uvajanje v vrtec je v otrokovem življenju ena prvih prelomnih točk, ko se mora po mesecih, ki jih preživi v varnem zavetju doma, navaditi na zanj čisto novo okolje, ljudi in situacije, ki sledijo. Prelomna točka je tudi za starše, še posebej če otroka prvič uvajajo v vrtec. Nikoli ne moremo biti zares pripravljeni na vse, kar se lahko zgodi ob uvajanju, zato je zelo pomembno, kakšen način uvajanja in podporo nudijo v vrtcih. V nekaterih vrtcih je praksa, da so vsi novinci vključeni hkrati (na začetku šolskega leta ali ob odprtju novega oddelka), v nekaterih vrtcih pa poskrbijo, da se hkrati uvaja le nekaj otrok. Razlike so tudi med vzgojitelji in med starši, in sicer koliko časa so pripravljeni vložiti v uvajanje, kakšen je potek priprave na uvajanje in h komu se starši in vzgojitelji lahko zatečejo, kadar se znajdejo v stiski in potrebujejo pomoč. Pri uvajanju ima pomembno vlogo tudi svetovalna služba v vrtcu. V teoretičnem delu sem opisala pomen uvajanja in predstavila različne načine sprejemanja in uvajanja otrok v vrtec. Dotaknila sem se tudi uvajanja z vidika otroka in staršev. Bolj podrobno sem opisala pogled uvajanja z vidika vzgojiteljev; njihovo vlogo ob uvajanju, kako poteka njihova priprava na uvajanje, kakšna je njihova komunikacija s starši in stiske, ki jih doživljajo. Zadnje poglavje sem namenila predstavitvi svetovalne službe v vrtcu. Predstavila sem njihove cilje in naloge ter oblike sodelovanja z vzgojitelji. Glede na to, da je bilo o uvajanju otrok v vrtce oz. o izkušnjah staršev in vzgojiteljev narejeno že precej raziskav, sem z raziskavo v okviru magistrskega dela te ugotovitve želela dopolniti in razširiti. Cilj raziskave je bil analizirati načine uvajanja v vrtec ter ugotoviti, ali in v čem so med vrtci razlike glede na način sprejemanja in uvajanja novih otrok. Zanimalo me je tudi, na kakšen način so v času od vpisa do uvajalnega obdobja udeleženi svetovalni delavci vrtca. Rezultati raziskave kažejo, da se načini sprejema in uvajanja otrok v vrtce razlikujejo med vrtci in tudi med vzgojitelji. Dobra polovica vrtcev vse novince sprejema septembra, kar pomeni, da starši nimajo možnosti postopnega uvajanja otrok, čeprav je pravica do postopnega uvajanja v vrtec za vse starše zapisana v Kurikulumu za vrtce (1999). Zaskrbljujoče je, da se vzgojitelji ne morejo staršem in otrokom posvetiti individualno in jim dati dovolj časa, da se spoznajo z novim okoljem in se privadijo na vrtec. Vemo namreč, da ima vsak otrok svoj ritem prilagajanja na novo okolje. Ne glede na to pa sem skozi raziskavo ugotovila, da so po mnenju anketiranih vzgojiteljic ter intervjuvanih (dveh) vzgojiteljic in svetovalnih delavk starši z načini sprejemanja in uvajanja otrok v vrtec zadovoljni. Menim, da so za to zadovoljstvo odgovorne predvsem samoiniciativne vzgojiteljice, ki poskrbijo, da uvajanje poteka prijetno in v večini primerov brez posebnih zapletov. Dejstvo je, da vzgojiteljice v uvajalnem obdobju niso same. Vedno se lahko obrnejo na pomoč svetovalne službe v vrtcu, katere naloga je, da sodelujejo s starši in vzgojitelji skozi vse šolsko leto, še posebej pa naj bi jim bila v pomoč v času uvajalnega obdobja. Tako anketirane vzgojiteljice kot intervjuvani vzgojiteljici so potrdile, da s svetovalno službo dobro sodelujejo in da je svetovalna služba tista, ki vodi vpis v vrtec in ima prvi stik s starši novincev.

• Language: Slovenian
• Keywords: uvajanje v vrtec
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2020
• PID: 20.500.12556/RUL-121995
• COBISS.SI-ID: 37263107
• Publication date in RUL: 15.12.2020

Secondary language

• Language: English
• Title: Different ways of introducing children to kindergarten as viewed by preschool teachers and counsellors

Abstract

Introduction to kindergarten is one of the first turning points in a child's life. After months spent in a safe shelter at home, the child has to get used to a completely new environment, meet new people and adapt to previously unknown situations. It is also a turning point for parents, especially if the child is being introduced to kindergarten for the first time. One can never be fully prepared for everything that can happen during this time, so it is important what way of introduction and support is offered. In some kindergartens all newcomers are introduced to the group at the same time (at the beginning of the school year or at the opening of a new department), while in others only a few children at a time join the group. There are also differences when it comes to kindergarten teachers and parents. The introduction process is dependent on how much time both of them are willing to invest, what the course of preparation for the introduction is and to whom parents and teachers can turn to, when they find themselves in need of help. This is why the counselling service of the kindergarten also plays a very important role. In the theoretical part of my thesis, I described the importance of the introduction process and presented different ways of accepting and introducing children to kindergarten. I also touched on the introduction from the perspective of the child and the parents and described in more detail how teachers perceive this process; their role in the introduction, how their preparation for the introduction takes place, what their communication with the parents is like and the hardships they experience. In the last chapter I looked further into the role of the counselling service in each kindergarten - their goals, tasks and forms of cooperation with the teachers. Given that there is already plenty of research done on the introduction of children to kindergartens and on the experiences of parents and teachers during this time, my primary goal was to expand and add to this field of research. The aim of this research was to determine and analyse the different methods of admission and introduction of children to kindergarten. I was also interested in how the counsellors of the kindergarten are involved in the introduction process – from enrolment to the introductory period. The results of my research show that the methods of introducing children to kindergartens indeed differ between kindergartens and also between kindergarten teachers. A good half of kindergartens accept all newcomers in September, which means that parents do not have the option to gradually introduce children to kindergarten, although the right of gradual introduction for all parents is enshrined in the Kindergarten Curriculum (1999). It is worrying that teachers cannot individually devote themselves to parents and children and allow them to take time to get to know the new environment. It is well known that every child has their own pace of adapting to a new environment. Regardless, throughout this research I found that according to the surveyed and the interviewed (two) teachers and counsellors, parents are satisfied with the different ways of introducing children to kindergartens. I believe that this satisfaction is primarily the result of self-initiated kindergarten teachers who take time to make sure the introduction is carried out in a pleasant, friendly way and in most cases without special complications. But fact is also, that the teachers are never left alone during this phase. They can always turn to the kindergarten’s counselling service, whose task is to work with parents and teachers throughout the whole school year, and especially to help them during the introductory period. Both the surveyed and the interviewed teachers confirmed that they cooperate well with the counselling service and that the counselling service is the one that manages the kindergarten's enrolment program and has the first contact with the newcomer parents.

• Keywords: introduction to kindergarten