The pre-school years represent the period when children use basic knowledge and skills to answer their own everyday questions. It is a period during which children try to understand primary concepts related to science. It is therefore important to introduce them to science at an early age in a way that is appropriate to them. The educator's work plays a very important role in children's science-related academic life in the future. From this point of view, we should be aware of the importance of science education and of supporting children in this direction by planning and implementing appropriate activities. In my thesis, entitled The educator's perspective on planning and implementing science activities in pre-school, I focused on researching the existing science practice in Slovenian kindergartens. In the theoretical part I defined what is natural science and further focused on natural science in pre-school and natural science in the national document for kindergartens. As educators are an important link in children's lives, I also presented the role of the educator, with a special focus on one of their tasks, asking question. In doing so, I further explained the different types of productive questions that educators should aim to use in their work. At the end of the theoretical part, I also devoted a few words to activity planning, presenting science procedures, working methods and forms of work. The second part of the thesis is an empirical part, in which I used research to gain insight into the current state of planning and implementation of science activities in Slovenian kindergartens. I found that science in pre-school is still somewhat relegated to the background, but that educators are aware of its importance for children's lives and are striving to improve the quality of their work. They still stick to more traditional methods of working and ways of teaching science to children, but there is already a shift towards more modern ways in the choice of teaching formats. More than half of the educators are more likely to use biological content, but progress is also being made here, with a fairly high proportion choosing to use all science content equally. There are still some barriers to planning and implementing science activities, but with the right approaches and commitment, educators can overcome them. However, I also found that the years of experience of the teachers and the location of the kindergarten in which they work do not have a significant impact on the planning and implementation of science activities.
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