The diploma thesis focuses on the role of libraries in preschool institutions, addressing the topic from both theoretical and empirical perspectives. The theoretical part initially highlights the value of using books and conducting reading activities in early childhood, explains their primary purpose, emphasizes the need for adequate professional competence, and presents certain research findings regarding the attitudes of educational professionals in this field. It also outlines the multifaceted role of libraries, their influence in the development of children's language skills and the fundamental conditions for their effective functioning. Additionally, it includes an overview of the collaborative work between libraries and kindergartens, encompassing the findings of existing studies, past and current development strategies of Slovenian libraries and challenges to systemic support. The final chapter examines the impact of technological progress on library activities and provides an analysis of the challenges, advantages, and limitations faced by libraries and digital media. The empirical section presents findings of a quantitative study, in which 106 educational professionals, including preschool teachers and their assistants from three kindergartens in the Central Slovenia region, completed a survey questionnaire. The collected data was for the statistical analysis transferred to Excel, presented in tabular form, and interpreted The diploma thesis focuses on the role of libraries in preschool institutions, addressing the topic from both theoretical and empirical perspectives. The theoretical part initially highlights the value of using books and conducting reading activities in early childhood, explains their primary purpose, emphasizes the need for adequate professional competence, and presents certain research findings regarding the attitudes of educational professionals in this field. It also outlines the multifaceted role of libraries, their influence in the development of children's language skills and the fundamental conditions for their effective functioning. Additionally, it includes an overview of the collaborative work between libraries and kindergartens, encompassing the findings of existing studies, past and current development strategies of Slovenian libraries and challenges to systemic support. The final chapter examines the impact of technological progress on library activities and provides an analysis of the challenges, advantages, and limitations faced by libraries and digital media. The empirical section presents findings of a quantitative study, in which 106 educational professionals, including preschool teachers and their assistants from three kindergartens in the Central Slovenia region, completed a survey questionnaire. The collected data was for the statistical analysis transferred to Excel, presented in tabular form, and interpreted accordingly. The research questions focus on four aspects of library operations: the attitudes of educational professionals toward such activities, the degree of collaboration with kindergartens, the influence on children's language development, and their role in the digital era. The results indicate that the majority of educational professionals recognize the contribution of library activities to enriching preschool programs, consider them essential for children in early childhood, engage with libraries in various ways, observe their impact on specific aspects of children's language development, and perceive them as competitive in the digital age. However, some reservations about digitalization persist. No statistically significant differences were found between the responses of preschool teachers and their assistants, indicating alignment in perspectives of professional positions.
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