Cooperation between kindergartens and the surrounding environment is essential for a child's integration into the local and broader environment. Learning about professions, customs, and institutions enables children to accept the culture of the environment in which they live. Collaboration with libraries significantly impacts a child's speech development and language skills.
In this thesis, I focused on the cooperation between kindergartens and the environment, specifically the collaboration between kindergartens and libraries. The thesis consists of two parts.
The first, theoretical part defines cooperation between kindergartens and the environment, which is one of the 16 principles outlined in the Curriculum for Kindergartens. I focused on the social environment and collaboration with institutions. I describe the concept of a library and various forms of cooperation between kindergartens and libraries. I also presented the importance of shared reading with children, the role of the adult, and the encouragement of reading in kindergartens.
The second part of the thesis is empirical, where I summarized the results obtained through a survey of educators and teaching assistants employed at the Litija Kindergarten. From the results, I can conclude that most of the professional staff at the mentioned kindergarten occasionally opt for cooperation with the library. Cooperation is most often planned by the educator and teaching assistant as a team, and the most common form of cooperation selected by educators is group visits to the library.
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