Migrations have always played a significant role in human history, and their relevance has increased in today’s globalized world due to the growing movement of people across national borders. Slovenia, as a small country in Europe, is no exception and has been welcoming migrants from various parts of the world for many years, with the Albanian community being a particularly important group. Albanians in Slovenia face specific challenges when it comes to integration into the education system, especially in kindergartens, which serve as children's first point of contact with Slovenian culture and language. At the same time, educators and teachers encounter various challenges in communicating with Albanian children. In the theoretical part of the master's thesis, I examined the inclusion of foreign children in kindergartens and communication with them. The theoretical part is divided into five main chapters: Communication, Language, Speech, and Bilingualism; Foreigners and Language; Inclusion of Foreign Children in Kindergartens; Legal Framework for the Inclusion of Foreign Children in Slovenian Kindergartens; and Albanian Children in Kindergartens and Society. The empirical part presents a study aimed at exploring kindergarten teachers’ attitudes toward the inclusion of Albanian children in groups, their familiarity with the legal basis for the inclusion of foreign children in kindergartens, and the methods used to communicate with Albanian children. In the research, a causal non-experimental research method was employed, along with a non-random, purposive sample. The results of the study show that the majority of kindergarten teachers are partially inclined towards the inclusion of Albanian children in Slovenian kindergartens and often face various challenges. The most common challenges are language barriers and a lack of appropriate professional knowledge for working with foreign children. Teachers mainly rely on non-verbal communication and pictures as primary tools for facilitating communication with Albanian children. Despite the willingness to include foreign children in kindergarten groups, the research also highlights a lack of qualifications and insufficient understanding of the importance of the mother tongue for successful integration. Furthermore, certain attitudes of teachers towards the inclusion of Albanian children were found to vary significantly by region, suggesting that regional specificities influence approaches to working with foreign children.
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