In our thesis, we examined preschool teachers' attitudes toward language goals and activities in the Curriculum for Preschools (1999).
In the theoretical part, we defined language and speech, described the speech and language development of preschool children, the role of the preschool teacher in this development, and outlined the language area in the Curriculum for Preschools.
In the empirical part, we presented the results of a study we conducted using a questionnaire titled Preschool Teachers’ Attitudes toward Language Goals and Activities in the Curriculum for Preschools. The aim of the study was to determine preschool teachers' attitudes toward the language goals (and activities) in the Curriculum for Preschools and how they implement them in their daily pedagogical practice. The study included 58 preschool teachers, of whom 57 were women and 1 was a man.
The results of our research showed that preschool teachers use the Curriculum for Preschools when planning their work and that they include language activities in the daily routine. They agree that the goals are clearly written but feel that goals related to early literacy and especially Slovene as a second language are missing. They offered several suggestions for additions to the language area and provided examples of activities they use to support children's speech and language development.
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