Posredovanje vrednot v predšolskem obdobju

Petrovčič, Neža (author), Skubic, Darija (mentor)

Področje posredovanja vrednot mlajšim generacijam je upravičeno deležno vedno več pozornosti v raziskovalnem svetu. Vrednote oz. posredovanje vrednot je namreč relativno široko zasnovan pojem, podvržen subjektivnim teorijam in lastni interpretaciji strokovnih delavcev. Na podlagi številnih raziskav se pojavlja potreba po jasnem, strokovnem izrazoslovju in metodiki, ki bi pedagoškim delavcem omogočila kvalitetnejše načrtovanje in izvajanje pedagoške prakse. S tem bi se zmanjšali nesluteni učinki prikritega kurikuluma, ki s svojimi dejavniki pomembno vpliva na posredovanje vrednot, hkrati pa bi področje posredovanja vrednot dvignili na bolj eksplicitno in ozaveščeno raven. V teoretičnem delu diplomskega dela sem predstavila področje oblikovanja in posredovanja vrednot, vlogo družine in vrtca v tem procesu ter poiskala učinkovite pristope in metode poučevanja vrednot. V empiričnem delu sem raziskala, v kolikšni meri se vzgojitelji zavedajo pomena skritega kurikuluma pri posredovanju vrednot, kako kompetentne se počutijo za posredovanje vrednot, kakšna so njihova stališča o pomembnosti vzgoje za vrednote ter katero jezikovno izrazje pri tem uporabljajo. Primerjala sem tudi odnos do vrednot med vzgojitelji in pomočniki vzgojitelja ter starši. Podatke sem pridobila z anketnim vprašalnikom, v katerem je skupno sodelovalo 313 ljudi, in z 8 individualnimi intervjuji z vzgojiteljicami. Rezultati kažejo, da imajo vrednote v vrtcu velik pomen in da se vzgojitelji večinoma čutijo kompetentne za posredovanje vrednot, vendar nekateri čutijo pomanjkanje znanja na jezikovnem področju oz. kako vrednote korektno ubesediti in strokovne opore. Zavedajo se pomena skritega kurikuluma, ki ga izpostavljajo kot glavni način posredovanja vrednot, a se mu pridružujejo tudi drugi načini, kot so posvečeni tematski sklopi, izbrana literatura, igra vlog, pogovor in socialne igre. Ti rezultati so primerljivi z izidi drugih raziskav, ki prav tako opozarjajo na ključen pomen, ki ga ima področje posredovanja vrednot na oblikovanje kolektivne družbene identitete, znanje o globalnem razvoju, kritično mišljenje, socialne veščine in osebnostni razvoj. Izpostavim tudi določene primankljaje področja, ki bi jih bilo vredno izboljšati, in sicer pomanjkanje strokovnega znanja, jezika in metod.

• Language: Slovenian
• Keywords: vrednote
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-114103
• COBISS.SI-ID: 12801609
• Publication date in RUL: 12.03.2020

Secondary language

• Language: English
• Title: Communication of values in the preschool period

Abstract

The field of value transfer onto younger generations is justifiably getting increasingly more attention in research. Values and value transfer is a relatively broad term and subject to subjective theories and individual interpretation of professionals. Based on numerous research there is a need for clear and professional terminology and methodology, which would enable teachers better planning and execution of teaching. With this we would diminish the effects of hidden curriculum that have a substantial influence on value transfer, while at the same time raising the field of transferring values to a more expicit and conscientious level. The purpuse of this thesis in its theoretical part is to explore the field of forming and transferring values, presenting the value of family and pre-school education in this process and finding efficient approaches and methods in teaching values. In the empirical part we explore to which extend teachers are aware of the importance of the hidden curriculum in value transfer, how competent they feel for teaching values, what their views are on the importance of teaching values and what type of language they use. I also compared the attitude towards values among teachers and assistant teachers and others. I acquired data through a survey questionnaire that included 313 participants and through 8 interviews with teachers. Results show that values play an important role in pre-school education and that teachers for the most part feel competent in working in this area, although some expess a lack of knowledge in language and professional foundations. Teachers are aware of the meaning of hidden curriculum, which they point out as the main device for transferring values, although complemented by other methods, such as selected activities, literature, role play, conversing and social play. These results are comparable with past research that also warns of the importance of value transfer on forming collective social identity, understanding of global development, critical thinking, social skills and personal development. I also emphasize certain shortcomings that should be addressed, such as lack of expert knowledge, language and methods.

• Keywords: values