In Kurikulum za vrtce (1996), cooperation between the kindergarten and its environment is written as a principle, which implies the consideration of diversity and possibilities for the use of natural and social-cultural sources for learning in the closest environment of the kindergarten and consideration of natural and social-cultural specifics of the environments of children. Integration into the wider environment means integration into the culture. In addition to the integration into one’s own culture, it is right that we introduce children to other cultures and civilisations, which presents the basis for raising mutual tolerance and respect of diversity (Kurikulum za vrtce, 1996). The theoretical part describes the characteristics of library activities, the role of the library, the selection of suitable books for preschool children and views of different authors (Jamnik, 1998; Kordigel, 1999; Kropp, 1999) on the importance of the first contact with reading in early childhood. With the help of the results of the research, performed among professional workers of the Kindergarten Zagorje ob Savi, I identify the cooperation of the kindergarten with the Library of Mile Klopčič, the views of professional workers of the kindergarten, define the types and frequency of cooperation and analyse the factors, based on which professional workers of the kindergarten make decisions about the cooperation with the library. I find that the vast majority of professional workers cooperate with the public library. They find this cooperation very important, since the majority of them cooperate with the public library on a monthly basis. As reasons for the cooperation, they state the benefits of learning the language and getting to know books and institutions in the environment they live in.
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