Quality and daily routine are two elements of preschool education that are intertwined. The quality of the kindergarten can be ensured in various ways, through independent influence or the influence of other professionals. A well-organized kindergarten brings good results for children as well as adults and employees in the kindergarten, because of the word "quality", we trust individual things more.
A daily routine is one that gives children a sense of security, belonging and positive energy. With good organization, we can support these factors and enable children to spend high quality time in the kindergarten.
In the theoretical part, I presented various models for determining the quality of kindergarten. Models for determining quality are both Slovenian and foreign. I also presented the organization of Slovenian and Spanish kindergartens and noticed many differences.
In the empirical part, I presented qualitative research and compared four semi-structured interviews with Slovenian and Spanish professionals employed in kindergartens.
The purpose of the thesis work is to determine the fundamental differences between the quality and organization of the daily routine in Slovenian and Spanish kindergartens. Professional workers plan, implement and evaluate their work in various ways, which are presented in the interpretation of the answers.
I was interested in what basic findings I could use to perceive the differences between professional workers, their work and kindergartens in general. At the end of the interviews, I found that all professionals who were part of my empirical research strive to do their job well in all areas and perform the daily routine in such a way that it is best adapted to children. Differences appear only in the so called "basic plan" of the daily routine, which is designed completely differently in individual countries.
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