Institutional preschool education in the Republic of Slovenia operates according to publicly recognized programs. Public kindergartens operate under concession according to the Kindergarten Curriculum (1999), while others are based on alternative educational concepts. These include the vision, goals, values, ways of achieving and implementing them, starting points, directions, educational rules and principles. At the same time, they also include codes, forms of cooperation, guidelines for ensuring a safe and quality environment and educational content. All this is also based on statutory kindergarten obligations, guidelines, programs and tasks. The thesis includes an analysis of the Kindergarten Curriculum, Montessori, Waldorf, Reggio Emilia, Forest and Piler Pedagogy, Education for Life and the Anti-Bias Approach. Each program, concept and approach is theoretically considered in terms of justifications and beginnings, guiding guidelines and objectives, environment and materials/tools, and the role of the educator and the child. The following section discusses the changes of our times that have had, and continue to have, a significant impact on approaches to working with children. Finally, I highlighted the key aspects of the chosen approaches and integrated them into the Kindergarten Curriculum, taking the changes that affect this into account.
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