Daily routine is an important element of the agenda in preschool. In preschools, very little attention is devoted to rest or sleep, which represent an important part of the daily routine. It is important to realise that quality work in preschool includes respect for the rights of children to choose and cooperate in carrying out daily routines. The aim of our research was to determine how the daily routine of resting and sleeping is carried out in selected preschools, how children participate in this part of the daily routine and how well do the employees know or interpret the legislation in this area. Theoretical starting points start with the national curriculum and also the hidden curriculum, which has a significant impact on the education of children, especially when it comes to daily routines. That is followed by the presentation of the importance of children participation in the preschool curriculum, including the risks of participation, which may impede the realization of children's rights. The theoretical part continues with a description of the daily routine in Curriculum for Preschools (1999) and the curriculums of some other foreign countries. The theoretical part is concluded with the importance of rest and sleep in preschool, legal regulations and inspection control over this part of the daily routine and a review of research that has already been done in this area. The empirical part starts with our research, which was conducted in two preschools in the regions of Savinjska and Central Slovenia, during which we studied whether there are significant statistical differences between the two preschools in terms of the organization of rest and sleep. We sought to determine whether children, aging from 4 to 5 years of age, had the possibility of choice and participation in the organization of space and the implementation of rest and sleep and how this is done. We were also interested in legal provisions in this area in terms of safety and health of children and how well they are understood and abided by preschool teachers, nutrition organizers, health and hygiene regime organizers, headmasters and inspectors. We used the descriptive and causal non-experimental method of pedagogical research and quantitative and qualitative data processing. Results have shown that there are statistically significant differences between the two selected preschools in the course and length of rest and sleep and in the organization of activities for children that do not sleep during the day. It was common practice in both selected preschools that all children had to rest but after a certain time the children that did not sleep got up and went to play. We found the practice of setting loungers in an alternate manner (head – feet) particularly questionable. It is evident from the actions of professional staff that they do not question whether their actions in the area of rest and sleep are in accordance with legal regulations and provisions.
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