Participacija otrok pri prehranjevanju in spanju v vrtcu

Krk, Katja (author), Batistič Zorec, Marcela (mentor)

V teoretičnem delu magistrskega dela sem predstavila participacijo otrok v povezavi z dnevno rutino na področjih prehranjevanja in spanja v vrtcu. Izhajala sem iz predpostavke, da je spreminjajoči se proces predšolske vzgoje skozi čas povezan z razumevanjem podobe otroštva in otroka. Konvencijo o otrokovih pravicah (1989) sem obravnavala kot ključen dokument za vzpostavitev pomembnosti participacije otrok v procesu vzgoje in izobraževanja ter v nadaljevanju opisala spoznanja o otrokovi zgodnji kompetentnosti, nevarnostih participacije ter povezavo participacije s kakovostjo v pedagoškem procesu in vlogo odraslih v njej. Posebej sem poudarila koncept Reggio Emilia in pedagogiko poslušanja, pomen nenehnega (samo)izobraževanja strokovnih delavcev v predšolski vzgoji in zaključila s prikritim kurikulumom ter pomenom subjektivnih teorij v povezavi z dnevno rutino v vrtcu. Obenem sem izpostavila pomembnejše raziskave v slovenskem in tujem prostoru, ki so bile izvedene na to temo. Raziskovala sem, kakšne so izkušnje, ravnanja in mnenja strokovnih delavcev glede participacije otrok v drugem starostnem obdobju na področju prehranjevanja in spanja v Vrtcu Velenje. Še posebej so me zanimale razlike med mnenji otrok in strokovnih delavcev, obenem pa skladnost med mnenji strokovnih delavcev in njihovo dejansko prakso v vrtcu. Ugotavljala sem tudi, ali se v odnosu do participacije pri načrtovanju dejavnosti med strokovnimi delavci pojavljajo razlike glede na stopnjo izobrazbe. Za zbiranje podatkov sem uporabila kombinacijo kvalitativnega in kvantitativnega raziskovanja. Podatke sem pridobila z anketnim vprašalnikom in intervjuji z otroki. Rezultati so pokazali, da so strokovni delavci v Vrtcu Velenje participaciji naklonjeni, vendar se praksa nekoliko razlikuje od njihovih mnenj in stališč. Načrtovanje dejavnosti poteka pretežno tako, da dejavnosti izbere vzgojiteljica sama, vendar praviloma upošteva želje in ideje otrok. Podatki kažejo, da morajo otroci v večini oddelkov počivati na ležalnikih, dokler jim vzgojitelji ne dovolijo vstati, pri prehranjevanju pa poskusiti vsaj "pikico" ali pojesti vse, kar so si vzeli na krožnik. Otroci so v primerjavi s strokovnimi delavci predstavili izvirne ideje lastne vizije organizacije prostora. Glede na njihove odgovore se počutijo upoštevane, saj lahko sami izbirajo, s kom bodo sedeli pri jedi, v primeru, ko ne morejo pojesti, lahko hrano pospravijo. Tako strokovni delavci kot otroci se strinjajo, da bi moral biti prostor za počitek ločen, udobnejši in kot pomembno pravilo pri prehranjevanju izpostavljajo tiho govorjenje ali tišino, medtem ko se pogovarjanja med obroki ne spodbuja. Vpogled v različne perspektive udeležencev pedagoškega procesa bi lahko vplival na razumevanje pomembnosti nenehne samorefleksije in izobraževanja strokovnih delavcev, ki je ključnega pomena za morebitno spreminjanje subjektivnih teorij v izvedbenem kurikulumu vrtca.

• Language: Slovenian
• Keywords: predšolski otrok
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-87179
• COBISS.SI-ID: 11348041
• Publication date in RUL: 04.09.2017

Secondary language

• Language: English
• Title: Participation of children in nutrition and sleeping in preeschool

Abstract

Theoretical part consists of participation issues regarding eating and sleeping of children in preschool, based on predisposition, that changing process of childcare through time is related with perspectives of children and childhood in society. Convention on the Rights of the Child (1989) is considered as crucial document for understanding participation of children as an important part of learning process in preschool. Further on is written about recognition of a child as competent being, threats of participation, relations between participation and quality of educational process. Attention is given to the Reggio Emilia's concept; it's pedagogy of listening and important role of constant self-education. Important Slovene and foreign researches on that theme are presented. Theoretical part concludes with hidden curriculum and subjective theories of educators, which affects daily routine in preschool. Empirical part consists of researching perspectives of children (3 – 6 years old) and educators regarding participation on eating and sleeping in Velenje preschool. Attention is given to compare opinions of both groups, find similarities between opinions of educators and real pedagogy process in practice and correlate opinion of educators with different education level. Results presents affection of educators to participation, even their practice is slightly different. Planning activities is made mostly by educators themselves, with consideration of children wishes and ideas. Daily routine results have shown, that children must lie on their beds, until educator does not tell them to get up. Also children must in majority eat "at least a dot" of food or even all of the meal, they have taken to their plate. Children have unique ideas of organizing their own place to rest or eat; their answers shows satisfaction with participation in choosing place to eat and having a choice what to eat. Both, children and educators agree, that place to sleep or nap should be larger and more comfortable. As most important rule at meals is highlighted quietly talking or not talking at all, promotion of talking is not an option. Insight into different perspectives of pedagogical process helps us understand importance of continuous self-reflection and education of educators, which is highly important for changing subjective theories in preschool everyday practice.

• Keywords: preschool children