20.500.12556/DKUM-53879 NEKATERI VIDIKI PRIKRITEGA KURIKULUMA CERTAIN ASPECTS OF HIDDEN CURRICULUM Kurikulum za vrtce je nacionalni dokument za delo v vrtcu. Prisoten je tudi pojem prikriti kurikulum, ki je pomemben dejavnik otrokovega vsakdanjega življenja v vrtcu in hkrati tudi pomemben vzgojni dejavnik. Diplomsko delo je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu je predstavljen pojem kurikulum – kaj je in vrste kurikulumov. Poseben poudarek je na prikritem kurikulumu, kjer so v ospredje postavljeni nekateri vidiki. V okviru tega so izpostavljena tudi načela, rutinske dejavnosti in interakcija med vzgojiteljico in otroki. V empiričnem delu so predstavljeni rezultati raziskave na temo prikritega kurikuluma. Raziskava je temeljila na neslučajnostnem priložnostnem vzorcu vzgojiteljic in vzgojiteljev iz mariborskih vrtcev. Podatki so bili zbrani z že standardiziranim anketnim vprašalnikom oz. ocenjevalno lestvico, ki je bila vzeta iz Marjanovič Umek, L., Fekonja, U., Kavčič, T. in Poljanšek, A. (ur.) (2002). Kakovost v vrtcih. Ljubljana: Znanstveni inštitut Filozofske fakultete. Zanimalo nas je, kako vzgojitelji v mariborskih vrtcih izvajajo dnevno rutino; ali upoštevajo individualne razlike med otroki; ali dopuščajo možnost izbire pri dnevni rutini; ali vzgojitelji zagotavljajo/spodbujajo interakcijo z otroki ter ali obstaja razlika glede na starostno obdobje in letnik študija. Podatki so obdelani in analizirani s programom SPSS. Curriculum for kindergartens is a national document for the work in kindergarten. What is also present is the hidden curriculum, which is the important factor of a child’s everyday life in kindergarten and at the same time the important educational factor. The diploma thesis contains the theoretical and the empirical part. The concept of the curriculum is presented in the theoretical part – what it is and the types of curriculum. Special emphasis is on the hidden curriculum, where some views are put in the front. In this context the principles are also exposed, the routine activities and interaction between a pre-school teacher and children. In the empirical part the results of the research on the hidden curriculum are presented. The research was based on the non-accidental casual sample of the pre-school teachers from Maribor kindergartens. The data were collected with a standardized survey questionnaire or the evaluation scale, which was taken from Marjanovič Umek, L., Fekonja, U., Kavčič, T. in Poljanšek, A. (ur.) (2002). Kakovost v vrtcih. Ljubljana: Znanstveni inštitut Filozofske fakultete. We were interested in how the pre-school teachers in Maribor kindergartens implement daily routine; do they take individual differences among children into account; do they allow the possibility of choice in the daily routine; do pre-school teachers ensure/encourage interaction among children and whether there is a difference according to the age bracket and the year of study. The data were processed and analysed with the SPSS program. Interakcija kurikulum načela prikriti kurikulum rutinske dejavnosti. Interaction curriculum principles hidden curriculum routine activities. true true false [P. Vilčnik] Slovenski jezik Angleški jezik Diplomsko delo 2015-08-10 22:39:17 2015-10-07 18:11:47 2022-06-04 03:09:25 2024-01-03 03:22:43 2015 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2:371.214.1(043.2) 21593096 URN:SI:UM:DK:88S7AZGA VS_Vilcnik_Patricija_2015.pdf VS_Vilcnik_Patricija_2015.pdf 1 CB00E062C9AA22E8DF4C5159BDCC0848 c0c53921aa1967c36997cce24fc59b0eedbef6566404f471516f00f47a540e00 1e0e1876-7c07-11eb-bb7a-00155d0001ca https://dk.um.si/Dokument.php?lang=slv&id=78692 Pedagoška fakulteta 0 0 0