20.500.12556/DKUM-71905 Spoznavanje kulturne dediščine v predšolskem obdobju s sodelovanjem vrtca in muzeja Cultural heritage learning in the pre-school education period through collaboration between kindergarten and museum Kurikulum za vrtce izvajalce predšolskih vzgojno-izobraževalnih programov obvezuje, da se povezujejo z okoljem. Vzgojitelji v vrtcih se v ta namen povezujejo z različnimi kulturnimi ustanovami, kot so npr. muzeji in galerije ... V sodelovanju z muzejem najpogosteje načrtujejo dejavnosti o spoznavanju kulturne dediščine, in sicer glede na cilje kurikula, ki jih opredeljuje predmetno področje družba, medtem ko muzeji pri pripravi pedagoških programov niso zavezani nobenemu uradnemu dokumentu. Kljub temu se tako imenovana muzejska pedagogika vedno bolj uveljavlja. Splošne smernice in cilje za kulturno-umetnostno vzgojo je Zavod RS za šolstvo podal leta 2009, vendar se le-te ne nanašajo izključno na predšolsko obdobje. S primerjavo ciljev kurikula in kulturno-umetnostnih ciljev smo izpostavili stičišča, ki povezujejo oba dokumenta. Menimo, da lahko na podlagi upoštevanja obeh učinkovito izvajamo spoznavanje kulturno-umetnostne vzgoje v predšolskem obdobju. V diplomskem delu smo z obravnavo primarnih in sekundarnih virov opredelili pomen in načine spoznavanja kulturne dediščine za predšolske otroke. Osredotočili smo se na sodelovanje vzgojitelja z muzejskim pedagogom in obenem raziskali, ali in kako je možno ob povezovanju vrtca z muzejem za obravnavo kulturno-zgodovinskega izročila v predšolskem obdobju vpeljati vidike izkustvenega učenja. Izvedli smo empirično raziskavo s pomočjo 86 elektronsko pridobljenih anketnih vprašalnikov vzgojiteljev. Ugotovili smo, da vzgojitelji sodelujejo z muzejskimi pedagogi pri načrtovanju dejavnosti in poglabljanju vsebin s področja kulturne dediščine. Pripravo otrok na dejavnosti, vodene s strani muzejskega pedagoga, pogosteje z uporabo strategij izkustvenega učenja izvajajo vzgojitelji oddelkov, ki niso vključeni v muzejski abonma. Delovna doba vzgojiteljev je bila kot statistično značilna razlika izpostavljena le v opredelitvi stališča, da je pojem kulturna dediščina dovolj jasno opredeljen v Kurikulumu za vrtce. Z zgoraj navedeno trditvijo se najbolj strinjajo anketiranci s 26 ali več let delovne dobe. Providers of pre-school education programmes are obliged by the kindergarten curriculum to cooperate with the surrounding area. For this reason, kindergarten teachers connect with different cultural institutions, such as museums and galleries. When they cooperate with museums, they most often plan activities that include getting acquainted with the cultural heritage. Those activities are adopted according to the curriculum aims in the subject field of society studies while museums are not limited by any official document when they prepare their teaching programmes. Despite this fact, the so-called museum pedagogics is getting more and more known. National Education Institute Slovenia introduced general guidelines and aims for the cultural and artistic education in 2009, but they do not only refer to the pre-school period. By comparing the curriculum with the cultural and artistic education aims, we set out the common points that link both documents. We believe that by considering both of these documents efficient cultural and artistic education can be carried out. By including primary and secondary sources in the thesis, we defined the meaning and ways of exploring cultural heritage by pre-school children. We focused on the cooperation between a pre-school teacher and a museum educator and at the same time also explored if and in what way we can include aspects of experiential learning within the learning about the cultural historical heritage. An experiential research was carried out with 86 electronically gained questionnaires answered by pre-school teachers. The results show that pre-school teachers cooperate with museum educators when planning and expanding content regarding the area of cultural heritage. The preparation of children for the activities led by museum educator is more often carried out by pre-school teachers from outside of the museum using strategies of experiential learning. The time of employment of the pre-school teachers was pointed out as a statistical significance only when expressing a position towards the statement that the term cultural heritage is stated clearly enough in the kindergarten curriculum. Only teachers with 26 or more years of experience agreed with the given statement the most. izkustveno učenje kulturna dediščina Kurikulum muzejska pedagogika predšolski otroci sodelovanje experiential learning cultural heritage curriculum museum pedagogics pre-school children cooperation true true false [P. Gojkovič] Slovenski jezik Angleški jezik Diplomsko delo/naloga 2018-09-03 19:05:35 2021-02-05 08:44:37 2022-08-01 21:43:14 2021-02-06 03:17:14 2018 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2(043.2):37.016 24183048 URN:SI:UM:DK:9OVLU9QM VS_Gojkovic_Polona_2018.pdf VS_Gojkovic_Polona_2018.pdf 1 B19CFFA2629A13E25254053D41784AAD 4845f1a9f9d3498b71994c13d195e385b96e7f1d1c33eae5991065f5018800d0 3ebea7f7-7c10-11eb-bb7a-00155d0001ca 20.500.12556/dkum/e53a268a-a56a-4d7f-986c-a88cb791d695 https://dk.um.si/Dokument.php?lang=slv&id=128520 Pedagoška fakulteta 0 0 0