20.500.12556/DKUM-92156 Prehod s podružnične osnovne šole na matično osnovno šolo z vidika učiteljev, staršev in učencev magistrsko delo Transition from a branch elementary school to a central elementary school from the perspective of teachers, parents and students V magistrskem delu smo se osredotočili na prehod s podružnične osnovne šole na matično osnovno šolo, ki še vedno velja za precej neraziskano področje in na katerega se po lastnih izkušnjah v šolskem sistemu velikokrat pozablja. Izvedeti smo želeli, kakšna so stališča in pogledi učiteljev, staršev in učencev, njegov pomen za delo učitelja in količina ter način sodelovanja med učitelji in starši. V teoretičnem delu je najprej predstavljen razvoj otroka in njegove razvojne značilnosti z namenom, da pojasnimo, kakšno je razmišljanje in doživljanje otrok anketirane starostne skupine. V nadaljevanju je opisan otrokov prehod iz vrtca v šolo, na podlagi katerega smo ugotovitve nadgradili na prehod s podružnične na matično osnovno šolo. Obravnavani so tudi vzgojni stili in sodelovanje med šolo in starši iz različnih vidikov. V empiričnem delu smo s pomočjo anketnega vprašalnika preverili in raziskali poglede, stališča in razmišljanja o prehodu s podružnične osnovne šole na matično osnovno šolo. V raziskavo so bili vključeni učitelji, starši in učenci 5. in 6. razreda osnovne šole s podružničnimi šolami. V raziskavi smo ugotovili, da je prehod s podružnične osnovne šole na matično osnovno šolo za starše pomembnejši kot za učitelje, pri katerih v rezultatih ni statistično pomembnih razlik glede na delovno dobo. Starši in učenci so bili s prehodom seznanjeni že pred vstopom v šolo, najpogosteje s pogovori. Ugotovila sem, da učitelji in starši glede prehoda s podružnične osnovne šole na matično osnovno šolo ne komunicirajo posebej, se pa kažejo spremembe v povečani komunikaciji med učitelji, starši in učenci. Učitelji prilagajajo pouk z vključevanjem dodatnih razlag in obrazložitev ter ponavljanja učne snovi z učenci. Rezultati so pokazali, da učitelji do učencev s podružnične osnovne šole čutijo več pozitivnih čustev in so njihovi občutki do njih usmerjeni v pozitivno smer. In the master's thesis we focused on the transition from a branch elementary school to the central elementary school, which is still considered a rather unexplored area, and which is often overlooked, based on our personal experience. We wanted to find out what the attitudes and views of teachers, parents and students are about this kind of transition, its importance for the work of the teacher and the amount and manner of cooperation between teachers and parents. The theoretical part first presents the development of the child and its developmental characteristics with the aim of explaining what the thinking and experience of the children of the surveyed age group are like. Then we describe the transition in school in general and the child's transition from kindergarten to school, which we used as a base for our findings on transition from the branch elementary school to the central elementary school. Educational styles and cooperation between the school and parents from different perspectives are also discussed. In the empirical part, we used the questionnaire to check and research the views, attitudes and thoughts on the transition from a branch elementary school to the central elementary school. Teachers, parents, and 5th and 6th grade students of a elementary school with branch elementary schools were included in the study. During the research, we found that the transition from the branch elementary school to the central elementary school is more important for the parents than for the teachers, for whom there are no statistically significant differences in the results based on their length of service. Parents and students were informed about the transition even before entering school, most often through conversations. I found that teachers and parents do not communicate particularly about the transition from the branch elementary school to the central elementary school, but changes are evident in the increased communication between teachers, parents and students. Teachers adapt the lessons by including additional explanations and clarifications and by repeating the learning material with the students. The results showed that teachers feel more positive emotions towards students from the branch elementary school and their feelings towards them are directed in a positive direction. podružnična šola matična šola prehod vzgojni pristopi sodelovanje branch elementary school central elementary school transition educational approaches cooperation true true false [I. Kotnik] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-03-15 20:09:09 2025-04-25 08:42:15 2025-04-26 03:09:55 0000-00-00 00:00:00 2025 0 Maribor 0 Maribor XI, 95 str. 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.3(043.2) 234228995 MAG_Kotnik_Ines_2025.pdf MAG_Kotnik_Ines_2025.pdf 1 FB60ADBBD0B6DFB15636A17FB9ACE107 1b4bfc33203c705d12a04defaaca6d2e8920adb1c7884dc0303ed3e9c70995d4 0a54e474-0366-11f0-895f-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=189442 Pedagoška fakulteta 0 0 0