20.500.12556/DKUM-97943 Spoznavanje prvin državljanske vzgoje v vrtcu diplomsko delo The introduction of civic education basics in kindergarten Namen diplomskega dela z naslovom Prvine državljanske vzgoje v vrtcu je opredeliti državljansko vzgojo v predšolskem obdobju in predstaviti njen pomen ter vlogo v vrtcu. Glavni cilj raziskave je bil ugotoviti, kako vzgojitelji državljansko vzgojo razumejo in na kakšen način njene prvine vključujejo v vsakodnevno pedagoško prakso. V teoretičnem delu so predstavljeni temeljni koncepti državljanske vzgoje, njena povezanost z okoljem, simboli in načini udejanjanja v vrtcu. Posebej je izpostavljen razvoj identitete otroka kot aktivnega člana skupnosti, vloga vzgojitelja in pomen aktivne participacije otrok. V empiričnem delu je bilo izvedenih 20 intervjujev z diplomiranimi vzgojiteljicami. Ugotovljeno je bilo, da vzgojitelji državljansko vzgojo razumejo predvsem kot del vsakodnevnih socialnih interakcij in učenja skozi izkušnje. Najpogosteje jo vključujejo v načrtovane dejavnosti. Rezultati kažejo, da se razlike med vzgojitelji z različno delovno dobo kažejo predvsem v načinu vključevanja, ne pa v pogostosti. Prav tako se razlike med mestnim in podeželskim okoljem kažejo predvsem v oblikah sodelovanja z lokalno skupnostjo. Ugotovljeno je bilo, da se vzgojitelji srečujejo z različnimi vrstami izzivov, ki so bolj povezani z okoljem in izkušnjami kot pogostostjo dela. Državljanska vzgoja je prisotna v vseh vrtcih, vendar se njen način izvajanja razlikuje glede na pristop vzgojiteljev in organizacijo dela. The purpose of the thesis The Introduction of Civic Education Basics in Kindergarten is to define civic education in the preschool period and to present its importance and role in kindergarten. The main objective of the research was to examine how preschool teachers understand civic education and how they incorporate its elements into their everyday pedagogical practice. The theoretical part presents the fundamental concepts of civic education, its connection to the environment, symbols, and ways of implementation in kindergarten. Special emphasis is placed on the development of a child's identity as an active member of the community, the role of the teacher, and the importance of children's active participation. In the empirical part, 20 interviews were conducted with qualified preschool teachers. The findings indicate that teachers primarily understand civic education as part of everyday social interactions and experiential learning. It is most frequently incorporated into planned activities. The results show that differences among teachers with varying years of experience are reflected mainly in the methods of implementation rather than in frequency. Similarly, differences between urban and rural environments are primarily evident in the forms of cooperation with the local community. It was also found that teachers face various challenges that are more closely related to the environment and experience than to the frequency of implementation. Overall, it can be concluded that civic education is present in all kindergartens; however, its implementation varies depending on teacher's approaches and the organisation of work. državljanska vzgoja vrtec participacija otrok civic education kindergarten children's participation true true false N. Belšak Slovenski jezik Angleški jezik Diplomsko delo/naloga 2026-05-03 10:28:36 2026-06-17 09:54:33 2026-06-18 03:25:28 0000-00-00 00:00:00 2026 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (VIII, 35 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2.091.3:172(043.2) 281894659 VS_Belsak_Nika_2026.pdf VS_Belsak_Nika_2026.pdf 1 9498CD35B4DA3BBECBE7B417CCEE6D19 3f8d313a2350300bd6a65ea0f11247447c87a0a139ee1a0e05419885e72422bd 9cf6ec14-47f1-11f1-89cf-00155d0001a1 https://dk.um.si/Dokument.php?lang=slv&id=205750 Pedagoška fakulteta 0 0 0