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Title:VZGOJITELJICA V DEVETLETKI OZIROMA NJENA VLOGA V PRVEM RAZREDU DEVETLETKE
Authors:ID Tekmec, Darja (Author)
ID Lepičnik Vodopivec, Jurka (Mentor) More about this mentor... New window
Files:.pdf VS_Tekmec_Darja_2009.pdf (1,49 MB)
MD5: 848F7B08CDF638CB1A6BD87018774374
PID: 20.500.12556/dkum/e0436aa4-4311-4000-8363-01d7ad6bfc8a
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:PEF - Faculty of Education
Abstract:V diplomskem delu smo prikazali delo vzgojiteljice v devetletni osnovni šoli in njeno vlogo v prvem razredu. Vzgojiteljica namreč enakovredno sodeluje ob učiteljici 1. razreda. Diplomska naloga obsega dva dela, in sicer teoretični del ter empirični del. V teoretičnem delu smo predstavili devetletno osnovno šolo in njene značilnosti ter Zakon o osnovni šoli. Podrobneje smo opisali delo vzgojiteljice v prvem razredu devetletke in kaj se vključuje v njeno delo. Opisali smo učni načrt organiziranega podaljšanega bivanja, saj so vzgojiteljice v veliki meri prisotne v podaljšanem bivanju. Ker v prvem razredu sodelujeta v timu vzgojiteljica in učiteljica, smo predstavili tovrstno timsko delo in pomen dela v timu, prav tako pa predstavili pomembnost medsebojne komunikacije, ki je pri njunem pedagoškem delu neizogibna. Predstavili smo avtoriteto vzgojitelja, saj je pri delu z otroki zelo pomembna. Z devetletno osnovno šolo se je uvedla novost, da vanjo vstopajo leto dni mlajši otroci, in sicer šestletni otroci, zato se nam je zdelo pomembno predstaviti tudi značilnosti teh otrok. Tako vzgojiteljica kot učiteljica jih morata dobro poznati, če hočeta z njimi delati, še posebej na začetku šolskega leta, ko se otroci vključujejo v čisto novo, drugačno okolje. V drugem, empiričnem delu, povzemamo rezultate, ki smo jih pridobili z anketiranjem vzgojiteljic, zaposlenih v prvem razredu osnovnih šol. Rezultati so pokazali, da vzgojiteljice aktivno sodelujejo pri pouku in samem načrtovanju, da vzgojiteljice in učiteljice aktivno sodelujejo v timu, se med seboj razumejo, si izmenjujejo mnenja in delijo delo med seboj.
Keywords:devetletna osnovna šola, vzgojiteljica, učni načrt, podaljšano bivanje, timsko delo, komunikacija, avtoriteta.
Place of publishing:Maribor
Publisher:[D. Tekmec]
Year of publishing:2009
PID:20.500.12556/DKUM-10924 New window
UDC:373.2(043.2)
COBISS.SI-ID:17007880 New window
NUK URN:URN:SI:UM:DK:KIQZDV1L
Publication date in DKUM:13.08.2009
Views:6884
Downloads:1001
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:BEING A KINDERGARTEN TEACHER IN THE NINE YEAR ELEMENTARY SCHOOL AND THEIR ROLE IN THE FIRST YEAR OF THE NINE YEAR ELEMENTARY SCHOOL
Abstract:The degree paper presents the work of a preschool teacher in a nine-year elementary school and her role in the first class. The preschool teacher is namely working equally alongside with the teacher of the first class. The degree paper has two parts, a theoretical and an empirical one. The theoretical part presents the nine-year elementary school and its characteristics as well as the Elementary School Act. The work of the preschool teacher in the first class of a nine-year elementary school and the tasks, which are part of her work, are described in greater detail. Further, the curriculum of the organised after-school care is described, since preschool teachers are also frequently present in the after-school care. Because the preschool teacher and the teacher are working together as a team in the first class, this kind of teamwork and the importance of work in a team are described as well as the importance of interpersonal communication, which is inevitable in their pedagogical work. Presented is also the authority of the educator, because it is very important when working with children. The nine-year school brought a change, because one year younger, six-year-old children are enrolled in it and therefore it seemed important to describe the characteristics of these children as well. The preschool teacher as well as the teacher have to know them well, if they want to work with them, especially at the beginning of the school year, when the children are integrating into a completely new and different environment. The second, empirical part summarizes the results, which were provided with the help of polls that were distributed among preschool teachers working in the first class of elementary schools. The results show that preschool teachers take an active part in the lessons and the planning itself, that the preschool teachers and teachers take an active part in teamwork, get along with each other, exchange their opinions and share their work.
Keywords:nine-year elementary school, preschool teacher, curriculum, after-school care, teamwork, communication, authority.


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