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Title:Zgodovina vrtcev na Koroškem
Authors:ID Toš, Katja (Author)
ID Lepičnik - Vodopivec, Jurka (Mentor) More about this mentor... New window
Files:.pdf UNI_Tos_Katja_2012.pdf (564,22 KB)
MD5: 20D726BB32B84FC3169FA07CCC1424F3
PID: 20.500.12556/dkum/68b1cf2c-fe03-426d-8a10-9d9403207928
 
Language:Slovenian
Work type:Undergraduate thesis
Typology:2.11 - Undergraduate Thesis
Organization:FF - Faculty of Arts
Abstract:Predšolska vzgoja se je na Koroškem začela pojavljati že zelo zgodaj v devetnajstem stoletju, ko so se začeli ustanavljati DID-i, tako imenovani domovi iger in dela, ki so se tekom let svojega delovanja, nekje v petdesetih letih prejšnjega stoletja, preimenovali v vrtce, in tako je ostalo vse do danes. Sprva so bili ti domovi precej slabo obiskani; starši ustanove niso poznali, otroke so raje imeli doma, sčasoma pa so takšno obliko varstva začeli sprejemati, kar se kaže tudi v vsakoletnem porastu vpisa otrok. V samem začetku so te ustanove nudile možnost celodnevnega varstva, ki je otrokom namenilo tudi obroke hrane, nato pa se je počasi začel izoblikovati določen delovnik, po katerem so domovi obratovali. Financirali in ustanavljali ter vzdrževali so jih običajno okrajni ljudski odbori, okoliška podjetja ter skromni prispevki staršev. Ker takrat poklic vzgojitelja predšolskih otrok na Koroškem še ni bil toliko razširjen, so bile sprva na ta mesta postavljene »vrtnarice«, ki so kasneje, tekom svojega dela, naredile šolo ter si tako pridobile ustrezno izobrazbo in izkušnje za delo z otroki. Že tedaj so se vodilni v vrtcih zavedali, da je za dobro prakso potrebno tudi nenehno izpopolnjevanje na določenem področju dela, zato so poskrbeli za številna srečanja, konference in seminarje, kjer so se vzgojiteljice srečevale, izmenjavale mnenja, ideje in izkušnje. Vrtci, ki so takrat delovali v okviru šol, s katerimi so si delili tudi stavbo, so morali delovati po strogih navodilih in načelih šol ter inšpektorjev. Skupine po trideset in več otrok je obvladoval zgolj en vzgojitelj, kar se je do danes tudi spremenilo; postopno so se namreč začele poleg vzgojitelja uvajati tudi varuhinje oziroma kasneje imenovane pomočnice vzgojitelja, ki so pomagale samo delno, danes pa sta v skupini prisotni dve strokovni delavki, ki se časovno dopolnjujeta glede na predpisane kriterije sočasnosti. S sprejetjem prvega kurikula za vrtce pa se je spremenil tudi način dela: slednje je postalo bolj sistematično, poleg varstva pa je vsebovalo tudi elemente vzgoje in izobraževanja. Tako se je skozi leta obstoja razvijalo in napredovalo tudi področje predšolske pedagogike in vzgoje, kar je pripeljalo do tega, da imamo danes na izbiro mnogo različnih oblik vzgoje, ki jih izvajajo različni vrtci; seveda je standardna oblika predšolske vzgoje in varstva še vedno najbolj razširjena. Kot prvotni ustanovitelj te tradicionalne oblike je priznan Friderik Frobel, ki je že leta 1840 ustanovil prvi sodobni vrtec v Evropi. Poimenoval pa ga je »Kindergarten«, torej otroški vrtec. Osnovna ideja te poteze je bilo prepričanje, da je z vzgojo treba začeti čim bolj zgodaj, naravnana pa naj bo v smer razvoja otrokovih naravnih sposobnosti ter njegove moralnosti. Osrednja dejavnost naj bo otroška igra, ki naj se povezuje z drugimi vsebinami: likovno in glasbeno vzgojo, naravo, jezikom in praktičnim delom. Deset let za vrtcem, torej leta 1850, pa je Frobel ustanovil še kolidž za ženske, kjer so dekleta lahko pridobila izobrazbo vzgojiteljice predšolskih otrok. Vedno bolj uspešno pa tej obliki konkurirajo druge, od vrtca montessori do valdorfskega vrtca in vrtca, ki izvaja High Scope Curiculum. Koroška, ki sicer velja za eno izmed dežel v Sloveniji, ki razvoju sledijo nekoliko počasneje, je na področju predšolske vzgoje kar v koraku s časom. Vrtci se tudi tukaj vedno bolj modernizirajo, delež vpisanih otrok se veča, vključujejo in preizkušajo pa se tudi drugi, drugačni modeli dela. Sicer so starši večinoma do novosti sprva precej skeptični, a ko zadeva steče tako, kot je bilo zamišljeno in načrtovano, so zadovoljni tudi oni in pa seveda akterji vzgojnih programov, otroci.
Keywords:Domovi iger in dela, vrtci na Koroškem, zgodovinski razvoj vrtcev, Reggio Emilia, starši in vrtec.
Place of publishing:Maribor
Publisher:[K. Toš]
Year of publishing:2012
PID:20.500.12556/DKUM-38716 New window
UDC:373.2.016(497.413)(091)(043.2)
COBISS.SI-ID:19579400 New window
NUK URN:URN:SI:UM:DK:7JV8YWXJ
Publication date in DKUM:20.12.2012
Views:4005
Downloads:223
Metadata:XML DC-XML DC-RDF
Categories:FF
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Secondary language

Language:English
Title:History of kindergartens in Carinthia
Abstract:Nursery education started to appear in Carinthia already in the early 19th century when establishment of DIDs began – so called homes of play and work, which were renamed into nursery schools during their existence somewhere in the fifties of the previous century, and so remained until today. At first, these homes were rather poorly visited; parents were not familiar with the establishment, they preferred to keep their children at home, but with the time they started to accept such form of nursery, which is shown in yearly increase of entry. In the early beginning, these establishments offered a possibility of all-day nursery where children were also given meals, and then slowly was formed a certain work schedule upon which these homes operated. These were usually financed and established by district people’s committees, surrounding companies and by modest parent’s contributions. Since profession of preschool educator in Carinthia was not yet so common, these posts were occupied by “kindergarten teachers”, who latter, during their work, finished school and so gained a suitable education and experience for work with children. Already then, the managements in nursery schools were aware that for good practice a constant perfecting is needed in certain areas of work therefore they provided for numerous gatherings, conferences and seminars where governesses met, exchanged opinions, ideas and experiences. Nursery schools, which than operated within the framework of schools and also shared buildings with had to operate under strict directions and principles of schools and inspectors. Groups of thirty or more children were taken care of by merely one educator, what also changed till today; gradually, besides educator, were introduced nurses respectively later named educator’s assistants who only helped partially, but today, there are two professionals present in a group who timely supplement each other as to the regulated criteria of simultaneousness. The acceptance of the first curriculum for nursery schools also changed the way of work; the latter became more systematic, and besides nursery it contained also elements of upbringing and education. So, through the years of existence the field of preschool pedagogy and education also advanced, which resulted that we today have a choice of many forms of education implemented by different nursery schools; of course, the standard form of preschool education and nursery is yet most common. As the original founder of this traditional form is known Friderik Frobel who established the first contemporary nursery school in Europe already in 1840. It named it »Kindergarten«, thus nursery school. The basic idea of this stroke was the belief that education should start as early as possible and it should be aimed at development of a child’s natural abilities and morality. The central activity should be a child’s game that should link with other activities; artistic and music education, natural science, language and practical work. Ten years after the nursery school, this in 1850, Frobel established also a college for women where girls could gain the education of an educator of preschool children. Ever more successfully, other forms compete with this form – from the Montessori Kindergarten to Waldorf Kindergarten, and the kindergarten performing the High Scope Curriculum. Carinthia, being one of the provinces of Slovenia with somehow slower progress, is in the step with the times in the field of preschool education. Nursery schools here are ever more modernized, the share of entries is increasing, and other, different work models are being introduced and tested. Parents are usually rather reticent about novelties at first, but when it progresses as originally intended and planned they too are satisfied as well as the actors of the education program and the children.
Keywords:Homes of play and work, nursery schools in Carinthia, historical development of nursery schools, Reggio Emilia, parents and nursery school.


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