KOMPETENCE VZGOJITELJEV IN VZGOJITELJIC PREDŠOLSKIH OTROK

Skudnik, Nina

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Title:	KOMPETENCE VZGOJITELJEV IN VZGOJITELJIC PREDŠOLSKIH OTROK
Authors:	ID Skudnik, Nina (Author) ID LEPIČNIK VODOPIVEC, JURKA (Mentor) More about this mentor... ID ČAGRAN, BRANKA (Comentor)
Files:	UNI_Skudnik_Nina_2012.pdf (1,11 MB) MD5: DB81FA37B9C18129659D21CFE8D58B19 PID: 20.500.12556/dkum/4b9c599a-3a32-4e34-b43e-d44f5fb7a1db
Language:	Slovenian
Work type:	Undergraduate thesis
Typology:	2.11 - Undergraduate Thesis
Organization:	FF - Faculty of Arts
Abstract:	Diplomsko delo Kompetence vzgojiteljev in vzgojiteljic predšolskih otrok je sestavljeno iz teoretičnega in empiričnega dela. V prvem je predstavljen položaj, pomen in vloga vzgojitelja ter položaj predšolske vzgoje, vključno z načeli in cilji ter izobrazbeno strukturo vzgojiteljev na zakonski osnovi. Nato je predstavljena povezava med družbo znanja in kompetencami, ki zajema tudi nove vloge vzgojitelja ter izhodišča za oblikovanje kompetenc. Sledijo različne teorije in opredelitve kompetenc ter predstavitev kompetenc po ravneh. Te zajemajo ključne, splošne in specifične kompetence. Nadalje je predstavljen in razdelan profesionalni razvoj vzgojitelja, ki vključuje izobraževanje, značilnosti in modele ter načela profesionalnega razvoja. Drugi del je empirični. Z anketnimi vprašalniki smo želeli ugotoviti, kako so razvite kompetence vzgojiteljev ter proučiti različne dejavnike, ki k razvoju le-teh prispevajo in vplivajo nanje. Pri tem smo uporabili deskriptivno in kavzalno-neeksperimentalno metodo pedagoškega raziskovanja, proučevanje na nivoju opisovanja stanja. Ugotovili smo, da vzgojitelji svoje kompetence ocenjujejo relativno dobro. Znotraj nekaterih področij se sicer še pojavljajo šibkosti, a se je izkazalo, da se vzgojitelji tega zavedajo. Za najbolj razvito se je pokazalo področje komunikacije in odnosov, najslabše pa so vzgojitelji ocenili področje sodelovanje z delovnim in družbenim okoljem. Na področju izobraževanja se je pokazalo, da v največji meri k razvoju kompetenc prispeva praksa in izkušnje. Vzgojitelji v splošnem menijo, da se dovolj vključujejo v različne oblike razvijanja lastnih kompetenc. Pri preverjanju povezave med delovno dobo in razvitostjo posameznih področij kompetenc se je pokazalo, da na vseh področjih, razen na področju organizacije in vodenja, obstaja povezava – pri vzgojiteljih z višjo delovno dobo je tudi razvitost kompetenc večja.
Keywords:	pomen in vloga vzgojitelja, družba znanja, kompetence, ključne kompetence, splošne kompetence, specifične kompetence, profesionalni razvoj (vzgojitelja).
Place of publishing:	Maribor
Publisher:	[N. Skudnik]
Year of publishing:	2012
PID:	20.500.12556/DKUM-39109
UDC:	373.2(043.2)
COBISS.SI-ID:	19566088
NUK URN:	URN:SI:UM:DK:HWEMJCJR
Publication date in DKUM:	18.12.2012
Views:	10034
Downloads:	2306
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	COMPETENCES OF PRESCHOOL CHILDREN EDUCATORS
Abstract:	This graduation thesis consists of a theoretical and an empirical part. The theoretical part presents the position, meaning and role of the preschool educator and the position of preschool education, including its principles and objectives. It also introduces educational structure of preschool educators on the legal basis. Then, the connection between the knowledge-based society and competences is presented. The graduation thesis also encompasses new roles of preschool educator and bases for creating competences. After that, we introduce various theories and definitions of competences, and their presentation by levels. These incorporate key, general and specific competences. Furthermore, we present and elaborate the professional development of a preschool educator which includes education, characteristics, models and principles of professional development. The second part of the graduation thesis is empirical. By using questionnaires, we wanted to find out how developed preschool educators’ competences are, and study various factors that influence and contribute to the development of competences. We used a descriptive and a causal-non-experimental method of pedagogic research, studying on the level of describing the status. We found out that preschool educators evaluate their competences relatively good. Although certain areas display weaknesses, preschool educators are aware of them. The area of communication and relationships is the most developed, while preschool educators assessed the area of cooperation with work and social environment as the worst. It has also been shown that, in the area of education, practice and experience most contribute to the development of competences. Preschool educators generally believe that they integrate enough into various forms of developing their own competences. When testing the connection between the years of service and the development of individual areas of competences, we found out that in all areas, except in the area of organization and management, there exists a connection – preschool educators with more years of service have more developed competences.
Keywords:	meaning and role of a preschool educator, knowledge-based society, competences, key competences, general competences, specific competences, professional development (of a preschool educator)

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