Praksa, pristopi in stališča vodij javnih vrtcev glede zgodnjega učenja in poučevanja tujih jezikov : diplomsko delo

Jerot, Eva

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Title:	Praksa, pristopi in stališča vodij javnih vrtcev glede zgodnjega učenja in poučevanja tujih jezikov : diplomsko delo
Authors:	ID Jerot, Eva (Author) ID Brumen, Mihaela (Mentor) More about this mentor... ID Bratina, Tomaž (Comentor)
Files:	VS_Jerot_Eva_2026.pdf (1,04 MB) MD5: 477E232A2CDF4AF84471366767EF664C
Language:	Slovenian
Work type:	Bachelor thesis/paper
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	Diplomsko delo obravnava učenje in poučevanje tujih jezikov v predšolskem obdobju s poudarkom na stališčih vodij vrtcev. V teoretičnem delu predstavljamo značilnosti zgodnjega učenja tujih jezikov, prednosti in izzive tega procesa ter pregled jezikovne politike in organizacije zgodnjega učenja tujih jezikov v Sloveniji in tujini. Posebna pozornost je namenjena tudi vlogi vodij vrtcev, vzgojiteljev in staršev pri vključevanju tujega jezika v predšolsko okolje. V empiričnem delu smo ugotavljali, ali in na kakšen način se v slovenskih vrtcih izvajajo dejavnosti, povezane z učenjem in poučevanjem tujih jezikov, ter kakšna so stališča vodij vrtcev do uvajanja tujega jezika v predšolsko okolje. Podatki so bili zbrani z anketnim vprašalnikom med vodji vrtcev, rezultati pa so bili analizirani z deskriptivnimi metodami. Rezultati raziskave kažejo, da se dejavnosti, povezane z učenjem tujega jezika, v številnih vrtcih že izvajajo, vendar v različnih oblikah in različno pogosto. Izvajanje je najpogosteje organizirano kot dodatna ali obogatitvena dejavnost, pri čemer je odvisno od pobud strokovnih delavcev oziroma staršev, razpoložljivosti ustrezno usposobljenih izvajalcev ter organizacijskih zmožnosti vrtca. Rezultati raziskave kažejo tudi, da vodje vrtcev večinoma izražajo pozitivna stališča do zgodnjega učenja tujih jezikov. Ob tem poudarjajo potrebo po jasnejši sistemski ureditvi tega področja, ustreznem strokovnem usposabljanju izvajalcev ter oblikovanju smernic za kakovostno izvajanje dejavnosti v predšolskem obdobju.
Keywords:	zgodnje učenje tujih jezikov, predšolska vzgoja, vodje vrtcev, usvajanje jezika, zgodnje otroštvo
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	E. Jerot
Year of publishing:	2026
Number of pages:	1 spletni vir (1 datoteka PDF (X, 66 str.))
PID:	20.500.12556/DKUM-97904
UDC:	373.2:81'243(043.2)
COBISS.SI-ID:	281782019
Publication date in DKUM:	16.06.2026
Views:	191
Downloads:	15
Metadata:
Categories:	PEF
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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	24.04.2026

Secondary language

Language:	English
Title:	Practices, approaches and attitudes of public preschool principals towards early foreign language learning and teaching
Abstract:	The thesis examines the learning and teaching of foreign languages in the preschool period, with particular emphasis on the attitudes of kindergarten leaders. The theoretical part outlines the characteristics of early foreign language learning, the advantages and challenges associated with this process, and provides an overview of language policy and the organisation of early foreign language learning in Slovenia and internationally. Special attention is also given to the role of kindergarten leaders, preschool teachers, and parents in introducing a foreign language in to the preschool environment. The empirical part investigates whether and how activities related to the learning and teaching of foreign languages are implemented in Slovenian kindergartens, as well as the attitudes of kindergarten leaders towards introducing a foreign language in to the preschool setting. Data were collected through a questionnaire administered to kindergarten leaders, and the results were analysed using descriptive methods. The findings indicate that activities related to foreign language learning are already implemented in many kindergartens, although in different forms and with varying frequency. These activities are most organised as additional or enrichment activities and depend on the initiatives of professional staff or parents, the availability of suitably qualified instructors, and the organisational capacities of the kindergarten. The findings also indicate that kindergarten leaders generally express positive attitudes towards early foreign language learning. At the same time, they emphasise the need for clearer systemic regulation in this area, appropriate professional training for instructors, and the development of guidelines to ensure the high-quality implementation of such activities in the preschool period.
Keywords:	early foreign language learning, preschool education, kindergarten leaders, language acquisition, early childhood

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