Spoznavanje prvin državljanske vzgoje v vrtcu : diplomsko delo

Belšak, Nika

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Title:	Spoznavanje prvin državljanske vzgoje v vrtcu : diplomsko delo
Authors:	ID Belšak, Nika (Author) ID Hmelak, Maja (Mentor) More about this mentor...
Files:	VS_Belsak_Nika_2026.pdf (413,40 KB) MD5: 9498CD35B4DA3BBECBE7B417CCEE6D19
Language:	Slovenian
Work type:	Bachelor thesis/paper
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	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.
Keywords:	državljanska vzgoja, vrtec, participacija otrok
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	N. Belšak
Year of publishing:	2026
Number of pages:	1 spletni vir (1 datoteka PDF (VIII, 35 str.))
PID:	20.500.12556/DKUM-97943
UDC:	373.2.091.3:172(043.2)
COBISS.SI-ID:	281894659
Publication date in DKUM:	17.06.2026
Views:	160
Downloads:	19
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:	03.05.2026

Secondary language

Language:	English
Title:	The introduction of civic education basics in kindergarten
Abstract:	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.
Keywords:	civic education, kindergarten, children's participation

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