CEPS Journal : Center for Educational Policy Studies Journal, Sep 27, 2023
The primary aim of this paper is to present the key elements that characterise online course desi... more The primary aim of this paper is to present the key elements that characterise online course design, addressing the process of designing, implementing, and evaluating an online course for Bachelor's degree students that focuses on developing their academic writing skills. These skills are essential for university students as they provide the knowledge necessary to express themselves effectively, analyse texts, think critically, cite correctly, and avoid plagiarism. Academic writing is also the foundation for responsible research practice. The Research Integrity Competency Profile Model, which includes four main areas, namely values and principles, research practice, publication and dissemination, and violations, was created prior to the design of the course and the skills students need to acquire at the Bachelor's level for successful academic writing were identified. A small private online course was carefully designed in 2020. It consisted of a variety of assignments, including interactive elements such as quizzes, videos, and work in international interdisciplinary groups. The participants of the course were 36 students from Slovenia, the Netherlands, and the Czech Republic. The course lasted four weeks and covered topics such as literature analysis, writing a research paper, avoiding plagiarism, paraphrasing, and citation styles, among others. The course was launched in 2021 for two consecutive instances. The participating students evaluated the course positively, describing the assignments as motivating, useful, and well-structured. However, they concluded that they need more practice in this area, and we suggest that a university course be established to provide all students with the necessary academic writing skills.
This paper analyses the importance, role, and methods of cooperation between parents and preschoo... more This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the aforementionedalternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals; it also develops understanding and an ethos of openness in the relationship betwee...
This paper analyses the importance, role, and methods of cooperation between parents and preschoo... more This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the aforementioned alternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals; it also develops understanding and an ethos of openness in the relationship betwe...
In this paper, we analyse the kindergarten as a space that promotes children's multilingualis... more In this paper, we analyse the kindergarten as a space that promotes children's multilingualism. We define space as a set of conditions that influence children's learning through the physical and psychosocial environment, and the design of space as an essential element that influences the interaction between individuals in a given space. As kindergarten is a culture-creating space, educators should think about the design of the space before actually designing it, as it can influence the development of community and positive identities and contribute to children's learning achievements. We live in a multicultural society where two or more languages are used naturally by up to three-quarters of humanity. Therefore, multilingualism and language pluralism are valuable resources that need to be preserved. Multilingualism in the system can be achieved in different ways. This article focuses on play corners, books, singing, ICT technology, and free play.
V prispevku obravnavamo motnje hranjenja. O motnjah hranjenja govorimo takrat, ko gre za resno og... more V prispevku obravnavamo motnje hranjenja. O motnjah hranjenja govorimo takrat, ko gre za resno ogrožanje zdravja zaradi nepravilnega odnosa do hrane, ki postane način spoprijemanja s stresom, z motnjami prehranjevanja pa so pogosto povezane še motnje na osebnostnem področju. Osredotočili smo se predvsem na tri vrste motenj hranjenja, ki se pojavljajo najpogosteje – na anoreksijo, bulimijo in kompulzivno prenajedanje, na prepoznavne znake, vzroke za nastanek motenj hranjenja ter na preventivno delovanje v šolskem prostoru. V raziskavi nas je zanimalo, koliko so svetovalni delavci v osnovnih in srednjih šolah pozorni na problematiko motenj hranjenja, kako jo prepoznavajo in koliko pozornosti namenjajo preventivnemu delovanju na to temo. Rezultati kažejo, da se v osnovnih in srednjih šolah najpogosteje pojavljata anoreksija in bulimija, da so svetovalni delavci dobro seznanjeni s to tematiko in da se na področju motenj hranjenja v šolskem prostoru izvajajo različni preventivni programi...
Priročnik z naslovom 100 jezikov otrok je nastal v okviru projekta Profesionalno usposabljanje st... more Priročnik z naslovom 100 jezikov otrok je nastal v okviru projekta Profesionalno usposabljanje strokovnih delavcev za izvajanje elementov posebnih pedagoških načel koncepta Reggio Emilia na področju predšolske vzgoje v letih 2008–2013, ki ga je pridobila Pedagoška fakulteta Univerze v Ljubljani konec leta 2008 in ga financirata Evropski socialni sklad ter Ministrstvo za izobraževanje, znanost, kulturo in šport. Med cilji projekta je bila tudi implementacija posameznih elementov posebnega pedagoškega koncepta za predšolsko vzgojo Reggio Emilia, kot so: vpetost vrtca v kulturo okolja, različnost otrok, razvoj in uporaba vseh čutov v spoznavnem procesu, spodbujanje in omogočanje različnih oblik izražanja, prednost učenja pred poučevanjem, kakovostna interakcija in komunikacija, timsko delo vzgojiteljev in drugih delavcev v vrtcu, projektno delo, dokumentacija in arhiviranje izdelkov ter življenja in dela v vrtcu pa tudi prostor v vrtcu
Priročnik z naslovom 100 jezikov otrok je nastal v okviru projekta Profesionalno usposabljanje st... more Priročnik z naslovom 100 jezikov otrok je nastal v okviru projekta Profesionalno usposabljanje strokovnih delavcev za izvajanje elementov posebnih pedagoških načel koncepta Reggio Emilia na področju predšolske vzgoje v letih 2008–2013, ki ga je pridobila Pedagoška fakulteta Univerze v Ljubljani konec leta 2008 in ga financirata Evropski socialni sklad ter Ministrstvo za izobraževanje, znanost, kulturo in šport. Med cilji projekta je bila tudi implementacija posameznih elementov posebnega pedagoškega koncepta za predšolsko vzgojo Reggio Emilia, kot so: vpetost vrtca v kulturo okolja, različnost otrok, razvoj in uporaba vseh čutov v spoznavnem procesu, spodbujanje in omogočanje različnih oblik izražanja, prednost učenja pred poučevanjem, kakovostna interakcija in komunikacija, timsko delo vzgojiteljev in drugih delavcev v vrtcu, projektno delo, dokumentacija in arhiviranje izdelkov ter življenja in dela v vrtcu pa tudi prostor v vrtcu
V prispevku obravnavamo motnje hranjenja. O motnjah hranjenja govorimo takrat, ko gre za resno og... more V prispevku obravnavamo motnje hranjenja. O motnjah hranjenja govorimo takrat, ko gre za resno ogrožanje zdravja zaradi nepravilnega odnosa do hrane, ki postane način spoprijemanja s stresom, z motnjami prehranjevanja pa so pogosto povezane še motnje na osebnostnem področju. Osredotočili smo se predvsem na tri vrste motenj hranjenja, ki se pojavljajo najpogosteje - na anoreksijo, bulimijo in kompulzivno prenajdenje, na prepoznavne znake, vzroke za nastnek motenj hranjenja ter na prevetivno delovanje v šolskem prostoru. V raziskavi nas je zanimalo koliko so svetovalni delavci v osnovnih in srednjih šolah pozorni na problematiko motenj hranjenja, kako jo prepoznavajo in koliko pozornosti namenjajo preventivnemu delovanju na to temo. Rezultati kažejo, da se v osnovnih in srednjih šolah najpogosteje pojavljata anoreksija in bulimija, da so svetovalni delavci dobro seznanjeni s to tematiko in da se na področju motenj hranjenja v šolskem prostoru izvajajo različni preventivni programi. Ključne besede: motnje hranjenja, anoreksija, bulimija, kompulzivno prenajedanje, svetovalni delavci, prevetiva
The authors analyze co-operation between the kindergarten and parents in Slovenian kindergartens ... more The authors analyze co-operation between the kindergarten and parents in Slovenian kindergartens in the light of specific pedagogical principles of the concept of Reggio Emilia. The basic task of kindergartens in Slovenia is to help parents with comprehensive care for children, improving the quality of life for families and children and creating conditions for the development of children's physical and mental abilities. Reggio Emilia kindergartens on the other hand built primarily on the participation of children and parents in the life and work of kindergarten, while exposing the children through research, their interests, knowledge, and experiencing different activities with the assistance of educators (and parents) involved in all stages learning, ie. planning, development and evaluation. In the Reggio Emilia kindergartens educational management organization is in terms of participation, democracy, collective responsibility, problem solving and decision-making (Katz 1993, Spa...
In this article the author focuses on the purpose of in-service teacher education and training fo... more In this article the author focuses on the purpose of in-service teacher education and training for professionals in education and analyzes in-service teacher training as a form of life-long learning for professionals in education in terms of (1) the motives, challenges for education and (2) the objectives of the various forms of education and training that this form of education offers – the possibility of renewing, extending and deepening of the knowledge, familiarizing with the developments in the sector, acquiring the basic license to the development of new competencies. The purpose of this paper is to show the opinion of participants of various programs of in-service teacher education and training, which are carried out at the Faculty of Education, University of Ljubljana about their motives for education and training and for the effectiveness of those programs.
Avtorici v prispevku prikazujeta pomembnost sodelovanja med vrtcem in lokalno skupnostjo za zagot... more Avtorici v prispevku prikazujeta pomembnost sodelovanja med vrtcem in lokalno skupnostjo za zagotavljanje kakovostnega varstva in vzgoje predsolskih otrok. V teoreticnih izhodiscih se osredinita na razlago osnovnih pojmov, iz katerih v nadaljevanju izhajata in ki so potrebni za razumevanje delovanja predsolske institucije v javni domeni ter za njeno kakovostno delovanje. V razpravi o kakovosti vzgojno-izobraževalnega procesa se nato osredinjata na pojem, naloge in na izvajanje nalog lokalne skupnosti; analizirata vlogo obcine, ki je po Zakonu o lokalni samoupravi, Zakonu o vrtcih in po Zakonu o financiranju vzgoje in izobraževanja zadolžena za organizacijo in izvedbo predsolske vzgoje na svojem podrocju. Poudarita tudi vlogo ravnatelja pri nacrtovanju, pripravi, izvedbi, evalvaciji in pri vrednotenju procesa vzgoje in izobraževanja na podrocju predsolske vzgoje ter pomen avtonomije ravnatelja za kakovosten vzgojno-izobraževalni zavod ter spremljanje in (samo)evalviranje dejavnosti p...
Avtorica v prispevku govori o pomenu neformalnega izobraževanja za mlade in njihove družine, o ra... more Avtorica v prispevku govori o pomenu neformalnega izobraževanja za mlade in njihove družine, o razlikah glede preživljanja prostega časa ter o možnostih izkoriščanja prostega časa za neformalno učenje. Izhaja iz predpostavke, da z naraščajočim obsegom izobraževanja naraščajo tudi izobraževalne naloge družine. Zaradi različnosti kulturnih okolij, iz katerih te izhajajo, pa se pojavlja vprašanje, kakšne so dejanske možnosti za neformalno učenje v njihovem domačem okolju in kako to okolje vpliva na njihov razvoj. Bistveno vprašanje, ki si ga po njenem mnenju moramo zastaviti, je, ali se starši zavedajo vpliva svojih dejanj na razvojno in izobraževalno pot svojih otrok.
N asilje v šoli ostaja pereč problem, tako na nacionalni kakor tudi na globalni ravni. Ko mediji ... more N asilje v šoli ostaja pereč problem, tako na nacionalni kakor tudi na globalni ravni. Ko mediji poročajo o ekscesnih primerih nasilja v šoli, posebej o medvrstniškem nasilju, se hitro postavi vprašanje, kaj je storila šola, da bi tovrstne primere nasilja preprečila. Najpogostejši odgovor je: premalo. Omenjenemu vprašanju sledi vprašanje o kompetencah in usposobljenosti učiteljstva za spoprijem z nasiljem v šoli in družini, včasih tudi o sistemskih zagatah pri reševanju omenjene problematike. Primer tovrstne obravnave se je zgodil leta 2015, ko je bila 12. junija sklicana seja Odbora za izobraževanje, znanost, šport in mladino v Državnem zboru RS. Na omenjeno sejo so bili k prvi točki dnevnega reda (Medvrstniško nasilje v šolah) vabljeni posamezniki in posameznice, ki se tako ali drugače ukvarjajo s problematiko nasilja in šole. Povod za sklic so bili medijsko odmevni primeri nasilja na različnih osnovnih šolah po Sloveniji v letu 2014. Cilji sklica pa vsaj vnaprej niso bili najbolj jasno artikulirani. Predsednica odbora je zato na začetku pojasnila, da je želja sklicateljev seje »identificirati slabosti ureditve vseh pojavnih oblik medvrstniškega nasilja«. V razpravi pa je bilo v nadaljevanju mogoče zaznati predvsem precejšnje nezadovoljstvo z reševanjem nasilja v šolskem kontekstu. Razprava je hkrati ponovno potrdila dejstvo, da govor o nasilju in šoli prepogosto spremlja spregled kompleksnosti omenjene problematike, ki je močno odvisna od družbenega konteksta, od nacionalnih politik in praks ter splošne družbene naravnanosti do nasilja kot takega, na kar so nekateri razpravljalci in razpravljalke sicer poskušali opozoriti. Zelo hitro se diskusije sklenejo z ugotovitvami, da bi morale šole storiti bistveno več pri preprečevanju nasilja, da imajo pri tem težave zaradi neustreznih
In this paper the authors present different incidences of violence in the school environment. Dif... more In this paper the authors present different incidences of violence in the school environment. Different factors influencing the phenomenon and existence of violence in school are also subject to different conceptualizations and definitions of violence in school. Special attention is paid to school as an institution, which in its essence is not a democratic, but a hierarchically structured organization. Because of the fundamental problems that are associated with the problem of violence in school, most countries require that schools systematically deal with this issue, and the formation of an integrated policy in tackling violence. In the second part of the paper, the authors analyse the policies of various countries (Canada, Sweden, France, Germany, the UK) to the problems of school violence and link them to the factors that influence the onset of violence in school. Special attention is paid to the analysis of official documents that enable violence in school in Slovenia to be reso...
The authors compare the views of Slovenian and Portuguese pre-school teachers about the importanc... more The authors compare the views of Slovenian and Portuguese pre-school teachers about the importance of play and movement for pre-school children. They focus on the personal views of pre-school teachers towards curriculum objectives regarding movement activity, because play and movement are highly important activities in the pre-school period. The authors note that both the relationship to the objectives of the curriculum, as well as the physical activity of pre-school teachers is reflected in the design of physical activity in the pre-school group. The research results have revealed a common dilemma: If we know what we need to implement in kindergarten (objectives and activities of the curriculum) and who should do it (pre-school teachers), the only open-question that remains is how this can be accomplished. The quality of the educational process in kindergartens in all areas depends largely on the degree of the professional competence of pre-school teachers as well as on their subjective theories on that subject.
Professional training of educational staff for implementing special educational principles of Reg... more Professional training of educational staff for implementing special educational principles of Reggio Emilia concept in the field of pre-school education in the years 2008-2013" is the title of the project, which Faculty of education of University of Ljubljana obtained and is funded by the European Social Fund and Ministry of Education and Sports. The project is based on the analysis, development and integration of individual elements of the Reggio Emilia concept in the kindergartens in the Slovenian environment. Through the project we would like to include in kindergartens those elements of Reggio Emilia concept, which we can recognize as an upgrade or elevation of the National curriculum for preschool education . In this text authors: (1) represent the basic positions or certain elements of Reggio Emilia concept in Slovenian kindergartens and focus mainly on items such as: cooperation between kindergarten and the environment in which it operates, kindergarten, which co-designs the culture of the local environment and the children, who learn about tolerant and respectful attitude towards others and different and (2) present the results of the research (N = 331 and N=42 ) among the preschool teachers and professionals working in local community, who are responsible for the area of preschool education, on the discussed topic. The research results show that just over 60% of preschool teachers have already heard of the Reggio Emilia educational concept however only one third of them know special elements of this concept and only 5.2% of them know the Reggio Emilia concept as a whole. Results for local community show that more than 80% of professionals working in local community had never heard of the concept of Reggio Emilia preschool education or are very poorly known. The results also show that the enforcement of Reggio Emilia special educational principles in the Slovenian area will not be possible without a comprehensive approach that would include self-evaluation, research and partnership cooperation.
CEPS Journal : Center for Educational Policy Studies Journal, Sep 27, 2023
The primary aim of this paper is to present the key elements that characterise online course desi... more The primary aim of this paper is to present the key elements that characterise online course design, addressing the process of designing, implementing, and evaluating an online course for Bachelor's degree students that focuses on developing their academic writing skills. These skills are essential for university students as they provide the knowledge necessary to express themselves effectively, analyse texts, think critically, cite correctly, and avoid plagiarism. Academic writing is also the foundation for responsible research practice. The Research Integrity Competency Profile Model, which includes four main areas, namely values and principles, research practice, publication and dissemination, and violations, was created prior to the design of the course and the skills students need to acquire at the Bachelor's level for successful academic writing were identified. A small private online course was carefully designed in 2020. It consisted of a variety of assignments, including interactive elements such as quizzes, videos, and work in international interdisciplinary groups. The participants of the course were 36 students from Slovenia, the Netherlands, and the Czech Republic. The course lasted four weeks and covered topics such as literature analysis, writing a research paper, avoiding plagiarism, paraphrasing, and citation styles, among others. The course was launched in 2021 for two consecutive instances. The participating students evaluated the course positively, describing the assignments as motivating, useful, and well-structured. However, they concluded that they need more practice in this area, and we suggest that a university course be established to provide all students with the necessary academic writing skills.
This paper analyses the importance, role, and methods of cooperation between parents and preschoo... more This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the aforementionedalternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals; it also develops understanding and an ethos of openness in the relationship betwee...
This paper analyses the importance, role, and methods of cooperation between parents and preschoo... more This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the aforementioned alternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals; it also develops understanding and an ethos of openness in the relationship betwe...
In this paper, we analyse the kindergarten as a space that promotes children's multilingualis... more In this paper, we analyse the kindergarten as a space that promotes children's multilingualism. We define space as a set of conditions that influence children's learning through the physical and psychosocial environment, and the design of space as an essential element that influences the interaction between individuals in a given space. As kindergarten is a culture-creating space, educators should think about the design of the space before actually designing it, as it can influence the development of community and positive identities and contribute to children's learning achievements. We live in a multicultural society where two or more languages are used naturally by up to three-quarters of humanity. Therefore, multilingualism and language pluralism are valuable resources that need to be preserved. Multilingualism in the system can be achieved in different ways. This article focuses on play corners, books, singing, ICT technology, and free play.
V prispevku obravnavamo motnje hranjenja. O motnjah hranjenja govorimo takrat, ko gre za resno og... more V prispevku obravnavamo motnje hranjenja. O motnjah hranjenja govorimo takrat, ko gre za resno ogrožanje zdravja zaradi nepravilnega odnosa do hrane, ki postane način spoprijemanja s stresom, z motnjami prehranjevanja pa so pogosto povezane še motnje na osebnostnem področju. Osredotočili smo se predvsem na tri vrste motenj hranjenja, ki se pojavljajo najpogosteje – na anoreksijo, bulimijo in kompulzivno prenajedanje, na prepoznavne znake, vzroke za nastanek motenj hranjenja ter na preventivno delovanje v šolskem prostoru. V raziskavi nas je zanimalo, koliko so svetovalni delavci v osnovnih in srednjih šolah pozorni na problematiko motenj hranjenja, kako jo prepoznavajo in koliko pozornosti namenjajo preventivnemu delovanju na to temo. Rezultati kažejo, da se v osnovnih in srednjih šolah najpogosteje pojavljata anoreksija in bulimija, da so svetovalni delavci dobro seznanjeni s to tematiko in da se na področju motenj hranjenja v šolskem prostoru izvajajo različni preventivni programi...
Priročnik z naslovom 100 jezikov otrok je nastal v okviru projekta Profesionalno usposabljanje st... more Priročnik z naslovom 100 jezikov otrok je nastal v okviru projekta Profesionalno usposabljanje strokovnih delavcev za izvajanje elementov posebnih pedagoških načel koncepta Reggio Emilia na področju predšolske vzgoje v letih 2008–2013, ki ga je pridobila Pedagoška fakulteta Univerze v Ljubljani konec leta 2008 in ga financirata Evropski socialni sklad ter Ministrstvo za izobraževanje, znanost, kulturo in šport. Med cilji projekta je bila tudi implementacija posameznih elementov posebnega pedagoškega koncepta za predšolsko vzgojo Reggio Emilia, kot so: vpetost vrtca v kulturo okolja, različnost otrok, razvoj in uporaba vseh čutov v spoznavnem procesu, spodbujanje in omogočanje različnih oblik izražanja, prednost učenja pred poučevanjem, kakovostna interakcija in komunikacija, timsko delo vzgojiteljev in drugih delavcev v vrtcu, projektno delo, dokumentacija in arhiviranje izdelkov ter življenja in dela v vrtcu pa tudi prostor v vrtcu
Priročnik z naslovom 100 jezikov otrok je nastal v okviru projekta Profesionalno usposabljanje st... more Priročnik z naslovom 100 jezikov otrok je nastal v okviru projekta Profesionalno usposabljanje strokovnih delavcev za izvajanje elementov posebnih pedagoških načel koncepta Reggio Emilia na področju predšolske vzgoje v letih 2008–2013, ki ga je pridobila Pedagoška fakulteta Univerze v Ljubljani konec leta 2008 in ga financirata Evropski socialni sklad ter Ministrstvo za izobraževanje, znanost, kulturo in šport. Med cilji projekta je bila tudi implementacija posameznih elementov posebnega pedagoškega koncepta za predšolsko vzgojo Reggio Emilia, kot so: vpetost vrtca v kulturo okolja, različnost otrok, razvoj in uporaba vseh čutov v spoznavnem procesu, spodbujanje in omogočanje različnih oblik izražanja, prednost učenja pred poučevanjem, kakovostna interakcija in komunikacija, timsko delo vzgojiteljev in drugih delavcev v vrtcu, projektno delo, dokumentacija in arhiviranje izdelkov ter življenja in dela v vrtcu pa tudi prostor v vrtcu
V prispevku obravnavamo motnje hranjenja. O motnjah hranjenja govorimo takrat, ko gre za resno og... more V prispevku obravnavamo motnje hranjenja. O motnjah hranjenja govorimo takrat, ko gre za resno ogrožanje zdravja zaradi nepravilnega odnosa do hrane, ki postane način spoprijemanja s stresom, z motnjami prehranjevanja pa so pogosto povezane še motnje na osebnostnem področju. Osredotočili smo se predvsem na tri vrste motenj hranjenja, ki se pojavljajo najpogosteje - na anoreksijo, bulimijo in kompulzivno prenajdenje, na prepoznavne znake, vzroke za nastnek motenj hranjenja ter na prevetivno delovanje v šolskem prostoru. V raziskavi nas je zanimalo koliko so svetovalni delavci v osnovnih in srednjih šolah pozorni na problematiko motenj hranjenja, kako jo prepoznavajo in koliko pozornosti namenjajo preventivnemu delovanju na to temo. Rezultati kažejo, da se v osnovnih in srednjih šolah najpogosteje pojavljata anoreksija in bulimija, da so svetovalni delavci dobro seznanjeni s to tematiko in da se na področju motenj hranjenja v šolskem prostoru izvajajo različni preventivni programi. Ključne besede: motnje hranjenja, anoreksija, bulimija, kompulzivno prenajedanje, svetovalni delavci, prevetiva
The authors analyze co-operation between the kindergarten and parents in Slovenian kindergartens ... more The authors analyze co-operation between the kindergarten and parents in Slovenian kindergartens in the light of specific pedagogical principles of the concept of Reggio Emilia. The basic task of kindergartens in Slovenia is to help parents with comprehensive care for children, improving the quality of life for families and children and creating conditions for the development of children's physical and mental abilities. Reggio Emilia kindergartens on the other hand built primarily on the participation of children and parents in the life and work of kindergarten, while exposing the children through research, their interests, knowledge, and experiencing different activities with the assistance of educators (and parents) involved in all stages learning, ie. planning, development and evaluation. In the Reggio Emilia kindergartens educational management organization is in terms of participation, democracy, collective responsibility, problem solving and decision-making (Katz 1993, Spa...
In this article the author focuses on the purpose of in-service teacher education and training fo... more In this article the author focuses on the purpose of in-service teacher education and training for professionals in education and analyzes in-service teacher training as a form of life-long learning for professionals in education in terms of (1) the motives, challenges for education and (2) the objectives of the various forms of education and training that this form of education offers – the possibility of renewing, extending and deepening of the knowledge, familiarizing with the developments in the sector, acquiring the basic license to the development of new competencies. The purpose of this paper is to show the opinion of participants of various programs of in-service teacher education and training, which are carried out at the Faculty of Education, University of Ljubljana about their motives for education and training and for the effectiveness of those programs.
Avtorici v prispevku prikazujeta pomembnost sodelovanja med vrtcem in lokalno skupnostjo za zagot... more Avtorici v prispevku prikazujeta pomembnost sodelovanja med vrtcem in lokalno skupnostjo za zagotavljanje kakovostnega varstva in vzgoje predsolskih otrok. V teoreticnih izhodiscih se osredinita na razlago osnovnih pojmov, iz katerih v nadaljevanju izhajata in ki so potrebni za razumevanje delovanja predsolske institucije v javni domeni ter za njeno kakovostno delovanje. V razpravi o kakovosti vzgojno-izobraževalnega procesa se nato osredinjata na pojem, naloge in na izvajanje nalog lokalne skupnosti; analizirata vlogo obcine, ki je po Zakonu o lokalni samoupravi, Zakonu o vrtcih in po Zakonu o financiranju vzgoje in izobraževanja zadolžena za organizacijo in izvedbo predsolske vzgoje na svojem podrocju. Poudarita tudi vlogo ravnatelja pri nacrtovanju, pripravi, izvedbi, evalvaciji in pri vrednotenju procesa vzgoje in izobraževanja na podrocju predsolske vzgoje ter pomen avtonomije ravnatelja za kakovosten vzgojno-izobraževalni zavod ter spremljanje in (samo)evalviranje dejavnosti p...
Avtorica v prispevku govori o pomenu neformalnega izobraževanja za mlade in njihove družine, o ra... more Avtorica v prispevku govori o pomenu neformalnega izobraževanja za mlade in njihove družine, o razlikah glede preživljanja prostega časa ter o možnostih izkoriščanja prostega časa za neformalno učenje. Izhaja iz predpostavke, da z naraščajočim obsegom izobraževanja naraščajo tudi izobraževalne naloge družine. Zaradi različnosti kulturnih okolij, iz katerih te izhajajo, pa se pojavlja vprašanje, kakšne so dejanske možnosti za neformalno učenje v njihovem domačem okolju in kako to okolje vpliva na njihov razvoj. Bistveno vprašanje, ki si ga po njenem mnenju moramo zastaviti, je, ali se starši zavedajo vpliva svojih dejanj na razvojno in izobraževalno pot svojih otrok.
N asilje v šoli ostaja pereč problem, tako na nacionalni kakor tudi na globalni ravni. Ko mediji ... more N asilje v šoli ostaja pereč problem, tako na nacionalni kakor tudi na globalni ravni. Ko mediji poročajo o ekscesnih primerih nasilja v šoli, posebej o medvrstniškem nasilju, se hitro postavi vprašanje, kaj je storila šola, da bi tovrstne primere nasilja preprečila. Najpogostejši odgovor je: premalo. Omenjenemu vprašanju sledi vprašanje o kompetencah in usposobljenosti učiteljstva za spoprijem z nasiljem v šoli in družini, včasih tudi o sistemskih zagatah pri reševanju omenjene problematike. Primer tovrstne obravnave se je zgodil leta 2015, ko je bila 12. junija sklicana seja Odbora za izobraževanje, znanost, šport in mladino v Državnem zboru RS. Na omenjeno sejo so bili k prvi točki dnevnega reda (Medvrstniško nasilje v šolah) vabljeni posamezniki in posameznice, ki se tako ali drugače ukvarjajo s problematiko nasilja in šole. Povod za sklic so bili medijsko odmevni primeri nasilja na različnih osnovnih šolah po Sloveniji v letu 2014. Cilji sklica pa vsaj vnaprej niso bili najbolj jasno artikulirani. Predsednica odbora je zato na začetku pojasnila, da je želja sklicateljev seje »identificirati slabosti ureditve vseh pojavnih oblik medvrstniškega nasilja«. V razpravi pa je bilo v nadaljevanju mogoče zaznati predvsem precejšnje nezadovoljstvo z reševanjem nasilja v šolskem kontekstu. Razprava je hkrati ponovno potrdila dejstvo, da govor o nasilju in šoli prepogosto spremlja spregled kompleksnosti omenjene problematike, ki je močno odvisna od družbenega konteksta, od nacionalnih politik in praks ter splošne družbene naravnanosti do nasilja kot takega, na kar so nekateri razpravljalci in razpravljalke sicer poskušali opozoriti. Zelo hitro se diskusije sklenejo z ugotovitvami, da bi morale šole storiti bistveno več pri preprečevanju nasilja, da imajo pri tem težave zaradi neustreznih
In this paper the authors present different incidences of violence in the school environment. Dif... more In this paper the authors present different incidences of violence in the school environment. Different factors influencing the phenomenon and existence of violence in school are also subject to different conceptualizations and definitions of violence in school. Special attention is paid to school as an institution, which in its essence is not a democratic, but a hierarchically structured organization. Because of the fundamental problems that are associated with the problem of violence in school, most countries require that schools systematically deal with this issue, and the formation of an integrated policy in tackling violence. In the second part of the paper, the authors analyse the policies of various countries (Canada, Sweden, France, Germany, the UK) to the problems of school violence and link them to the factors that influence the onset of violence in school. Special attention is paid to the analysis of official documents that enable violence in school in Slovenia to be reso...
The authors compare the views of Slovenian and Portuguese pre-school teachers about the importanc... more The authors compare the views of Slovenian and Portuguese pre-school teachers about the importance of play and movement for pre-school children. They focus on the personal views of pre-school teachers towards curriculum objectives regarding movement activity, because play and movement are highly important activities in the pre-school period. The authors note that both the relationship to the objectives of the curriculum, as well as the physical activity of pre-school teachers is reflected in the design of physical activity in the pre-school group. The research results have revealed a common dilemma: If we know what we need to implement in kindergarten (objectives and activities of the curriculum) and who should do it (pre-school teachers), the only open-question that remains is how this can be accomplished. The quality of the educational process in kindergartens in all areas depends largely on the degree of the professional competence of pre-school teachers as well as on their subjective theories on that subject.
Professional training of educational staff for implementing special educational principles of Reg... more Professional training of educational staff for implementing special educational principles of Reggio Emilia concept in the field of pre-school education in the years 2008-2013" is the title of the project, which Faculty of education of University of Ljubljana obtained and is funded by the European Social Fund and Ministry of Education and Sports. The project is based on the analysis, development and integration of individual elements of the Reggio Emilia concept in the kindergartens in the Slovenian environment. Through the project we would like to include in kindergartens those elements of Reggio Emilia concept, which we can recognize as an upgrade or elevation of the National curriculum for preschool education . In this text authors: (1) represent the basic positions or certain elements of Reggio Emilia concept in Slovenian kindergartens and focus mainly on items such as: cooperation between kindergarten and the environment in which it operates, kindergarten, which co-designs the culture of the local environment and the children, who learn about tolerant and respectful attitude towards others and different and (2) present the results of the research (N = 331 and N=42 ) among the preschool teachers and professionals working in local community, who are responsible for the area of preschool education, on the discussed topic. The research results show that just over 60% of preschool teachers have already heard of the Reggio Emilia educational concept however only one third of them know special elements of this concept and only 5.2% of them know the Reggio Emilia concept as a whole. Results for local community show that more than 80% of professionals working in local community had never heard of the concept of Reggio Emilia preschool education or are very poorly known. The results also show that the enforcement of Reggio Emilia special educational principles in the Slovenian area will not be possible without a comprehensive approach that would include self-evaluation, research and partnership cooperation.
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Papers by Sanja Berčnik