The presence and frequency of toy days in kindergartens

Diplomsko delo Prisotnost in pogostost igralnih dni v vrtcih v teoretičnem delu opredeljuje pojem igralni dan, predstavlja vlogo vzgojitelja pri načrtovanju dejavnosti, ki naj bi bile kakovostne, zato smo se dotaknili tudi njihovega načrtovanja, pojma kakovost in njenega preverjanja. V diplomskem delu smo opisali pomen proste igre za otroka, vloge otroka in vzgojitelja pri igri ter njunega medsebojnega povezovanja in predstavili organizacijo igralnega prostora, ki ga lahko vseskozi spreminjamo glede na naše potrebe. Zanimalo nas je, kakšno je mnenje vzgojiteljev o igralnih dnevih ter v kolikšni meri in na kakšne načine se jih poslužujejo. Poudarek je predvsem na vlogah in nalogah vzgojitelja v okviru igralnega dneva, ugotavljali smo tudi, kako se pogostost in oblika igralnih dni razlikujejo glede na kraj, v katerem se vrtec nahaja, in delovno dobo posameznih vzgojiteljev. V okviru empiričnega dela smo zato izvedli raziskavo, v katero smo vključili 100 vzgojiteljev iz različnih vrtcev, ki so svoje mnenje izrazili na podlagi izpolnjevanja anketnega vprašalnika, ki smo ga pripravili izključno za ta namen. V empiričnem delu so predstavljeni in interpretirani rezultati izvedene raziskave, ki so bili obdelani s pomočjo računalniškega programa SPSS. Opravljena raziskava nas je pripeljala do ugotovitve, da se vzgojitelji v večini poslužujejo igralnih dni, a so ti izvedeni različno pogosto in na različne načine.In the theoretical part, the thesis The Presence and Frequency of Toy Days in Kindergartens defines the term Toy Day, introduces the role of a teacher in the planning of activities, which are supposed to be of high quality, thus we touched on the planning of these activities, the quality and how it can be evaluated. In this thesis, we examined the importance of free-play for a child, the roles of the child and the teacher at play and their relationship, as well as the setting of the play space, which can be changed at any time according to our needs. We were wondering, what the teacher’s opinion was about Toy Days, to what extent and how they apply them at work. We wanted to know what are the roles and responsibilities of a teacher on a Toy Day and how the frequency and the organization of Toy Days vary, depending on where the kindergarten is located, and the years of service of individual educators. In the context of the empirical work, we carried out a survey in which we included 100 teachers from a variety of kindergartens, who expressed their opinion by answering the questionnaire, which we prepared exclusively for this thesis. In the empirical part, the results of the conducted survey, processed with the SPSS Software, are presented and interpreted. The survey has led us to the conclusion that most teachers do employ Toy Days, however in different ways and with different frequencies