Preschool Children\u27s Active Participation in the Educational Process

Dandanes v ospredje povsod postavljamo otroka in izjema niso niti vzgojno-izobraževalne ustanove, kot je npr. vrtec. Otroke bi bilo potrebno v večji meri vključevati v samo pripravo, načrtovanje, izvedbo in tudi evalvacijo načrtovanih dejavnosti. Upoštevati bi bilo potrebno tudi njihovo mnenje in se ga držati v prihodnjih dejavnostih. Zavedamo pa se, da imajo vrtci programe oz. priročnike, katerim sledijo in imajo načrtovane oz. zastavljene dejavnosti, na podlagi katerih dosegajo cilje oz. jih poskušajo doseči. V diplomskem delu, z naslovom Aktivna participacija predšolskih otrok v procesu vzgoje in izobraževanja, smo v teoretičnem delu predstavili vlogo in pomen participacije, participacijo kot potrebo in pravico predšolskih otrok, stopnje participacije ter pozitivne in negativne učinke participacije oz. kritiko le-te. Predstavili smo tudi aktivno učenje in pa sistem vzgoje in izobraževanja v Republiki Sloveniji, kjer smo se osredotočili predvsem na predšolsko vzgojo. V empiričnem delu smo se osredotočili na to, v kakšni meri otroci dejansko sodelujejo v procesu vzgoje in izobraževanja. Raziskava je temeljila na vzorcu enaindvajsetih predšolskih otrok, starih od tri do šest let. Podatke smo zbrali s pomočjo opazovalnega lista in jih obdelali s pomočjo frekvenčne distribucije. Izračunali smo komulativne (f) in relativne (f %) frekvence ter jih primerjali glede na spol in starost otroka.Nowadays, we place a child everywhere in the foreground and the educational institutions, such as a kindergarten for example, are no exception. Children should be more involved in the preparation, planning, implementation and evaluation of the planned activities. Their opinion should also be taken into the account and adhered to in future activities. We are aware, however, that kindergartens have programmes and manuals which they follow, and have the planned or worked-out activities, based on which they achieve or try to achieve the goals. In the thesis entitled Preschool Children\u27s Active Participation in the Educational Process , we have presented in the theoretical part the role and importance of participation, participation as a need and a right of preschool children, levels of participation, positive and negative effects of participation and the criticism of it. We have also presented active learning and the system of education in Slovenia, where we have mainly focused on preschool education. In the empirical part we have focused on the extent to which children actually participate in the educational process. The study was based on a sample of twenty-one preschool children aged between three and six years. The data were collected using the observation sheet and processed by using the frequency distribution. We have calculated the cumulative (f) and relative (f %) frequencies and compared them according to gender and age of a child