Working with immigrant children in kindergartens in posavje region

V nalogi v teoretičnem delu analiziramo družbene pojave, ki spremljajo priseljevanje, ter vloge vseh sodelujočih pri vključevanju otrok priseljencev v vrtec. V raziskavi smo ugotavljali, kakšno podporo imajo posavski vrtci pri vključevanju otrok priseljencev v vrtec, saj je za Posavje značilno, da se na to področje priseljuje veliko družin iz različnih delov bivše SFRJ in je v vrtcih zaradi tega specifično razmerje slovenskih otrok in otrok priseljencev. Rezultati raziskave so pokazali, da v vrtcih primanjkuje didaktičnih pripomočkov in literature za delo z otroki priseljenci. Ugotovili smo, da največjo oviro in težavo pri vključevanju otrok priseljencev v vrtec predstavlja komunikacija oziroma nerazumevanje jezika. Občasno se pojavljajo nesporazumi, nerazumevanje. Rezultati kažejo, da se v posavskih vrtcih za pomoč pri vključevanju otrok ne poslužujejo tolmačev, zelo redko sodelujejo z nevladnimi organizacijami in ne čutijo podpore MIZŠ. Kolektivi v posavskih vrtcih so naklonjeni priseljencem, vendar rezultati kažejo, da potrebujejo strokovni delavci izboljšave pri poznavanju okoliščin priseljenih družin ter znanju o medkulturni vzgoji. Rezultati so pomembni za načrtovanje pedagoške prakse in vodenje vrtcev na področju dela z otroki priseljenci v posavski regiji.In the theoretical part of the thesis we analyse the social phenomena of immigration and the roles of all participants who deal with integration of immigrant children in kindergarten. In the research we analysed what kind of support is given to kindergartens in Posavje Region while integrating immigrant children in kindergartens. It is known for this region that many immigrant families come from the former countries of Yugoslavia, consequently there is a specific proportion of Slovene and immigrant children. The results of the research reveal that in the kindergartens there is a lack of didactic tools and literature to help working with immigrant children. We found out that communication and language comprehension are the biggest problems in integrating immigrant children in kindergarten. Occasionally there are misunderstandings and lack of language comprehension. The results show that kindergartens in Posavje Region do not include interpreters in integrating immigrant children, rarely they cooperate with non-governmental organizations and they do not feel the support from Ministry of Education. Kindergartens teachers in Posavje Region are fond of immigrants. However, the results show that professional staff need to improve their knowledge about the circumstances of immigrant families and about intercultural education. The results are important for further planning of pedagogical practice and kindergarten management in the field of working with immigrant children in Posavje Region