Planning curricular activities in kindergarten

Vzgojitelji in pomočniki vzgojiteljev imajo pri svojem delu veliko svobode. Prav to jim omogoča izvajanje predšolske vzgoje na zelo različne načine. Ne glede na to, kaj bodo izvajali in na kakšen način, pa morajo svoje dejavnosti ustrezno načrtovati. Naša magistrska naloga se nanaša prav na načrtovanje dejavnosti in iz tega izhajajočih učnih priprav. Cilji zaključnega dela so spoznati načine načrtovanja dejavnosti v vrtcu, ugotoviti, katere so najpogosteje načrtovane oblike priprav, preveriti, katere elemente vsebujejo dnevne priprave vzgojiteljev in njihovih pomočnikov, ter kako pogosto se ti pojavljajo v njihovih učnih pripravah. V povezavi s tem smo izvedli raziskavo, v izhodiščni del katere smo vključili 403 in v dopolnitveni 327 vzgojiteljev in pomočnikov vzgojiteljev iz naključno izbranih javnih vrtcev. Ugotovili smo, da se pri načrtovanju dejavnosti nekoliko več kot polovica vzgojiteljev in pomočnikov kljub možnosti uporabe različnih spletnih in računalniških programov za pisanje priprav poslužuje obrazcev za načrtovanje, same priprave pa jih večina piše v fizični obliki. Rezultati prav tako kažejo, da so najpogostejši element v učnih pripravah vzgojiteljev in pomočnikov poleg teme in področja dejavnosti globalni cilji, ki jih več kot polovica oblikuje samostojno v kombinaciji s povzemanjem iz Kurikuluma za vrtce, pri čemer jih pogosteje povzemajo iz Kurikuluma.Educators and teaching associate professionals have a lot of freedom in their work. This is what enables them to carry out pre-school education in many different ways. No matter what they do and in what way, they need to plan their activities properly. The purpose of our Master\u27s Thesis is connected with the planning of activities and the resulting educational preparations. The objectives of the final work are to get acquainted with the ways of planning activities in the kindergartento find out what are the most common planned forms of preparation and to check which elements are contained in the daily preparations of educators and their assistantsfurthermore, in what frequency they appear in their teaching preparations. In connection with this, we conducted a survey, in the initial part of which we included 403 and in the supplementary 327 educators and teaching associate professionals from randomly selected public kindergartens. We found that slightly more than half of educators and teaching associate professionals use planning forms in planning activities, most of which are written in physical form, despite the possibility of using various online and computer programs to write preparations. The results also show that the most common element in the training of educators and assistants, in addition to the topic and area of activity, are global goals as well, that are by a half formulated by them in combination with summarizing from the Kindergarten Curriculum and self-design