Linguistic appropriateness of official letters written by preschool teachers and their attitudes to them

Pri pisanju diplomskega dela smo se osredinili na jezikovno ustreznost uradnih zapisanih besedil vzgojiteljev in njihova stališča do tega področja. Na začetku teoretičnega dela smo opredelili slovenski jezik. Nadaljevali smo z raziskovanjem besedila skozi zgodovino, kjer smo prikazali poglede različnih avtorjev na pojmovanje besedila. Omenimo lahko, da je razumevanje besedila pri vseh avtorjih podobno, le-da vsak izpostavi drugo lastnost, po kateri besedilo razume. Nato smo našteli in opredelili sporazumevalna načela po Paulu Gricu ter jih povezali z uporabo v predšolskem obdobju. Predstavili smo Toporišičevo klasifikacijo besedilnih vrst, kjer nas je zanimala njihova razdelitev in pojavnost v vrtcu pri delu vzgojitelja. Opisali smo sporazumevanje v maternem jeziku, saj menimo, da je ta pomemben prav tako kot slovenski jezik. Na koncu smo proučili še zapisana besedila, ki so predstavljala predmet naše raziskave. Opredelili smo njihove vrste, ugotovili, kako je z njihovo prisotnostjo v vrtcu in predstavili najpogostejše in nekatere nove načine sodelovanja s starši prek uradnih zapisanih besedil. V empiričnem delu smo raziskali jezikovno ustreznost uradnih zapisanih besedil in odnos vzgojiteljev do omenjenega področja. V raziskavo je bilo vključenih 240 vzgojiteljev iz celotne Slovenije in 30 zapisanih besedil. Uporabljena je bila deskriptivna metoda pedagoškega raziskovanja, oba raziskovalna dela sta kvantitativna. Analiza je pokazala, da je odnos vzgojiteljev do jezikovnega področja zelo doberpojavljajo se težave pri želji po obiskovanju jezikovnih izobraževanj. Poleg tega smo ugotovili, koliko jezikovnih izobraževanj so se anketirani vzgojitelji udeležili v preteklem letu. Drugi del raziskave je pokazal, da so uradna zapisana besedila vzgojiteljev v povprečju zapisana 67,7 % pravilno. Izpostavili smo prevladujoča močna pravopisna področja, za problematična pa smo na podlagi pridobljenih odgovorov podali pravila za odpravljanje najpogostejših jezikovnih napak, zaznanih skozi jezikovno analizo uradnih zapisanih besedil. Prav tako smo na koncu podali priporočila, kako po našem mnenju izboljšati obstoječe stanje. Z raziskavo smo pridobili vpogled v jezikovno stanje uradnih zapisanih besedil vzgojiteljev v izbranih vrtcih v Republiki Sloveniji.In diploma, we focused on the linguistic adequacy of the officially written texts of kindergarten teachers and their views on this field. At the beginning of the theoretical part, we defined the Slovenian language. We continued to explore the text through history, where we presented the views of various authors on the notion of the text. It can be mentioned that the understanding of the text is similar in all authors, except that each highlights a different property by which he understands the text. Then we listed and defined communicative principles according to Paul Grice and linked them to use in the preschool. We presented Toporišič\u27s classification of text types, where we were interested in their distribution and occurrence in kindergarten in the work of a preschool teacher. We have described communication in the mother language, as we believe that it is just as important as the Slovene language. Finally, we examined the written texts that were the subject of our research. We identified their types, found out what it is like with their presence in kindergarten, and presented the most common and some new ways of working with parents through official written texts. In the empirical part, we investigated the linguistic adequacy of officially written texts. We also investigated the attitude of kindergarten teachers in this area. The research included 240 preschool teachers from all over Slovenia and 30 written texts. A descriptive method of pedagogical research was used, both research works are quantitative. The analysis showed that the attitude of educators towards the language field is very goodthere are problems with the desire to attend language education. Besides, we found out how many languages training the surveyed preschool teachers attended in the past year. The second part of the research showed that the official written texts of preschool teachers are written on average 67.7 % correctly. We highlighted the predominant strong spelling areas, and for the problem areas, based on the obtained answers, we provided rules for eliminating the most common language problems perceived through the language analysis of officially written texts. We also finally proposed recommendations on how, in our view, to improve the existing situation. The research provided insight into the language status of officially written texts of educators in selected kindergartens in the Republic of Slovenia