Differences in quality between public nursery schools in Slovenia and Croatia

Dandanes imajo vrtci vse večjo vlogo, saj jih obiskuje vedno več otrok. Delovanje vrtcev se lahko med državami razlikuje, zato smo se odločili raziskati vidike kakovosti javnih vrtcev v Sloveniji in na Hrvaškem. Namen diplomskega dela je raziskati in spoznati morebitne razlike med slovenskimi in hrvaškimi javnimi vrtci glede na vidik kakovosti. Cilji diplomske naloge so raziskati in ugotoviti delovanje slovenskih in hrvaških vrtcev, raziskati in ugotoviti morebitne podobnosti in razlike v delovanju med slovenskimi in hrvaškimi vrtci ter raziskati in ugotoviti upoštevanje in sledenje vidikom kakovosti v slovenskih in hrvaških vrtcih. V empiričnem delu smo izvedli raziskavo s pomočjo anketnega vprašalnika, v kateri so sodelovali vzgojitelji predšolskih otrok in pomočniki vzgojiteljev iz številnih slovenskih in hrvaških vrtcev. V raziskavi je sodelovalo 221 strokovnih delavcev vrtcev. V raziskavi smo ugotovili, da skoraj vsi vzgojitelji kakor tudi pomočniki vzgojiteljev iz Slovenije in Hrvaške poznajo vidike kakovosti, le nekaj odstotkov je v obeh državah odgovorilo, da delno poznajo vidike kakovosti. Pogostost pregledovanja igrač in igral je ne glede na državo povečini ustrezna ter pri sodelovanju vrtcev s starši otrok nismo zasledili velikih razlik. Prav tako pri vključevanju zunanjih institucij in posameznikov iz okolja so bila majhna odstopanja med državami.Nursery schools are playing an increasingly significant role, as they are attended by more and more children. Because of possible differences between public nurseries in different countries, we decided to look at quality aspects of public nursery schools in Slovenia and Croatia. The purpose of this thesis is to identify and study the potential differences between Slovenian and Croatian public nursery schools with regard to quality aspects. This thesis aims to identify and study the functioning of Slovenian and Croatian public nursery schools, to identify and study potential similarities and differences in the functioning of these public nursery schools, and to identify and study their adherence and compliance with quality aspects. In the empirical part of the thesis, we conducted a questionnaire-based survey which encompassed pre-school teachers and pre-school teacher assistants from several Slovenian and Croatian public nurseries. 221 nursery school practitioners participated in the survey. The study revealed that almost all pre-school teachers and assistants from Slovenia and Croatia are familiar with quality aspectsa small minority of participants from both countries are less familiar with quality aspects. The frequency of control checks of toys and play equipment was adequate in both countries. No major differences were detected with respect to parental involvement in the nurseries, and there were only minor discrepancies between the two countries in terms of the engagement of outside institutions and individuals from the local community