Dialect use in rural and urban kindergartens on the coast

V diplomskem delu sem raziskovala rabo narečja v podeželskih in mestnih primorskih vrtcih. V teoretičnem delu sem opredelila govor in jezik. Opisala sem jezikovne funkcije in socialne zvrsti slovenskega jezika. Tu sem izpostavila narečja, njihov nastanek in tipe raziskovanja. Podrobneje sem opisala tudi primorsko narečje. Večji poudarek sem dala na rabo narečja v vrtcu, na koncu teoretičnega dela pa sem predstavila še rabo narečja v vzgojno-izobraževalnih institucijah skozi oči nekaterih evropskih dokumentov. Cilj diplomskega dela je bil ugotoviti, ali se mestni in podeželski vrtci razlikujejo v rabi narečja. V empiričnem delu sem to ugotovila s pomočjo anketnega vprašalnika, sestavljenega iz vprašanj različnega tipa in trditev Likertove lestvice stališč. Vzorec je sestavljal 59 vzgojiteljev in pomočnikov vzgojitelja, ki so anketni vprašalnik anonimno izpolnili. Raziskava je pokazala, da se v mestnem in podeželskem primorskem vrtcu ne pojavljajo bistvene razlike v rabi narečja. Anketirani vzgojitelji in pomočniki vzgojitelja po narečni različici slovenskega jezika ne posegajo pogosto. Narečje najpogosteje uporabljajo v pogovorih, prosti igri in dnevni rutini. Kot razlog za rabo narečja največ anketirancev navaja ustvarjanje pristnejšega odnosa, ki ga raba te zvrsti omogoči. Večina anketiranih vzgojiteljev in pomočnikov vzgojitelja se zaveda pomena knjižnega jezika, hkrati pa menijo, da je tudi raba narečja v določenih okoliščinah primerna in zaželena. Prav tako so anketiranci mnenja, da otroke spodbujajo k rabi knjižnega jezika. Največ jih to počne s spodbujanjem otrok k opisovanju, pripovedovanju, razlaganju in utemeljevanju v knjižni slovenščini in tako, da otrokom predstavljajo dober govorni zgled.In my diploma thesis I researched the use of dialect in rural areas and in the urban kindergartens of primorska region. In the theoretical part, I defined speech and language. I described the linguistic functions and social genres of the Slovenian language. Here I have highlighted dialects, their origins and types of research. I have also described the primorska dialect in more detail. I put more emphasis on the use of dialect in kindergartens, and at the end of the theoretical part I presented the use of dialect in educational institutions through the eyes of some European documents. The aim of the thesis was to find out whether urban and rural kindergartens differ in their use of dialect. In the empirical part, I found this out by means of a questionnaire consisting of different types of questions and Likert scale statements. The sample consisted of 59 teachers and assistant teachers who completed the questionnaire anonymously. The survey showed that there are no significant differences in the use of dialect between urban and rural kindergartens. The interviewed educators and assistant educators do not often use dialect versions of the Slovene language. The dialect is most often used in conversation, free play and daily routines. Most respondents cite the more authentic relationship that dialect use enables as a reason for using it. The majority of the teachers and assistant teachers interviewed are aware of the importance of the literary language, but also believe that the use of dialect is appropriate and desirable in certain circumstances. Responders also think that children are encouraged to use the literary language. Most of them do this by encouraging children to describe, narrate, explain and justify in literary Slovene and by setting a good speaking example for children