Interaction with immigrant children in a kindergarten

V diplomskem delu smo se osredotočili na komunikacijo z otroki priseljenci, ki jih je v slovenskih vrtcih vedno več. V teoretičnem delu smo predstavili nekatere smernice vključevanja otrok priseljencev v vrtce, načine komuniciranja vzgojiteljev z otroki priseljencev, pristope učenja jezika okolja in dvojezičnost otrok. V empiričnem delu so predstavljeni rezultati raziskave, v katero so bili vključeni vzgojitelji in pomočniki. Podatki so bili zbrani s pomočjo anketnega vprašalnika in obdelani s programom SPSS. V raziskavi nas je zanimalo, iz katerih držav se priseljujejo otroki priseljenci in njihove družine, izkušnje strokovnih delavcev v vrtcu glede govorne interakcije z otroki priseljenci, izkušnje in stališča strokovnih delavcev v vrtcu glede učenja jezika okolja za otroka priseljenca, kompetentnost strokovnih delavcev v vrtcu pri govorni komunikaciji z otrokom priseljencev in stališča strokovnih delavcev glede dvojezičnosti otrok. Rezultati so pokazali, da največji delež otrok priseljencev prihaja iz Bosne in Hercegovine. Vzgojitelji z otroki komunicirajo z uporabo različnih pristopov, najpogosteje z neverbalno komunikacijo. Po mnenju strokovnih delavcev se otroci najbolje naučijo jezik okolja preko vsakdanjih situacij v vrtcu. Vzgojiteljevo nerazumevanje prvega, maternega jezika otroka priseljenca otežuje delo vzgojitelja pri vzgoji in izobraževanju otroka. Vzgojitelji in pomočniki imajo pozitivna stališča do rabe dvojezičnosti otrok na predšolski stopnji.The present thesis focuses on the communication with immigrant children in kindergartens. The number of immigrant children in Slovene kindergartens is gradually increasing. The theory covers a few guidelines on introducing immigrant children into kindergartens, ways of communication between caregivers and immigrant children, language teaching approaches, and bilingualism. The empirical part introduces the results of the research conducted with caregivers and assistants. The data was collected through a questionnaire and analyzed using SPSS. The research identified the countries from which the immigrant children and their families immigrated, the kindergarten staff’s experience regarding verbal interaction with immigrant children, the staff’s competencies in verbal communication with immigrant children, and the staff’s view about children’s bilingualism. The results showed that the majority of immigrant children came from Bosnia and Herzegovina. Caregivers communicated with children using different approaches, most often non-verbal communication. According to the pre-school staff, children acquired the language of the environment (Slovene) through everyday situations in the kindergarten. The caregiver faced more difficulties in raising and educating the immigrant child when he or she did not understand the child’s native language. Caregivers and assistants had positive views towards bilingualism of children at the pre-primary level