Planning music activities at preschool in the first age group

Glasba je za razvoj otroka zelo pomembna, ključno pa je tudi, da vzgojitelji čimbolj kakovostno načrtujemo glasbene dejavnosti že v prvem starostnem obdobju otrok. Cilj izvajanja glasbenih dejavnosti je predvsem, da pri otrocih vzbujamo interes in veselje do glasbe ter hkrati vplivamo na glasbeni razvoj otrok. Namen diplomskega dela je ugotoviti kvantiteto in kvaliteto načrtovanja glasbenih dejavnosti v vrtcih in v prvem starostnem obdobju otrok. V teoretičnem delu obravnavam teoretična izhodišča o načrtovanju in izvajanju glasbenih dejavnosti ter pomen le-teh za optimalen razvoj predšolskega otroka. V empiričnem delu pa sem s pomočjo anketnega vprašalnika za vzgojitelje, zaposlene v prvem starostnem obdobju prišla do ugotovitev, da anketirane vzgojiteljice v večini usmerjene glasbene dejavnosti načrtujejo vsaj enkrat tedensko, neusmerjene pa več kot dvakrat tedensko. V največji meri se poslužujejo procesno-razvojnega modela načrtovanja, za pisanje priprav pa največkrat uporabljajo dnevne priprave, ki so del širše didaktične enote. Prav tako sem ugotovila, da otroci največ interesa izražajo do petja pesmi in igranja na glasbila ter da se vzgojiteljice pri načrtovanju s težavami ne srečujejo.Music is very important for the development of a child and it is also important that preschool teachers plan high-quality music activities for children in the first age group. The goal of implementing music activities is primarily to stimulate children\u27s interest and joy in music while also influencing their musical development. The purpose of this thesis is to determine the quantity and quality of music activity planning in nurseries for the first age group of children. In the theoretical section, the theoretical foundations of planning and implementing music activities and their significance for the optimal development of preschool children will be presented. In the empirical section, we have used a survey questionnaire for preschool teachers working in the first age group and we have found that the surveyed educators mostly plan directed music activities at least once a week and undirected activities more than twice a week. They mostly use a process-development planning model and to write lesson plans they use daily lesson plans which are part of a wider didactic unit. We have also found that children express the most interest in singing songs and playing musical instruments and teachers do not encounter difficulties in planning