Civic education and children\u27s rights

Diplomsko delo obravnava državljansko vzgojo in otrokove pravice. Vzgoja in izobraževanje v predšolskem obdobju dobiva nov pomen za vseživljenjsko učenje in vzgojo za aktivno državljanstvo. Vrtec je otrokov življenjski prostor, kjer se aktivno uči in pridobiva vrednote ter razvija sposobnosti za življenje v medkulturni družbi. V postmoderni družbi se ne pojavlja vprašanje ali bi morala družba zagotoviti ustrezno okolje za spoštovanje drugačnosti, temveč kako to na področju vzgoje in izobraževanja zagotoviti. V zgodnjem otroštvu se postavljajo osnove za uspešno pridobivanje vseh temeljnih spretnosti in veščin, ki jih bo otrok potreboval kasneje v življenju, ter temelj za sobivanje v družbi. Državljanska vzgoja dobiva vse večji pomen v sodobni medkulturni družbi, ki naj bi temeljile na načelu enakih možnosti in pravici posameznika do drugačnosti. Pomembna vloga vrtcev kot institucij in ob tem strokovnih delavcev (vzgojiteljev in pomočnikov vzgojiteljev) je, da vzgaja otroka za novo, sodobno družbo in pri tem poskrbi, da bo znal pozitivno razmišljati in se vključevati v interakcijo z drugimi, da bo sposoben kritičnega mišljenja in zavračanja stereotipov. Najin namen je predstaviti stališča strokovnih delavcev vrtca do demokratizacije prikritega kurikuluma in ob tem prikazati stališča otrok o možnosti soodločanja v skupini. Vloga odraslega je pri razvijanju znanj, spretnosti, stališč in vrednot pri otroku izredno pomembna, kar se kaže predvsem z uporabo različnih pristopov. Da bo imel otrok dovolj možnosti za soodločanje v skupini, je zelo odvisno od strokovnosti vzgojitelja. Ali se vzgojitelji zavedajo kako pomembno je, da ima otrok to možnost, ali se zavedajo kako vpliva to na otroka v kasnejšem življenju, kadar mu te možnosti ne nudijo. Morda se, morda pa tudi ne!ABSTRACT The thesis deals with civic education and children\u27s rights. Education of pre-school children is gaining new importance in life-long learning and for education for active citizenship. The kindergarten is the living space for children where they learn actively, obtain values and develop abilities and qualities for life in intercultural society. In post-modern society we do not ask ourselves whether the society should create a suitable environment for respecting diversity, but rather how to provide these conditions in the process of education. In the early childhood a basis is created for children to successfully obtain basic knowledge and skills needed later in life and for their coexistence in society. Civic education is becoming increasingly important in modern intercultural society which should be based on the principle of equal opportunities and the individual\u27s right to diversity. The main role of kindergartens as institutions and in this respect also of professional workers (kindergarten teachers and their assistants) is to educate children and prepare them for life in a new, modern society, to make them think positively and interact with others so as to be capable of thinking critically and rejecting stereotypes. Our purpose is to present the positions of professional workers in kindergartens on the democratisation of the hidden curriculum and show in this respect the positions of children on the possibility of co-decision in a group. In the child\u27s development of knowledge, skills, positions and values the role of adults is of extreme importance, which is evident in particular in the use of different approaches. To give the child enough opportunities to co-decide in a group highly depends on the professional conduct of kindergarten teachers. Are kindergarten teachers aware how important it is to give the child this opportunity and what impact this has on the child in its later life, when it is deprived of this opportunity? Maybe they are, maybe they are not