ANALYSIS OF TEACHER\u27S COMPETENCE IN THE IMPLEMENTATION OF PHYSICAL EXERCISES IN GERMAN AND SLOVENIAN KINDERGARTENS

V teoretičnem diplomskem delu z naslovom Analiza kompetenc vzgojitelja pri izvajanju gibalnih dejavnosti v slovenskih in nemških vrtcih smo želeli ugotoviti kompetence vzgojitelja in usposobljenost vzgojiteljev pri izvajanje gibalnih dejavnosti ter na osnovi teh dveh parametrov poiskati morebitne razlike med slovenskim kurikulumom za vrtce in High/Scopovim predšolskim kurikulumom, ki ga uporabljajo v Nemčiji. Ugotavljali smo, kako pomembne so ključne, splošne in specialne kompetence vzgojitelja ter na kakšen način jih vzgojitelji razvijajo. Zanimalo nas je, kakšne kompetence dosegajo v obeh kurikulumih vzgojiteljice na področju gibanja/športa in kako le-te vplivajo na otroke. Posebno poglavje smo namenili razvoju otroških gibalnih kompetenc z vidika dela vzgojitelja. Ugotavljamo, da so vzgojitelji, ne glede na izobrazbo, v obeh kurikulumih usposobljeni za demonstracijo in izvajanje gibanja. V obeh kurikulumih dajejo gibanju enak pomen, le da v High/Scopovem kurikulumu temeljijo dejavnosti na skupnem načrtovanju med vzgojiteljem in otrokom. Poudarek dajejo aktivnemu učenju.In the theoretical diploma thesis with the title Analysis of teacher\u27s competence in the implementation of physical exercises in Slovenian and German Kindergartens we wanted to determine teacher competence and qualifications of educators in the implementation of motor activity and on the basis of these two parameters we wanted to find possible differences between the Slovenian curriculum for kindergarten and High/Scop preschool curriculum, which is used in Germany. We investigated the importance of critical, general and special educator competences and how they are developed by educators. We wanted to know what competences are achieved in both curriculums by educators in the field of movement / sport and how they affect children. A separate chapter was devoted to developing children\u27s motor skills in terms of the educator. We find that educators, irrespective of their education, are well qualified for demonstration and implementation of the movement in both training curricula. In both curricula movement has the same meaning, except that in the High/Scop curriculum the activities are based on joint planning between the educators and the children. The emphasis is placed on active learning