THE ROLE OF THE COMPETENCIES OF A PRE-SCHOOL CHILDREN CHILDCARE WORKER IN IMPLEMENTING PHYSICAL ACTIVITIES

V magistrskem delu smo najprej osvetlili pojem kakovosti v vrtcu, podrobneje smo predstavili razloge za namen ugotavljanja in zagotavljanja kakovosti ter razčlenili ravni ter področja kakovosti. Dotaknili smo se tudi nekaterih kazalcev kakovosti za izvajanje gibalnih dejavnosti ter podrobneje opredelili pojem kompetenc, ki smo jih v nadaljevanju razvrstili po ravneh. Teoretični del zaključujemo z oblikami nadaljnjega izobraževanja v smeri razvijanja kompetenc za delo s predšolskimi otroki. V empiričnem delu smo se osredotočili na specifične kompetence za izvajanje gibalnih dejavnosti v vrtcu. Namen raziskave je bil ugotoviti nivo trenutne in željene usposobljenosti ter raziskati morebitni obstoj razlik med ocenami gibalno specifičnih kompetenc z vidika pomembnosti, trenutne usposobljenosti in željene usposobljenosti. Razlike z vidika trenutne in željene usposobljenosti za področje gibanja smo preverjali glede na dolžino delovne dobe, strokovni naziv, delovno mesto, starostno skupino otrok ter izobrazbo. Rezultati kažejo, da so strokovni delavci različno usposobljeni za načrtovanje, izvajanje in vrednotenje dela na gibalnem področju ter da si želijo dvigniti nivo znanj. Ugotovili smo tudi, da se mlajši delavci s krajšo delovno dobo ter nazivom mentor počutijo bolj kompetentni, prav tako tisti vzgojitelji, ki prihajajo iz kombiniranih skupin. Pri ugotavljanju razlik glede na strokovno izobrazbo pa se je izkazalo, da z vidika trenutne usposobljenosti za gibalne dejavnosti ni razlik med strokovnimi delavci različne strokovne izobrazbe.This master\u27s thesis initially defines quality in kindergartens, gives a detailed description of reasons for defining and ensuring quality and analyses the levels and fields of quality. It also determines some quality indicators for implementing movement activities and defines in detail competences, which were later on classified according to levels. The final part of the theoretical part includes forms of further education aimed at the development of competences for working with pre-school children. The empirical part focuses on specific competences for implementing movement activities in kindergartens. The purpose of the survey was to define the level of actual and desired competency and to examine possibly existing differences between the assessments of movement related specific competences from the point of view of the importance, current competency and desired competency. The differences between current and desired competency in the field of movement were examined based on the duration of working period, professional title, workplace, children’s age group and education. The results show that professionals’ competency varies in relation to planning, implementing and evaluating work in the field of movement and that they want to raise their level of knowledge. We also established that younger employees with shorter working period and with professional title “mentor” as well as those childcare workers who work in combined groups feel more competent. The assessment of differences in relation to professional education proved that from the point of view of movement activities there are no differences among employees with different professional education