DIDACTIC APPROACHES IN WORKING WITH PRE-SCHOOL CHILDREN

V magistrskem delu smo proučevali, kateri didaktični pristopi so v vrtcu najbolj prepoznavni oziroma katere že uveljavljene didaktične pristope uporabljajo vzgojitelji pri delu s predšolskimi otroki. V teoretičnem delu smo predstavili in zbrali razmišljanja različnih avtorjev, povezanih z didaktičnimi pristopi. Poglobljeno smo razložili in opisali različne didaktične pristope, ki vzgojiteljem pomagajo pri podajanju določenih tem otrokom na različnih področjih dejavnosti. Razložili smo, na kakšen način se učijo predšolski otroci, kakšna je vloga aktivnega učenja, kako pomembna je igra za otrokovo spoznavanje sveta ter kakšno vlogo ima motivacija pri učenju. V empiričnem delu predstavljamo izsledke empirične raziskave o pogostosti uporabe didaktičnih pristopov pri delu s predšolskimi otroki in interpretacijo le-teh. Zanimala nas je pogostost uporabe didaktičnih pristopov glede na starost otrok v oddelku kjer vzgojitelji opravljajo svoje delo ter pogostost uporabe didaktičnih pristopov glede na vzgojiteljevo formalno izobrazbo. V raziskavi smo uporabili deskriptivno in kavzalno-neeksperimentalno metodo empiričnega raziskovanja. Podatke, zbrane s pomočjo anketnih vprašalnikov, smo obdelali računalniško s pomočjo statističnega programa SPSS. Uporabili smo frekvenčno distribucijo in χ2 preizkus. Ugotovili smo, da se vzgojitelji zavedajo, da didaktični pristopi veliko pripomorejo h kvalitetnemu delu v vrtcu, vendar jih ne znajo poimenovati, saj jih v vrtcih ne imenujejo tako, temveč se v vrtcih uporablja termin učna metoda. Tako metode kot oblike pa se navezujejo na vzgojiteljev cilj, kaj želi z določeno temo doseči. Na pogosto uporabo didaktičnih pristopov po mnenju anketiranih vzgojiteljev vpliva starostno obdobje otrok, kjer vzgojitelji opravljajo svoje delo.In the master’s thesis, we have been researching which didactic approaches have been mostly recognized and which, already enforced, didactic approaches have been used by the kindergarten teachers when working with preschool children. We have presented and gathered researches of different authors connected with didactic approaches in the theoretic part. We have explained and described different didactic approaches which help kindergarten teachers when teaching different topics to children on different activity areas. We have explained the way how kindergarten children learn, the role of active learning, how important games are for a child\u27s learning about the world and what role has motivation for learning. In the empiric part, we have presented the results of the empiric research about frequency of didactic approaches usage when working with kindergarten children and interpretation of them. We have been interested in frequency of using didactic approaches according to the age of kindergarten teachers and according to the frequency of didactic approaches using in connection with kindergarten teacher\u27s formal education. We have used the descriptive and causal-nonexperimental method of empiric researching. The data, gathered with questionnaires, have been statistically processed with statistic program SPSS. We have used frequency distribution and χ2 test. We have discovered that kindergarten teachers are aware that didactic approaches improve quality work in a kindergarten but they do not know how to name them because they do not name them in that way in kindergartens but they use the term a learning method. Methods and forms are connected to the kindergarten teachers\u27 goal they wish to achieve with certain topic. According to the respondents, the age of children in the group where kindergarten teachers work is important for frequency of didactic approaches uses