daily routine comparison between slovenian and belgian nursery

V diplomski nalogi sem se osredotočila na podobnosti in različnosti dnevne rutine v vrtcih dveh evropskih držav, Slovenije in Belgije (slednji se nahaja v bazi Vrhovnega poveljstva za-vezniških sil v Evropi − SHAPE). Dnevna rutina zagotavlja trden okvir, znotraj katerega lahko otroci dajejo pobude za aktivno učenje, o njih razmišljajo, jih spreminjajo, ponavljajo in širijo. Interesni kotički ustvarjajo fizični okvir za aktivno učenje, dnevna rutina pa operativni okvir. Mnenje, da se otroci najbolj učijo tako, da uresničujejo svoje interese in konstruirajo znanje prek osebnih izkušenj ter z zavezanostjo sestavinam aktivnega učenja (materiali, razpolaganje in rokovanje, izbira, otrokov govor, podpora odraslega) oblikujejo proces vsakega dela dnevne rutine (Hohmann in Weikart, 2005). V teoretičnem delu sem predstavila dnevno rutino v obeh vrtcih in opisala njene elemente (pri-hod in odhod otrok v vrtec, prehodi med dejavnostmi, skrb zase, hranjenje, počitek in spanje ter urejanje in pospravljanje prostora), prikriti kurikulum, kurikulum za vrtce in vloga odrasle osebe pri dnevni rutini. Odrasle osebe so tiste, ki lahko v največji meri omogočijo in spodbudi-jo možnost izbire in drugačnosti. S svojim ravnanjem so zgled otrokom, dajejo jim sporočila in sprejemajo skupne odločitve. V nadaljevanju empirični del sestavljajo raziskovalna vprašanja in odgovori vzgojiteljic iz obeh vrtcev na elemente dnevne rutine, ki jih med seboj primerjam in natančneje opišem delo v SHAPE-u. V zaključku so zapisana objektivna opažanja in osebno razmišljanje lastnega mne-nja o primeru dobre prakse.In the final thesis I focused on similarities and differences in the daily routines of kindergar-tens in two European countries, Slovenia and Belgium (in the NATO Headquarters of Allied Command Operations – SHAPE). The daily routine ensures a solid setting in which children can give the initiative for active learning, think about it, modify it, repeat it and expand it. The corners of interest create the physical setting for active learning, while the daily routine creates the operative setting. The opinion, that children learn the most by realizing their interests and construct their knowledge based on personal experience, and the commitment to the compo-nents of active learning (materials, disposal and handling, selection, child’s speech, adult support), shape the process of every part of the daily routine (Hohmann and Weikart, 2005). In the theoretical part I presented the daily routine of both kindergartens and describes its elements (arriving and leaving the kindergarten, crossing between activities, care for oneself, eating, rest and sleep, and tidying and cleaning of the room), hidden curriculum, curriculum for kindergartens and the role of the adult in the daily routine. Adult roles are those that have the most impact in enabling and encouraging the possibility of choices and differences. They are children’s role models with their behaviorthey send messages and make unite decisions. The empirical part consists of research questionnaire and answers of the kindergarten teachers on elements of daily routines of both kindergartens, which I compare between each other and further describe the work in SHAPE in detail. The conclusion consists of objective observati-ons and personal rationale of own beliefs on example of good practice