61 KB244 KB58 KB200520252009Marjanovič Umek, Ljubicaštevilka:1letnik:60 = 126str. 18-37ISSN:0038-0474COBISSID:38860130URN:URN:NBN:SI:doc-M14FARD0slZveza društev pedagoških delavcev SlovenijeSodobna pedagogikacurriculumkurikulumotroški vrtcipredšolska vzgojapredšolski otrociSloveniaSlovenijašolske reformeVrtci v sodobnih konceptih otroštva in učenja|The reform of the Slovenian educational system in the mid-1990s, including preschool reform, was not only part of the political, social, and economic changes that Slovenia underwent at that time, but also part of establishing certain new theoretical paradigms and the conceptualization of individual subsystems. In preschools it was necessary to move beyond individual organizational and content-related divisions of preschool education to care and education activities, and the prevailing normative developmental-psychological concepts that defined the system and its content. Later on, expert analyses and the findings of Slovenian empirical studies (of which there were not many) indicated the direction for the further development of preschool education. With the backing of in-depth research on early learning in studies from abroad, these Slovenian studies have also indicated certain important steps that still need to be taken to democratize preschools: it is necessary to establish the preschool as a protective factor for children from socio-economically and culturally disadvantaged backgrounds,children of migrants, and children with special needs - and this in the manner already established in modern concepts of early development and learning. Because this involves more than making individual corrections to the system and the curriculum (which inevitably prove to be unsuccessful and eventually undermine an internally coherent system), it is necessary to prepare a new concept for preschools, or white paper on education, if Slovenian preschools are to remain among quality European preschoolsReforma vzgojno-izobraževalnega sistema, z reformo vrtcev vred, ki je potekala v sredini devetdesetih let prejšnjega stoletja, je bila na eni strani vpeta v takratne politične, socialne in ekonomske spremembe v Sloveniji, na drugi strani pa v vzpostavitev nekaterih novih teoretskih paradigem in konceptualizacijo posameznih podsistemov. V vrtcih je bilo treba preseči posamezne organizacijske in vsebinske delitve predšolske vzgoje na dejavnosti varstva in vzgoje ter prevladujoče normativne razvojnopsihološke koncepte, ki so določali sistem in vsebino. Pozneje so strokovne analize in izsledki domačih empiričnih raziskav, ki pa jih ni bilo veliko, nakazali smer nadaljnjega razvoja predšolske vzgoje v vrtcih, hkrati pa, tudi ob podpori intenzivnega proučevanja zgodnjega učenja v tujih raziskavah, pokazali na nekatere pomembne korake, ki jih je treba še narediti za demokratizacijo vrtcev: vzpostaviti je treba vrtec kot varovalni dejavnik na primer za otroke, ki prihajajo iz socialno, ekonomsko in kulturno nespodbudnega okolja, otroke migrantov, otroke s posebnimi potrebami, in to tako, kot je v sodobnih konceptih zgodnjega razvoja in učenja že vzpostavljen. Ker gre za več kot posamezne popravke sistema in kurikula, ki se izkazujejo kot neuspešni in prej ali slej zamajejo notranje koherentni sistem, je, če naj vrtci ostanejo med kakovostnimi evropskimi vrtci, treba pripraviti nov koncept vrtcev oziromanovo Belo knjigo o vzgoji in izobraževanjuTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaZveza društev pedagoških delavcev Slovenije