natgillin/translations-raw huggingface dataset:
The current scientific debates emphasise the importance of a balance between different educational approaches.
Včasih pa je navkljub zadovoljivi ponudbi lahko celo sistem socialnega zavarovanja posredna ovira za dostop do predšolske vzgoje in varstva.
Education programmes for very young children (under 5) should work predominantly in a child-centred, developmental way, whereas programmes for older children between 5 and 6 years may introduce academic subjects in a more planned, teacher-directed curriculum without having negative socialemotional consequences.
Možnost dolgega starševskega dopusta in radodarni dodatki starše namreč spodbujajo k temu, da otroke raje vzgajajo doma, kar velja za Estonijo, Litvo, Avstrijo in Romunijo.
A later emphasis on academic skills, after a predominantly developmental approach that focused on fostering of socialemotional competence, may even provide better support for the transition to primary school.
Pojav se lahko še okrepi, če se po veljavnih predpisih zaradi otrokovega vpisa v vzgojno-varstveno okolje (tudi le v poldnevno) skrajša starševski dopust in zmanjšajo dodatki.
The debate on the comparative merits of the two educational models would therefore appear fruitless; the priority is to combine so as to achieve the best results for children.
V nekaterih državah so omenjena merila prožnejša in se pravice staršev do dopusta ter dodatkov usklajujejo s številom ur, ki jih otrok preživi v vrtcu.
The longterm efficacy of ECEC seems to be best ensured by an approach that involves child, family, school and high school – a continued ‘nurture’ that broadens the scope of the intervention to include the family context and extends the approach far into elementary school.
A v vsakem primeru se zdi, da ti ukrepi starše odvračajo, zlasti nizko izobražene in tiste z nizkimi dohodki.
Whatisthe situation offamilies with young childrenin Europe?
V državah z enovitim modelom očitno priznavajo splošno pravico do predšolske vzgoje in varstva tudi najmlajšim otrokom.
In Europe, nearly one in eight households (12 %) is caring for a child under the age of 6.
V preostalih državah, kjer to ni samodejno urejeno, se pri dodeljevanju mesta v predšolski vzgoji in varstvu upoštevajo različna merila.
In Spain, Cyprus and Portugal such households make more than 15 %.
Kraj prebivališča je dodatno merilo.
Only Bulgaria, Germany and Finland have less than 10 % of households with at least one child under the age of 6.
Osrednja naloga za zelo majhne otroke je še vedno in predvsem varstvo otrok.
There are several possible at risk groups whose distribution varies across the European countries.
Pri oblikovanju predšolske vzgoje in varstva za te otroke se poudarja predvsem uravnoteženost med blaginjo otrok in poklicnim življenjem staršev.
Firstly, single parent households with small children on average constitute 9 %, with 20 % in the United Kingdom.
In številne države sploh nimajo temeljnih priporočil ali navodil glede kurikuluma za najmlajše otroke.
Secondly, non-national children comprise 3 % of the total population of children under 6 in Europe.
Po drugi strani pa predšolska vzgoja za otroke, stare od 3 do 6 let, pomeni prvo stopnico na izobraževalni lestvici.
Thirdly, nearly one in six European households (17 %) with a child under the age of 6 lives on the poverty threshold.
Poslanstvo na tej ravni je torej vzgajati; vzgoja ima prednost pred varstvom zaradi zaposlitve staršev.
The situation is a particular concern in Estonia, Italy, Lithuania, Luxembourg, Poland, Portugal and the United Kingdom, which have more than 20 % of such households.
Cilj vzgojnih programov je spodbujanje kognitivnega, socialnega in kulturnega razvoja ter priprava otrok na zgodnje učne dejavnosti: branje, pisanje in matematiko.
This indicator is particularly important, because arguably poverty is a major trigger for other risk factors.
Strokovni delavci za to stopnjo morajo imeti pedagoško izobrazbo, ki združuje praktične delovne izkušnje s teoretičnim znanjem.
In most countries, women’s engagement in the labour force is clearly linked to the age of their children.
Ne glede na to se je delež vključenosti v predšolsko vzgojo in varstvo zadnja leta znatno povečal.
The male economic activity rate is not affected by the age of children and is systematically higher than the rate for women.
Vključenost 3-letnih otrok se je od leta 2000/01 v povprečju povečala za 10 odstotkov.
Many European women withdraw from the labour market when they are caring for a child under the age of 3.
Od leta 2001 do leta 2004 so se v povprečju povečali tudi izdatki za predšolsko vzgojo v Evropi.
Women with children aged 3 to 6 years have still lower than average economic activity rates, but as soon as the youngest child reaches the age of 6, most European women state that they are prepared to take up gainful employment.
Zdaj obiskuje formalne predšolske ali primarne izobraževalne programe 74 odstotkov 3-letnih otrok, 87 odstotkov 4-letnih in 93 odstotkov 5-letnih.
This withdrawal from the workplace could be partly explained by the lack of available provision for young children.
Nekatere države so uvedle tudi obvezno pripravljalno leto za 5- do 6-letne otroke, v Luksemburgu celo za 4-letne.
Whatisthe current early childhood education and care provisionin Europe?
Za zagotavljanje kakovostnega vzajemnega sodelovanja med vzgojitelji in otroki je bistveno primerno število otrok na vzgojitelja.
All European countries have introduced accredited and subsidised ECEC services, but in a few countries (the Czech Republic, Greece, Ireland, the Netherlands, Poland, the United Kingdom and Liechtenstein) there is very limited or no publicly funded provision for children under the age of 3 years and the participation rate in subsidised settings is very low.
Vendar pa kadrovska zasedba v vseh evropskih državah še vedno ni zadovoljiva in zanjo pogosto ni nacionalnih standardov.
Two main organisational models for ECEC services are apparent in Europe.
Razmerje števila otrok na vzgojitelja je na splošno v prid mlajših otrok pred starejšimi.
Under the first model, provision for young children is provided in unitary settings, organised in a single phase for all children of preschool age.
Ponavadi ena odrasla oseba odgovarja za manj kot deset otrok, starih manj kot 3 leta, v skupinah s 3- do 6-letnimi otroki pa je največ 20 do 25 otrok na vzgojitelja.
Each setting has only one management team for children of all age groups and staff responsible for children's education have, generally, the same qualifications and salary scales
Izjema so le države, ki imajo enovita okolja in kjer primerno število otrok na vzgojitelja velja za vse starostne skupine.
In a few countries both models coexist (Denmark, Greece, Spain, Cyprus and Lithuania).
Predšolska vzgojain varstvo v Evropi: odpravljanjesocialneinkulturne neenakosti
The starting age for ECEC provision varies widely across Europe.
Zelo pomemben dejavnik enakosti je plačilo prispevka za predšolsko vzgojo in varstvo.
In most countries the ECEC is available from the birth (in practice from around 3 months).
Vse evropske države financirajo ali sonancirajo predšolsko vzgojo in varstvo za otroke, starejše od 3 let, veliko pa jih prav tako ne zahteva nobenega plačila.
In Denmark, Slovakia and Liechtenstein, the possible starting age is around 6 months.
Toda v vseh državah, razen na Madžarskem, morajo starši plačati prispevke za vzgojo in varstvo najmlajših otrok.
Another criterion that often determines preferential access is residence.
Vse države izvajajo ukrepe za preprečevanje vzgojnih vrzeli ogroženih otrok.
In general, age is the most important determinant of access to preprimary education (level ISCED 0) and, in most countries the ECEC functions are clearly dependent on age.
V večini držav je posredovanje usmerjeno na skupine, izbrane na podlagi socialnih, ekonomskih ali kulturnih meril.
At this level, the mission to educate is clear and overrides the childminding function related to parental employment.
V redkih državah pa je pomoč prilagojena otrokovim individualnim potrebam, odkritim med vzgojnim procesom.
In the majority of European countries ECEC settings generally provide extensive opening hours that take account of the needs of working parents, including some flexible arrangements (evenings, nights and/or weekends).
Pri preprečevanju vzgojnih vrzeli (skupin ali posameznikov) države ubirajo različne poti, ki niso vzajemno izključujoče: n u l l organizirajo posebne jezikovne tečaje za izboljšanje znanja drugega jezika, včasih tudi maternega; najpogo-
The problem of access – at least as regards the volume of supply – has been virtually solved throughout Europe for 5-year-olds, but this is certainly not the case for the 03 age group, or even for 4-year-olds in some countries.
Kratek povzetek je treba povečati naložbe v razširitev ponudbe, omogočati lažji dostop, podaljšati odpiralni čas in izboljšati kakovost – zlasti izobrazbeno raven strokovnih delavcev.
Nevertheless, the participation rates in ECEC have increased significantly over recent years.
Če se odločimo za varstvo na domu, je treba podaljšati starševski dopust in ga finančno spodbuditi.
Participation rates of 3-year-olds in preprimary education have risen on average by about 10 % since 2000/01. Concurrently, expenditure on preprimary education on average in Europe increased from 2001 to 2004.
Politična odločitev je še posebej pomembna za ogrožene otroke, saj raziskave kažejo, da z vključenostjo v kakovostno predšolsko vzgojo in varstvo največ pridobijo prav ti.
Currently 74 % of 3-year-olds, 87 % of 4-year-olds, and 93 % of 5-year-olds in Europe attend a formal preprimary or primary education programme.
Domača vzgoja, celo s programi za podporo družini, ponavadi ne zadošča za zmanjšanje vrzeli v zgodnjem izobraževanju.
Yet, staffing levels do not seem to achieve this in all European countries and often no national standards exist.
Pomembno je opozoriti tudi, da v mnogih evropskih državah obseg ponudbe za otroke do 3 let ni zadosten.
One adult is usually responsible for less than 10 children under the age of 3, while for 36 year-olds the maximum group size under the supervision of one teacher varies between 20 and 25 children.
Iz podatkov v tem poročilu tako vidimo, da so potrebne velike finančne naložbe in vzpostavljanje novih vzgojnovarstvenih okolij za najmlajše otroke.
An exception to this is those countries where provision is made in unitary settings, where favourable child/staff ratios apply for all age groups.
To bi lahko pomenilo vzpostavitev enovitega sistema predšolske vzgoje in varstva, v katerega so vključeni otroci vseh starostnih skupin (od rojstva oziroma 1. do 5. ali 6. leta).
Regarding the education and care of the youngest children all countries – apart from Hungary – expect families to contribute to the cost of ECEC provision.
Za zagotavljanje kakovostne vzgoje v centrih za predšolsko vzgojo in varstvo je najpomembnejše kakovostno usposabljanje strokovnih delavcev za vzgojne in učne naloge.
In the majority of countries, intervention is targeted at groups on the basis of defined social, economic or cultural criteria.
Kot kaže študija, so na tem področju mogoče še precejšnje izboljšave, zlasti pri strokovnih delavcih za najmlajše otroke.
In a few countries, support is based on the individual needs of children identified during the course of their education/instruction. Regarding these groups/individuals countries apply a variety of approaches which are not mutually exclusive:
Ti imajo v skoraj polovici evropskih držav posredješolsko izobrazbo, pogosto iz zdravstvenega in socialnega varstva; za strokovne delavce, ki so odgovorni za otroke, starejše od 3 let, pa je pravzaprav v vseh državah določena visokošolska izobrazba.
Special language training programmes mostly for enhancement of the second language, but sometimes also for the mother tongue.
Številni raziskovalci poudarjajo, da je za ohranjanje dolgoročnih pozitivnih učinkov vzgoje pomembno tudi sodelovanje staršev.
The most common are the compensatory programmes or the provision of specialist support for older children (3-6 yearolds) at preprimary level.
Tega pa v praksi pogosto primanjkuje. V večini držav je partnerstvo med družinami in vrtci omejeno le na informacije in nasvete.
Appointment of extra staff in mainstream settings which cater for all children but which also admit children with difficulties.
Potrebujejo jih zlasti starši, ki redko dejavno sodelujejo pri varstvu in vzgoji majhnih otrok.
Provision of separate settings/sections for specific groups: children of the unemployed, refugees, Roma children, ethnic minorities, children in particular circumstances such as orphans or those separated from their family for some reason.
Toda nove pobude (mreženje, neposredno sodelovanje staršev pri določenih dejavnostih, popolna opora in partnerstva) na številnih mestih že kažejo povečano ozaveščenost ter postopen razvoj sedanjega položaja.
Most countries use family income and number of children criteria to adjust the levels of fees paid for accredited public ECEC services.
Programi so večinoma usmerjeni k spodbujanju spoznavnih, jezikovnih, pisnih in matematičnih spretnosti predšolskih otrok, s katerimi naj bi jim omogočili enakovreden začetek primarnega izobraževanja.
Tax deductions are also often used to assist families with childcare costs.
Prav tako so usmerjeni k razvoju socialne in čustvene spretnosti otrok.
Tax rebates on fees paid for childcare services (for 03 yearolds) are available in Belgium, France, Luxembourg, Malta, the Netherlands, Romania, the United Kingdom and Norway.
Toda modeli in sistemi programov predšolske vzgoje, uveljavljeni v predstavljenih državah, se zelo razlikujejo po obsegu, intenzivnosti, kakovosti in po tem, na kaj vplivajo.
These involve either an increase in the number of teaching staff, such as in Belgium and France where these standards are integrated within a priority area policy, or the addition of an assistant, as in Ireland and Cyprus.
Predšolsko vzgojo v besedilu uporabljamo kot splošni pojem, ki označuje različne modele, od varstvenih do vzgojnih, in zajema institucionalno (centre-based) vzgojo in varstvo, varstvo na domu (home-based) in skupnostno (community-based) varstvo.
In Spain, the numbers of children in the class are reduced.
V večini držav se začne formalno poučevanje šolskih spretnosti, kot so branje, izgovarjava, računanje in matematika, pri šestih ali sedmih letih.
In Slovenia, standards may vary according to the level of regional development or the presence of Roma children.
Predšolska vzgoja v tej študiji se nanaša na vsa prizadevanja, ki spodbujajo spoznavni, socialni, motivacijski in čustveni razvoj otrok pred šestim ali sedmim letom, zato da bi jih dobro pripravili na primarno šolo.
However, these measures usually apply for older children; only three countries (Bulgaria, Cyprus and Slovenia) set specific standards for the under 23 years-old children at risk.
Dober začetek primarnega izobraževanja namreč poveča možnosti za izobraževalno in družbeno uspešnost pozneje v življenju.
There is a political choice between promoting the care of young children at home or encouraging participation in ECEC. If the choice is that children should be encouraged into education/care settings then the measures to be implemented are different from those needed for the alternative choice.
Ekonomist in Nobelov nagrajenec Heckman (Heckman, 2006) trdi, da kakovostna predšolska vzgoja, vsaj v Združenih državah Amerike, pomeni eno redkih učinkovitih politik za spodbujanje družbenih in ekonomskih priložnosti prikrajšanih skupin (manjšin) in torej za vso družbo.
In the first case, there is a need for more investment so that provision can be increased, access made easier, opening hours extended and improvements made in quality – particularly in the training requirements for personnel.
Heckman na podlagi analize koristi in stroškov predšolskih programov in ukrepov alternativne politike za večjo enakost dokazuje, da je naložbeni izkupiček tem slabši, čim pozneje se omenjeni ukrepi izvajajo.
If the alternative choice is made, parental longterm leave would need to be promoted and financial incentives given to encourage take-up. This political choice principally concerns children at-risk as research suggests that they get the greatest benefit from attendance at an ECEC quality setting.
Kakovostna, ustrezno odmerjena predšolska vzgoja za čim več otrok omogoča zgodnejši razvoj šolskih spretnosti v jeziku, pismenosti, matematiki ter naravoslovju in pomaga pri razvoju otrokovih socialnih in čustvenih spretnosti, povezanih z učenjem.
Home-based education, even when providing parental support, is usually not enough to close the educational gap.
Pri tem mislimo zlasti na samoregulacijske in socialne kompetence (McClelland et al., 2006).
With respect to 0 to 3 year-olds, it is important to stress that, in many European countries, the volume of provision seems insufficient.
Idealno gledano, predšolska vzgoja opremi otroka s širokim spektrom spretnosti, ki mu pomagajo, da se uči in izrabi številne priložnosti, ki mu jih dajeta osnovna in srednja šola.
From the evidence in this study, significant financial investment and the creation of early childhood education/care settings would be needed.
Čim boljša je opremljenost na začetku, tem učinkovitejše je izobraževanje v šoli.
This could entail the creation of a unitary system of early childhood education and care with settings which accommodate the entire age group for 0/1 to 5/6 years.
Naložbe v učinkovite in kakovostne predšolske programe za otroke staršev z nizkimi dohodki in otroke pripadnikov manjšin, ki drugače ne bi bili zadosti pripravljeni na šolo, pomenijo »množenje« skupnih naložb v šolski sistem.
The best way to guarantee educational quality in ECEC centres is to ensure that all staff receive highquality training, both in learning and cultural approaches.
Različni tipi spretnosti in kompetenc so lahko pomembni pri poznejšem učenju.
As the study shows, there is great room for improvement here, particularly as regards staff in charge of the youngest children. Their training is often rooted in a tradition of healthcare and social welfare.
Osnovne pismenostne spretnosti, na primer poznavanje črk, glasoslovna in pisna ozaveščenost, osnovne strategije štetja, koncepti števila in kvantitete ter osnovno učno besedišče lahko otroku v prvih dveh razredih primarne šole pomagajo pri začetnem učenju branja, pisanja in matematike.
It is provided at upper secondary school level in almost half of European countries, whereas the training of educational staff responsible for children aged over 3 is delivered at tertiary education level virtually everywhere.
Bolj poglobljeno (konceptualno) poznavanje besedišča, kompleksna slovnica in pravila določenega žanra lahko v višjih razredih otroku pomagajo pri razumevanju prebranega besedila in pri razumevanju – prav tako z branjem učbenikov – geograje, zgodovine in naravoslovja.
That, in particular, is the aim of meetings with parents, who are rarely involved in an active way in the care and education of young children.
Zato je eden glavnih izzivov predšolske vzgoje oblikovanje in udejanjanje kurikuluma, ki enakovredno razvija omenjene spretnosti in kompetence.
CHAPTER 1: THE IMPACT OF HIGH QUALITY EDUCATION AND CARE ON THE DEVELOPMENT OF YOUNG CHILDREN: REVIEW OF THE LITERATURE
Predšolska vzgojain varstvo v Evropi: odpravljanjesocialneinkulturne neenakosti
Paul P.M. Leseman, Utrecht University, the Netherlands
Ocene prav tako kažejo, da so načrt, strukturna kakovost in kurikulum programov bistveni za uspeh predšolske vzgoje.
In the face of the persistent education gap, most industrialised countries provide preprimary education programmes targeted at low income and ethnic or sociolinguistic minority groups (OECD, 2001).
V naslednjem razdelku obravnavamo teme, ki zadevajo pedagoške prijeme in kurikulum, značilnosti strukturne kakovosti in sistemskih modelov ter njihovo dolgoročno učinkovitost.
The programmes generally aim to promote the cognitive, language, literacy and numeracy skills of preprimary children to provide them with a fair start in primary school.
Končno pa se dotaknemo vprašanja dostopnosti kakovostne predšolske vzgoje in varstva.
They also aim to develop the social and emotional competence of children.
1.1 Vzroki za prikrajšanost v predšolski vzgoji
However, the models and systems of preprimary education programmes implemented in these countries differ vastly in coverage, intensity, quality, and probably impact, as was reported previously (Leseman, 2002).
Naraščajoče število »tveganj« v družini ali širšem družinskem okolju negativno vpliva na razvoj intelektualnih spretnosti, šolski uspeh, socialne in čustvene kompetence, socialno prilagojenost in zdravje (Ackerman et al., 2004; Bradley in Corwyn, 2002; Sameroff in Fiese, 2000, Repetti et al., 2002).
Preprimary education is used here as a general term referring to several different models, which can be care oriented and/or instruction oriented, and which comprise centrebased, home-based and community-based approaches.
Dejavniki tveganja pri otroku so: majhna telesna teža ob rojstvu, zdravstveni problemi, nizek inteligenčni kvocient (IQ) in težaven značaj; pri starših in v družini: psihiatrični problemi staršev (depresija, zasvojenost z zdravili), zakonski problemi, veliko število otrok, enostarševstvo, nizek osebni dohodek, stres v službi, nezaposlenost in pogosto menjavanje prebivališča; v soseski in skupnosti: slabe stanovanjske razmere, spoprijemanje s kriminalom in nasiljem ter onesnaženost.
In most countries, formal instruction in school skills such as reading, spelling, arithmetic and math, starts at age six or seven.
Še več, vedno bolj jasno je, da je poleg splošnih socialno-ekonomskih tveganj izkušnja marginalizacije, diskriminacije in nespoštljivega vedenja večinskega prebivalstva do priseljencev – v povezavi z njihovim priseljenskim ali etničnim manjšinskim položajem – pomemben dejavnik tveganja sam po sebi (García Coll in Magnuson, 2000).
Conveniently, therefore, preprimary – or preschool – education in this study refers to all efforts before age 6 or 7 that aim at fostering cognitive, social, motivational and emotional development of young children in order to provide them with a good start in formal primary education.
Revščina je v tem pogledu vseprežemajoča in se nanaša na niz med seboj povezanih tveganj, kot so slabo razmerje med potrebami in dohodkom (dohodek ne zadošča za najosnovnejše potrebe), slabe življenjske razmere, nevarna in onesnažena soseska, skromna ponudba kakovostnega otroškega varstva in s tem povezani družinski problemi. Revščina še posebej slabo vpliva na otroke.
A good start in primary school, in turn, increases the likelihood of favourable educational and social outcomes later in life.
Posledice revščine v zgodnjem otroštvu se pozneje kažejo v nenehnih učnih težavah in vedenjski neprilagojenosti.
Based on costs-benefits analyses of preschool programmes and alternative policy measures to increase equity, Heckman demonstrates a decreasing economic return of investments the later in the life course these measures are provided.
Večina omenjenih tveganj je tesno povezana z nizkim dohodkom, družbenim razredom ali položajem etnične manjšine.
High quality preprimary education and/or care, if provided on large scale in a sufficient ‘dose’, fosters the emergence of school skills in the areas of language, literacy, math and science, and supports the development of young children’s learning-related socialemotional skills, in particular self-regulation and social competence (McClelland et al., 2006).
Čeprav nizek dohodek ali položaj manjšine sam po sebi ni odločilen dejavnik v razvoju, v kombinaciji s preostalimi tveganji pogosto resno vpliva na otrokov razvoj (Atzaba et al., 2004; Sameroff in Fiese, 2000).
The better equipped at the start, the more effective education in school will be.
Starševstvo zahteva osredinjenost na otrokove potrebe in pogosto zanemarjanje svojih.
Early Childhood Education and Carein Europe: Tackling Social and Cultural Inequalities
1. poglavje: Vpliv najkakovostnejše predšolske vzgojein varstva na majhne otroke: pregled...
Different types of skills and competences may be relevant in successive phases.
vito spopasti, povzroča kronični stres (imenovan tudi »alostatična preobremenjenost«).