natgillin/translations-raw huggingface dataset:
This educational handbook, specifically for 03 year-olds, provides, through case studies of provision for young children, original ideas on 3 central themes: bonding, socialisation and activities.
Vzgojni priročnik Urada, namenjen je otrokom do 3. leta, ob primerih dobre prakse ponuja temeljne ideje o treh osrednjih temah: navezovanju stikov, socializaciji in dejavnostih.
It proposes a framework for the design and implementation of highquality educational programmes for early childhood settings for 03 year-olds which is ethical and theoretical as well as practical.
Ponuja etični, teoretični in praktični okvir za oblikovanje in izvajanje kakovostnih vzgojnih programov (za otroke do 3. leta).
A handbook for 3-12 year-olds on extracurricular care is being developed.
Razvijajo pa tudi priročnik za otroke od 3. do 12. leta o zunajšolskem varstvu.
However, in general, the tendency is for countries to adopt the same educational approaches for the whole ECEC phase (0-6 years).
Sicer pa se na splošno države čedalje bolj nagibajo k temu, da bi bili v predšolski vzgoji in varstvu vsi otroci (od rojstva do 6. leta) obravnavani enako.
Ensuring the physical wellbeing of babies is the main preoccupation in many countries.
Zagotavljanje dobrega fizičnega počutja dojenčkov in malčkov pa je v številnih državah še naprej glavna skrb.
Contributions from several countries (in particular, Bulgaria, Latvia, Poland and Romania) place day nurseries firmly in the areas of child protection, safety and health.
Prispevki posameznih držav (zlasti Bolgarije, Latvije, Poljske in Romunije) umeščajo jasli na področje otroškega varstva, varnosti in zdravja.
From the information collected for the present study it is not possible to understand how the notion of care is interpreted within ECEC settings.
Iz informacij, zbranih za to študijo, ni mogoče sklepati, kakšen pomen v predšolski vzgoji in varstvu pripisujejo negi.
Initiatives targeted at children from at risk groups constitute one of the major axes which underpin current policy developments related to ECEC provision in the Netherlands and the United Kingdom.
Pobude za otroke iz ogroženih skupin so eno glavnih presečišč sedanje razvojne politike v predšolski vzgoji in varstvu na Nizozemskem in v Združenem kraljestvu.
In the Netherlands, early childhood education, available for children from 2 to 6 years old, addresses particularly children from disadvantaged background; it is provided by preschool playgroups (children 23 years old) and primary school (basisonderwijs – children 4 and 5 years old).
Na Nizozemskem v zgodnjem otroškem varstvu za otroke od 2. do 6. leta posebej obravnavajo otroke iz prikrajšanih družin, in sicer v predšolskih igralnih skupinah (za otroke od 2. do 3. leta) in osnovnih šolah (basisonderwijs – za otroke, stare 4 in 5 let).
In the United Kingdom (England and Wales), free part-time places for 2-year-olds in disadvantaged areas have been introduced; pilot projects also exist in Northern Ireland where, additionally, public sector nurseries may accept 2-year-olds if they have places available.
V Združenem kraljestvu (Angliji in Walesu) so na voljo brezplačna poldnevna mesta za 2-letne otroke s prikrajšanih območij; podobni pilotni projekti so tudi na Severnem Irskem, kjer lahko javne predšolske institucije sprejemajo 2-letne otroke, če imajo prosta mesta.
There are also some local arrangements which include under-2s such as the London childcare affordability programme.
Tudi lokalni dogovori omogočajo, da so v varstvu otroci, mlajši od 2 let, kot to na primer velja za »londonski program dostopnega otroškega varstva«.
All countries implement measures intended to benefit children who have developmental problems or educational difficulties.
Vse države pa izvajajo ukrepe, katerih namen je pomagati otrokom s problemi v razvoju ali učnimi težavami.
Chapter 4: Organisation of Provision and Approachesto Education accessible to all children.
Sprejeti ukrepi temeljijo na tem, da je treba predšolsko vzgojo in varstvo zagotoviti vsem otrokom.
Nevertheless, a diverse range of measures exist which arise from countries’ different economic and social conditions, the extent of their social welfare system, the degree to which their ECEC provision has developed and also from the thinking behind the measures.
Ukrepi pa so zelo različni, tako zaradi različnih ekonomskih in socialnih razmer v državah članicah, različnega socialnega varstva, stopnje razvoja predšolske vzgoje in varstva kot zaradi konceptov, ki so v ozadju ukrepov.
Two main trends exist.
Opraviti imamo z dvema glavnima usmeritvama.
In the first group which comprises the majority of countries, children at risk are considered to belong to a defined social, economic or cultural group (see appendix, table B on national definitions of children at risk) which is the basic criterion for intervention.
V prvi skupini, v katero spada večina držav, ogroženi otroci pripadajo določenim socialnim, ekonomskim ali kulturnim skupinam (za nacionalne denicije ogroženih otrok glej dodatek, preglednico B), kar je glavno merilo za posredovanje.
In a smaller group of countries, support is based on the individual needs of children identified during the course of their education/instruction.
V manjši skupini držav pa je pomoč prilagojena otrokovim individualnim potrebam, odkritim med vzgojnim procesom.
For example, Swedish law states that ‘Pre-schooling and welfare for schoolchildren shall be based on the needs of each child.
Zato švedski zakon določa, da »morata biti predšolska vzgoja in socialno varstvo utemeljeni s potrebami vsakega otroka.
Children who for physical, mental or other reasons need special support in their development shall be given the care their special needs demand’.
Otroci, ki iz fizičnih, duševnih ali drugih razlogov potrebujejo posebno podporo pri svojem razvoju, jo bodo tudi dobili«.
This concept also exists in Denmark, Finland, the United Kingdom (Scotland) and Norway.
Tak koncept imamo na Danskem, Finskem, v Združenem kraljestvu (na Škotskem) in na Norveškem.
However, most European countries face difficult social challenges – for example, integrating immigrant or refugee populations – which are prompting the implementation of specific programmes in this area.
Večina evropskih držav pa se spopada s težkimi socialnimi problemi – na primer visoko stopnjo priseljencev ali beguncev; za reševanje teh problemov so potrebni posebni programi.
In Spain, compensatory programmes, focused on language and other areas of the curriculum, are implemented in schools with a significant number of children from disadvantaged backgrounds; at preprimary level, children receive this support in the same class as other children in their group.
Obe skupini držav zagotavljata temelje za odpravljanje težav, ki niso vzajemno izključujoči in jih lahko opišemo kot: n u l l zaposlovanje dodatnega osebja v okolju, ki je namenjeno vsem otrokom in sprejema tudi otroke s težavami;
In Spain, various initiatives, like itinerary classes, are targeted at children who are unable to receive normal schooling: children of seasonal workers or travellers or circus children.
4. poglavje: Organizacija predšolske vzgojein varstvater načini vzgoje n u l l vzpostavitev geografskih območij, znanih kot prednostna območja, na katerih veljajo posebni ukrepi za
Priority areas
Prednostna območja ò ò ò ò
Global special programmes
Posebni programi ò ò ò ò
Separate settings/groups
Ločena okolja ali oddelki ò ò ò ò ò
Czech Republic: Separate sections (preparatory classes of basic schools – pípravné tídy základních škol) are designed only for children in the year prior to the start of compulsory education (aged 5 or over).
Češka: ločeni oddelki (pripravljalni razredi v osnovnih šolah – pripravne tridy zakladnich slol) so le za otroke pred začetkom obveznega izobraževanja (stare 5 let ali več);
Denmark: Concerning children at risk, the Danish government published in January 2006 a report on equal opportunities for all children.
Danska: v zvezi z ogroženimi otroki je danska vlada leta 2006 pripravila poročilo o enakih možnostih za vse otroke; v njem navaja, da so institucije s prevladujočim številom ogroženih otrok upravičene do dodatnih sredstev in priporoča izvajanje posebnih projektov za izboljšanje učnih zmožnosti ogroženih otrok;
Germany: Measures for groups at risk involve children aged 4 who have diagnosed language difficulties; intensive language lessons are given in small groups (North Rhine-Westphalia).
Nemčija: ukrepi za ogrožene skupine so namenjeni 4-letnim otrokom z jezikovnimi težavami; intenzivni jezikovni tečaji potekajo v majhnih skupinah otrok (North Rhine-Westphalia);
Estonia: Additional staff – depends on the size of the preprimary institution, a speech therapist or a special education teacher works in every preprimary institution. Programmes focusing on language: 'Estonian as a second language'.
Estonija: možnost zaposlitve dodatnih strokovnih delavcev je odvisna od velikosti predšolske institucije; v vsaki je zaposlen govorni terapevt in specialist za delo z otroki s posebnimi vzgojnimi potrebami; programi za učenje jezika »estonščina kot drugi jezik«; ločena okolja so namenjena otrokom, ki ne živijo s starši;
Spain: No separate settings but itinerary classes for itinerant population and hospital classes.
Španija: nima ločenih okolij, ima pa mobilne službe za popotnike in otroke v bolnišničnih oddelkih;
Cyprus: Children affected by serious problems, whether emotional or physical, benefit from support from non-qualified assistants.
Ciper: otrokom z resnimi motnjami, čustvenimi ali fizičnimi, pomagajo pomočniki brez vzgojiteljskih kvalikacij;
The same applies to special programmes. In kindergarten where Roma children do not speak Hungarian, a special language programme is offered (managed and organised at local level).
Madžarska: imajo specialiste za otroke s posebnimi potrebami, vendar se ne ukvarjajo le z ogroženimi otroki; enako velja za posebne programe; v vrtcih, v katerih romski otroci ne govorijo madžarsko, ponujajo poseben jezikovni program (ki ga vodi in organizira lokalna skupnost);
Slovenia: Involves only Roma children.
Slovenija: velja le za romske otroke;
Figure 4.5b: Measures targeted at children who are socially, culturally and/or linguistically disadvantaged. Accredited and subsidised provision for under 23 years, 2006/07
Preglednica 4.5b: Ukrepi, namenjeni socialno, kulturno oziroma jezikovno prikrajšanim otrokom Akreditirana in subvencionirana predšolska vzgoja in varstvo za otroke, mlajše od 2 do 3 let, 2006/07
Additional staff in mainstream settings
Dodatno osebje v prevladujočih okoljih za vse otroke ò ò ò fi ò ò ò
Global special programmes
Posebni programi ò fi ò ò
Separate settings/groups
Ločena okolja ali oddelki ò fi ò
Additional staff in mainstream settings
Dodatno osebje v prevladujočih okoljih za vse otroke ò fi ò fi ò ò ò ò
Global special programmes
Prednostna območja fi ò fi
Programmes focussing on language
Posebni programi ò fi fi ò ò ò
Separate settings/groups
Ločena okolja ali oddelki fi fi ò ò ò ò
Specific standards
Posebni standardi fi
Limited or no subsidised provision
Za otroke, mlajše od 2 do 3 let, ni subvencioniranega varstva
Belgium (BE de): For children who are struggling, steps are taken to provide more individual assistance through employees of the DKF (Dienst für Kind und Familie), often even outside the ordinary structures.
Belgija (BE de): za otroke, ki se s težavo prebijajo, so sprejeli ukrepe za individualno pomoč; pomagajo zaposleni pri DKF (Dienst für Kind und Familie), pogosto poleg rednega dela;
Czech Republic: There are no special measures for at-risk children within the care provided in crèches. However services focused predominantly on them are based on field social services, on ambulatory care or on guidance.
Češka: predšolske institucije nimajo posebnih predpisov za ogrožene otroke; z njimi se ukvarjajo predvsem v socialnem varstvu, in zdravstvenih in svetovalnih službah; ogroženi otroci se lahko vključijo v posebne institucije ali programe, namenjene predvsem funkcionalno oviranim otrokom;
These children can be admitted to special settings or programmes primarily established for disabled children. Denmark: In January 2006 the Danish government published a report on equal opportunities for all children.
Danska: v zvezi z ogroženimi otroki je danska vlada leta 2006 pripravila poročilo o enakih možnostih za vse otroke; v njem navaja, da so institucije s prevladujočim številom ogroženih otrok upravičene do dodatnih sredstev in priporoča izvajanje posebnih projektov za izboljšanje učnih zmožnosti ogroženih otrok;
Separate settings are for children who are separated from their parents or orphans. Spain: Itinerary classes following itinerant population or hospital classes.
Španija: nima ločenih okolij, ima pa mobilne službe za popotnike in otroke v bolnišničnih oddelkih;
Hungary: There is special staff for children with specific needs but this additional staff is not only for at risk groups.
Madžarska: imajo specialiste za otroke s posebnimi potrebami, vendar se ne ukvarjajo le z ogroženimi otroki; enako velja za posebne programe;
The same applies to special programmes. Italy: Special programmes for at risk groups are drawn up by specialists at the Local Health Agencies; they also provide advice on how to manage individual children.
Italija: posebne programe za ogrožene otroke oblikujejo specialisti iz lokalne agencije za zdravje; pripravljajo tudi navodila za ravnanje s posameznim otrokom;
Slovakia: Establishment of substitute education – children’s homes, professional substitute education in family and ‘independent educational groups’.
Slovaška: vzpostavili so nadomestno varstvo in vzgojo v otroških domovih, strokovno nadomestno družinsko vzgojo in »neodvisne vzgojno-varstvene skupine« – vse skupaj spada v pristojnost Ministrstva za delo, družino in socialne zadeve;
These establishments fall under the jurisdiction of the Ministry of Labour, Social Affairs and Family. United Kingdom (ENG/WLS/NIR): There are measures for under-3s but these are not shown here as most provision is in the voluntary and private sectors and is not directly subsidised.
Združeno kraljestvo (ANG/WLS/SIR): predpisi za otroke, mlajše od 3 let, so določeni, vendar tu niso prikazani, saj so predšolske institucije večinoma zasebne in prostovoljske in niso neposredno subvencionirane.
‘Separate settings/groups’ refers to specific initiatives for groups of children deemed to be at risk.
»Ločena okolja ali oddelki« se nanašajo na posebne pobude za skupine otrok, ki jih obravnavamo kot ogrožene.
ECEC settings do not always engage actively with parents in their children's early childhood education and care.
Starši pogosto niso dejavno vključeni v otrokovo predšolsko varstvo in vzgojo.
The most usual form of contact between parents and educators is that of provision of information to parents, for example in the form of parent meetings or through giving them guidance and advice.
Najpogosteje je stik med starši in vzgojitelji omejen na zagotavljanje informacij, na primer na roditeljskih sestankih ali s posredovanjem nasvetov in navodil.
Working with parents in other ways and creating a partnership approach is a systematic feature of early childhood provision in only a few countries.
Pravo partnerstvo s starši ali drugačen način dela z njimi je sistemsko umeščeno v predšolsko vzgojo in varstvo le v redkih državah.
Austria explains its national situation by underlying that formal ways of working with parents (information evenings, etc.) still predominate in ECEC services.
Avstrija pojasnjuje, da še naprej prevladujejo formalne oblike dela s starši (informacijski večeri in podobno).
Nevertheless, awareness of and sensitivity towards this issue has increased in recent years.
Kljub temu se zadnja leta povečujeta ozaveščenost in senzibilnost do tega vprašanja.
Examples of good practice can be found in many cases and some countries have adopted recommendations on partnership with parents.
Tako je mogoče najti kar precej primerov dobre prakse in nekatere države so že sprejele priporočila o partnerstvu s starši.
In Portugal, parent participation may take the form of parents coming into school to talk about their experiences, telling stories, etc.
Na Portugalskem starši pridejo v vrtec na obisk in se pogovarjajo o svojih izkušnjah, pripovedujejo zgodbe in podobno.
At the start of 2008, a new project entitled Reading on the Move involves a varied range of reading activities with a view to raising awareness among parents and children about learning to read.
Leta 2008 so začeli projekt Reading on the Move (Branje na pohodu), sestavljen iz različnih bralnih dejavnosti; z njim želijo starše in otroke ozavestiti o pomenu in učenju branja.
In the Netherlands, programmes for early childhood education usually contain a parent participation component (information meetings, parent visits in the group, materials for parents to take home and to work on together with their child).
Tudi na Nizozemskem je sodelovanje s starši sestavni del programov predšolske vzgoje (informativna srečanja, obiski staršev v skupini, materiali, ki jih starši vzamejo domov, kjer skupaj z otroki nadaljujejo delo).
Playgroups inform parents about their child's development through notebooks or portfolios.
Igralne skupine obveščajo starše o otrokovem razvoju z zapiski ali listovniki.
Parent-teacher meetings are reported as being an important form of contact with families in many countries for parents with children aged 3 and older.
Številne države poročajo, da so srečanja vzgojiteljev in staršev pomembna oblika stika s starši otrok, starejših od 3 let.
Providing advice to parents is a central characteristic in several countries for children under 3 years of age.
V nekaterih državah so informacije za starše otrok, mlajših od 3 let, glavna oblika sodelovanja.
In the Czech Republic, for example, partnership with families takes the form of guidance from the paediatric nurse on issues such as health and nutrition.
Na Češkem medicinske sestre staršem svetujejo o prehrani in zdravju njihovega malčka.
Information provided to parents can also take the form of advice on options available to parents with respect to early childhood settings.
Med informacijami so lahko tudi nasveti o izbiri institucionalnega varstva.
Several national contributions report that this type of information is made available, for example in Belgium (French and Flemish Communities) and in Ireland.
Iz nacionalnih prispevkov je razvidno, da so take vrste informacij na voljo na primer v Belgiji (francoski in flamski skupnosti) in na Irskem.
Parent membership of advisory councils or other bodies associated with early childhood settings is another form of parent participation reported by a number of countries.
Članstvo staršev v svetovalnih odborih ali podobnih telesih, povezanih s predšolskimi institucijami, je druga oblika sodelovanja staršev. O tem poročajo številne države.
These bodies have different purposes.
Vendar imajo ta telesa različne naloge.
Some are set up specifically as a parent forum, such as in Norway where each kindergarten must have a coordinating committee who consists of parents, staff and owners.
Oblikovana so kot svet staršev, na primer na Norveškem, kjer mora imeti vsak vrtec koordinacijski odbor, ki ga sestavljajo starši, strokovni delavci in ustanovitelji.
The parents’ council comprises all parents or guardians and promotes their common interests.
V svetu staršev so vsi starši ali skrbniki, njegov namen pa je uveljavljanje njihovih skupnih interesov.
Danish daycare centres also have parent boards, which contribute to decisions on staff selection, expenditure and the principles on which educational activities are based in the setting.
Danski centri dnevnega varstva imajo prav tako odbor staršev; ta sodeluje pri izbiri strokovnih delavcev, finančnih izdatkih in temeljnih načelih vzgojne dejavnosti centra.
Parent bodies are also established in Latvia with similar responsibilities.
Svet staršev s podobnimi pristojnostmi imajo tudi v Latviji.
Slovenia belongs to a group of countries with the systematic approach to partnership with families.
Slovenija pripada skupini držav, kjer je partnerstvo s starši sistematično urejeno.
The Preschool Institutions Act (2006) explicitly determines the obligation of preschool institutions to partnerships with families.
Zakon o vrtcih (2006) vrtcem izrecno nalaga sodelovanje z družinami.
Institutions must include in their annual working plans forms and programmes of partnership with parents.
V svojem letnem delovnem načrtu morajo navesti oblike in programe sodelovanja s starši.
In each preschool institution's management board there are also representatives of parents included.
Predstavnik staršev je tudi v upravnem organu vrtca, vsak vrtec pa ima še svet staršev kot svetovalni organ.
In many other countries, parents are represented on bodies with broader membership.
V številnih drugih državah so starši zastopani v telesih, ki imajo širše članstvo.
This is usually associated with school-based settings.
To ponavadi velja za šolske institucije.
In the French and Flemish Communities of Belgium, for example, parents’ representatives are mandatory members of ‘participation councils’ in schools, including preprimary classes.
V francoski in flamski skupnosti v Belgiji so predstavniki staršev obvezni člani »družbeniškega sveta« v šolah, v katerih so tudi predšolski oddelki. Starši lahko sodelujejo v šolskih svetih v Bolgariji.
Parents may also participate in school boards in Bulgaria.
V Italiji so starši vključeni v »šolske organe« in lahko dajejo predloge v zvezi z vzgojo.
In Italy, parents are involved in ‘collegiate bodies’ and may put forward education-related proposals while in
V Španiji nacionalna zakonodaja določa sodelovanje med šolami in družinami, zlasti na predšolski ravni.
In Spain, national laws establish the need for cooperation between schools and families, particularly at preprimary level.
V nekaterih nacionalnih prispevkih so natančno popisane dolžnosti, ki jih imajo do družin tisti, ki delajo z zelo majhnimi otroki.
In Belgium (Flemish Community), care providers have to describe how they deal with complaints from parents and how parental satisfaction is measured as well as how parental involvement is established at a more general level.
V Belgiji (amski skupnosti) morajo izvajalci otroškega varstva predstaviti, kako rešujejo pritožbe staršev, kako merijo njihovo zadovoljstvo ter kako vzpostavljajo sodelovanje s starši na splošno.
In Hungary, teachers are required to collect information about the child through interviews with the family and to provide personal feedback on his or her development.
Na Madžarskem si morajo vzgojitelji v pogovoru s starši pridobiti informacije o otroku, staršem pa poročati o njegovem napredku.
A partnership approach between early childhood education and care providers and families, placing very clear duties on providers, is explicitly referred to in the national contributions from Finland and the United Kingdom.
V nacionalnih prispevkih Finske in Združenega kraljestva je izrecno navedeno, da morajo izvajalci predšolske vzgoje in varstva s starši vzpostaviti partnerske stike.
In Finland, the statutory duty is to support the education of children in the home and to cooperate with parents and carers.
Na Finskem je z zakonom predpisana pomoč pri vzgoji otrok na domu in sodelovanje med vrtci in starši.
The early childhood education and care partnership covers not only the attitudes of families and staff members towards education but also towards related practical, organisational arrangements so that the needs of all concerned are met.
Partnerstvo med predšolsko vzgojo in varstvom ne zajema le stališč staršev in strokovnih delavcev o vzgoji, ampak, ob upoštevanju potreb vseh vpletenih, tudi praktične in organizacijske vidike vzgoje in varstva.
Staff have the primary responsibility for employing the partnership approach from the very beginning, taking into consideration each family’s specific needs.
Glavno odgovornost za takojšnjo vzpostavitev partnerskega odnosa imajo strokovni delavci; upoštevati morajo individualne potrebe vsake družine posebej.