natgillin/translations-raw huggingface dataset:
Denmark: The situation is similar in the unitary settings (0-6 years) and in the separate settings: day nurseries (0-3 years) and kindergarden (3-6 years).
Danska: položaj je podoben v enovitih okoljih (od rojstva do 6 let) in ločenih okoljih: v dnevnih jaslih (od rojstva do 3 let) in vrtcih (za 3- do 6-letne otroke); posebni standardi niso predpisani, vendar morajo od leta 2006 vsi centri celodnevnega varstva izvajati »evalvacijo o vplivu okolja na otroka«;
Austria: Standards are not centrally set, but all 9 provincial laws require similar standards.
Predšolska vzgojain varstvo v Evropi: odpravljanjesocialneinkulturne neenakosti
Italy: Some local authorities publish general optional guidelines/general indication on health and safety.
Italija: nekateri lokalni organi objavljajo splošne smernice ali splošne napotke za varnost in zdravje otrok, vendar pa te niso obvezne;
They are not mandatory Finland: (a) unitary settings (0-6 years); (b) preprimary classes.
Finska: (a) enovita okolja (otroci, stari od 0 do 6 let); (b) predšolske skupine;
Early Childhood Education and Carein Europe: Tackling Social and Cultural Inequalities
Združeno kraljestvo (ANG/WLS/SIR): zdravstveni in varnostni standardi za otroke, mlajše od 3 let, so določeni, vendar tu niso prikazani, saj so predšolske institucije večinoma zasebne in prostovoljske in niso neposredno subvencionirane.
Whilst all countries have established programmes for children aged 3 to 6 years, the position is much more varied with respect to younger children (0 to 3 years).
Vse države imajo programe za otroke od 3 do 6 let, za mlajše otroke (od 0 do 3 let) pa je ureditev veliko bolj raznolika.
Bulgaria, Malta, Romania, the United Kingdom (England), with its Birth to Three Matters framework, and Liechtenstein have specific national programmes for very young children.
Bolgarija, Malta, Romunija, Lihtenštajn in Združeno kraljestvo (Anglija s programom Birth to Three Matters) imajo posebne nacionalne programe za majhne otroke.
The five Nordic countries and Slovenia organise and plan their policies in terms of curricula and methods for the whole age group 06 years.
Pet nordijskih držav in Slovenija organizirajo in načrtujejo kurikulume ter vzgojne metode za celotno starostno skupino od 0 do 6 let.
The situation is currently similar in Spain but in 2008-2009 the programme for the first phase of ECEC (0-3 years) will become the full responsibility of the Autonomous Communities (under the 2006 legislation).
V Španiji je za zdaj podobno, vendar pa bodo v letu 2008/2009 odgovornost za program prvega obdobja (od rojstva do 3 let) prevzele avtonomne pokrajine (zakonodaja iz leta 2006).
Several other countries (Belgium (Flemish-speaking Community), Estonia, Ireland, Lithuania and the United Kingdom (England)), where the provision is not delivered within unitary settings, have nevertheless adopted or are preparing regulations to integrate programmes/ curricula for children for the full 06 age range.
Nekatere druge države (Belgija – flamska skupnost, Estonija, Irska, Litva in Združeno kraljestvo – Anglija), ki sicer nimajo enovitega sistema, so sprejele ali pripravljajo predpise, s katerimi bodo združili programe in kurikulume za otroke vseh starosti (od 0 do 6 let).
Other countries either do not mention the issue or indicate the absence of programmes which settings must follow.
Preostale države tega vprašanja ne omenjajo ali pa programov, ki bi jih morale predšolske institucije upoštevati, sploh nimajo.
However, in Belgium (French Community) and France there is a concern that institutions draw up education plans.
V Belgiji (francosko govoreči skupnosti) in Franciji skrbijo za to, da institucije same oblikujejo vzgojne načrte.
Legislation which lays down the educational options recommended by the state is issued by central or regional authorities.
Predpise, ki določajo priporočene programske možnosti, izdajajo državni ali regionalni organi.
There is a tendency to confer responsibilities for curriculum and educational planning to the local authorities or to teams within ECEC organisations.
Opaziti pa je mogoče tudi težnje, da bi odgovornost za kurikulum in načrtovanje programa prevzeli lokalni organi ali delovne skupine v institucijah za predšolsko vzgojo in varstvo.
Several countries place the accent on decentralisation or deregulation including Spain, Italy, the Netherlands and Sweden.
Posamezne države, kot so Španija, Italija, Nizozemska in Švedska, poudarjajo pomen decentralizacije ali deregulacije.
Since their origins in the middle of the 19th century, day nurseries have adopted the dual roles of caring and safeguarding – protecting working class' and disadvantaged families' children from illness and disease.
Ob ustanovitvi otroških jasli v devetnajstem stoletju je bila njihova glavna naloga negovanje in varovanje otrok – cilj je bil obvarovati otroke delavskega razreda in otroke prikrajšanih družin pred boleznimi.
There was also an economic role – to free up women to work in the rapidly expanding industries. But over the years, in line with social, cultural and economic developments in European society, other roles have been conferred on day nurseries: health and social care, education and socialisation.
Treba je omeniti tudi njihovo ekonomsko vlogo – razbremenjevanje žensk za delo v hitro rastoči industriji.Toda jasli so skupaj z družbenim, kulturnim in ekonomskim razvojem evropske družbe počasi dobile tudi druge naloge: zdravstveno nego in socialno varstvo, vzgojo in socializacijo.
Even with these additional functions day nurseries retained their original role of childminding.
A kljub dodatnim nalogam so ohranile svojo prvotno vlogo – varovanje otrok.
In contrast, from the inception of the preprimary education and/or kindergartens, their founders – Maria Montessori, Pauline Kergomard and before these, the pedagogue Friedrich Fröbel – emphasised taking early charge of children from disadvantaged families in order to assure their wellbeing and development and to lay the foundations of their social emancipation.
V nasprotju z omenjeno zasnovo predšolske vzgoje oziroma vrtcev pa so njeni ustanovitelji – Maria Montessori, Pauline Kergomard, še prej pa pedagog Friedrich Fröbel – prav na začetku poudarjali pomen zgodnje vzgoje za otroke iz prikrajšanih družin, ki jim je treba omogočiti primeren razvoj in postaviti temelje za njihovo družbeno emancipacijo.
The emphasis on education and early schooling of 36 year olds often obscured their role of childminding.
Poudarjanje vzgoje in zgodnjega šolanja za otroke, stare od 3 do 6 let, je zato pogosto zasenčilo prvotno negovalno vlogo.
This tension between daycare (childminding) and education is still prevalent and provides a useful framework for analysing ECEC provision in the present day.
Napetost med varstvom (nego) in vzgojo še traja in je uporaben okvir za sedanjo analizo predšolske vzgoje in varstva.
Many countries consider services for infants (0 to 2/3 years) as initiatives which have an economic purpose, taking care of children to allow both parents equal opportunities to work or study.
Številne države tako gledajo na storitve za malčke (do 2. ali 3. leta) kot na pobude z ekonomskimi cilji, saj staršem omogočajo enake možnosti zaposlitve ali študija.
These countries explicitly recognise that, from infancy, ECEC provision constitutes the first step on the education path. In some countries,
Toda kljub prevladujoči varstveni vlogi priznavajo, da imajo tudi vzgojno in socialno razsežnost.
Romania over the last two decades was re-directing its day nurseries down the educational path.
4. poglavje: Organizacija predšolske vzgojein varstvater načini vzgoje
In addition, some countries place an emphasis on the importance of protecting vulnerable children from neglect and abuse.
Nordijske države, Španija in Slovenija na predšolsko vzgojo in varstvo gledajo celostno, kar se kaže tudi v odločitvi za enovit sistem.
In the United Kingdom (England) for example, ECEC is seen as part of the range of services for children and families, which also include health services, parental outreach and family support.
Te države predšolsko vzgojo in varstvo vse od zgodnjega otroštva nedvoumno prepoznavajo kot prvo stopnico na izobraževalni poti.
Other countries see it as a weapon in the fight against poverty: by offering support to parents and allowing them to work, family income is increased and the basic needs of young children can be met (Ireland, Romania and Slovakia in particular).
V nekaterih državah, kot so Irska, Nizozemska in Združeno kraljestvo, so celo spremenili zakonodajo, da bi poudarili vzgojno razsežnost; tudi z nedavno sprejetimi programi naj bi najmlajšim omogočili kar najbolj obetaven začetek življenja.
In Latvia, ECEC for infants (0-3 years) aims at increasing the birth rate.
Tudi Romunija je zadnji dve desetletji v jasli uvajala vzgojni program.
Differences between countries emerge in the arrangements for daycare in preprimary settings.
Poleg tega nekatere države poudarjajo pomen zaščite krhkih otrok pred zanemarjanjem in zlorabo.
Settings designed for infants (0/1-2/3 years) usually follow objectives related to the wellbeing of the child (physical, psychological and social), to reconciling the needs of family and work, to the early learning and socialisation of the child, and to the prevention of social problems.
V Združenem kraljestvu (Angliji) predšolsko vzgojo in varstvo obravnavajo kot del storitev za otroke in starše; mednje spadajo tudi zdravstvene storitve, sodelovanje staršev in podpora staršem.
Preprimary education (ISCED 0), usually designed for children aged 36 years, focuses on the educational dimension which is aimed at cognitive and social development, early learning and socialisation, and laying the foundation for the basic skills – reading, writing and arithmetic – which are necessary to start primary school.
Druge države vidijo predšolsko vzgojo in varstvo kot možnost za spoprijemanje z revščino: pomoč staršem in možnost njihove zaposlitve poveča družinski dohodek in omogoči izpolnitev osnovnih otrokovih potreb (Irska, Romunija in še zlasti Slovaška).
Other concerns, such as the physical health of children (Estonia, Poland, Slovakia and Finland) can also play a part.
V Latviji pa imata predšolska vzgoja in varstvo za malčke (od rojstva do 3 let) še posebej pomembno vlogo, saj naj bi spodbudili več rojstev in celo »rešili narod«.
Countries with a unitary system for all children aged 0/1 to 6/7 years award the same importance to education, socialisation and daycare for the complete duration of the ECEC phase.
Tako lahko rečemo, da so varstvu povsod dodali vzgojo ali pa je ta celo prevladala; to je vplivalo na zakonodajo ali odločitve o načinu dela z malčki.
In some cases, they are laid down in legislation.
Položaj pa je precej drugačen za otroke, starejše od 3 ali 4 let.
Even where official curricula exist, the general trend is to delegate the responsibility for curriculum and development planning to the local level – local authority or institution – in collaboration with staff, parents and even children.
Vse države soglašajo, da morajo biti različna vzgojno-varstvena okolja za to starostno skupino prve stopnice na izobraževalni poti.
This policy is intended to ensure that, on the one hand, plans and activities meet the needs of localities and their cultural and social environments, and, on the other hand, that local staff are involved and motivated.
Razlike med državami se večinoma pojavljajo le pri organiziranju dnevnega varstva v predšolskih institucijah.
The various education programmes can be viewed in the light of two major schools of thought (evident in the research review discussed in Chapter 1, section 4) which differ as much in their objectives and
Cilje, ki so povezani z različnimi organizacijskimi modeli predšolske vzgoje in varstva v Evropi, lahko povzamemo v naslednjih točkah: n u l l okolja za dojenčke in malčke (od rojstva ali 1 leta do 2 ali 3 let) ponavadi namenjajo glavno skrb otrokovemu
Early Childhood Education and Carein Europe: Tackling Social and Cultural Inequalities methods as in their view of the role of adults and the part played by ‘children activity’ in the educational process.
Predšolska vzgojain varstvo v Evropi: odpravljanjesocialneinkulturne neenakosti
The characteristics of the first model of provision (grouped here under model ‘Programmes with a childcentred approach’) are centred on the notion of the development of the whole person and the promotion of learning through self-determined activity, spontaneous exploration and play.
Značilnosti prvega modela (vanj so uvrščeni »programi usmerjeni na otroka«) so osredinjenost na razvoj celotne osebnosti, spodbujanje učenja skozi spontano raziskovanje, samoiniciativno delovanje in igro.
Interactions between peers and cooperative work are favoured, and symbolic or pretend play is considered equally important as cultural learning.
Velik pomen je pripisan sodelovanju s sovrstniki, simbolna ali navidezna igra je enako pomembna kot kulturno učenje.
The role of adults is, on the one hand, to arrange the room, set out equipment for play and activities and organise the schedule and, on the other hand, to engage with the children in a manner which will encourage their cultural learning (such as literacy, numeracy and science).
Vloga odraslih se po eni strani nanaša na organiziranje urnika, pripravo prostora in opreme za igro in druge dejavnosti, po drugi pa na sodelovanje z otroki; način sodelovanja naj spodbuja učenje (bralno in matematično pismenost, naravoslovje).
Educators are seen as the means to guide and support children in their social and intellectual growth.
Vzgojitelji so tako vodniki kot opora pri otrokovem socialnem in intelektualnem razvoju.
In the second model of provision, model ‘Programmes with a teacher-directed approach’, early learning is inspired by the theories of education based on the transmission of knowledge and skills by the teacher.
V drugem modelu (model »na učitelja usmerjenih programov«) zgodnje učenje navdihujejo teorije vzgoje, po katerih učitelj prenaša znanje in spretnosti na otroke.
Language and academic skills linked to the primary curriculum are favoured.
Prednost imajo jezik in akademske spretnosti v navezavi s primarnim kurikulumom.
Teaching methods are based on direct instruction, directed activities and reinforcement; a structured and planned curriculum underpins the whole process.
Metode poučevanja temeljijo na navodilih, usmerjenih dejavnostih in utrjevanju temeljnih spretnosti; natančno razčlenjen in načrtovan kurikulum je temelj celotnega procesa.
All countries have education programmes at ISCED level 0 and there has been a degree of convergence in educational policies throughout the countries studied.
Vse države imajo vzgojne programe na ravni ISCED 0; pri tem med preučevanimi državami lahko opazimo precejšnje zbližanje vzgojnih politik.
A certain level of homogeneity is apparent with respect to teaching guidelines for this level.
Tudi pri smernicah za vzgojno delo je mogoče opaziti določeno raven homogenosti.
With only a few exceptions, countries prioritise teaching practices which combine the personal development of the child with socialisation (first model).
Z redkimi izjemami države dajejo prednost vzgojnim praksam, v katerih se združuje osebni razvoj otroka z njegovo socializacijo (prvi model).
The aim is the development of the whole child, seeking to educate them as future citizens, making them aware of their physical and social environment and encouraging them to participate in school life.
Cilj je razvoj otrokove celotne osebnosti: vzgoja v prihodnjega državljana, v osebnost, ki se zaveda svojega fizičnega in družbenega okolja ter sodeluje v šolskem življenju.
Children are considered as participants in their own development; their intellectual, social and artistic growth is promoted while placing also particular importance on physical and motor activities.
Otroci sodelujejo pri lastnem razvoju; poseben pomen imajo fizične in motorične dejavnosti, hkrati pa se spodbuja tudi otrokov intelektualni, socialni in umetniški napredek.
Play and cooperative activities are the chosen means to encourage development, children are seen as partners accompanied and supported by teachers.
Igra in sodelovanje z drugimi otroki sta izbrani sredstvi za spodbujanje razvoja, otroci pa so partnerji, ki jih spremljajo in jim pomagajo vzgojitelji.
In Belgium, the Czech Republic, Spain, France, Italy, Latvia, Portugal and Norway there is also a desire to cultivate literacy and numeracy in older children in preparation for primary school.
V Belgiji, na Češkem, v Španiji, Franciji, Italiji, Latviji, na Portugalskem in Norveškem je pri starejših otrocih zaželena tudi vzgoja za bralno in matematično pismenosti kot priprava na primarno šolo.
Some countries also mention the transmission of knowledge (second model).
Nekatere države prav tako omenjajo prenos znanja (drugi model).
However, there are few indications on how these programmes are delivered particularly with respect to the role played by adults.
Vendar pa je malo podatkov o tem, kako se ti programi izvajajo, zlasti o vlogi odraslih v teh programih.
Chapter 4: Organisation of Provision and Approachesto Education
Preglednica 4.4a: Kurikulumi in vzgojni načini Akreditirana in subvencionirana predšolska vzgoja in varstvo za otroke, starejše od 2 do 3 let, 2006/07
National guidelines or curriculum Programmes with a childcentred approach Programmes with a teacher-directed approach Health-related objectives
Nacionalne smernice ali kurikulum Programi, usmerjeni na otroka Programi, usmerjeni na učitelja Cilji, povezani z zdravjem Programi, ki vsebujejo bralno in matematično pismenost ò ò ò ò ò ò ò ò ò ò
Recommendations
Priporočila fi
No central recommendations
Ni centralnih priporočil
Estonia: Programme designed for children aged 1-7. Ireland: The Curricular Framework for Early Learning is being developed, due to be published in 2009.
Estonija: program za otroke od 1. do 7. leta;Irska: leta 2008 so izdali »nacionalni strateški okvir« za vzgojo otrok do 6. leta starosti;
Greece: programme for ECEC for children from 4 years and implemented in schools.
4. poglavje: Organizacija predšolske vzgojein varstvater načini vzgoje
Spain: the ‘national core curriculum’ for preprimary education covers children from 06 years.
Grčija: program za otroke od 4. leta; izvaja se v šolah;
From the 2008/09 school year it will only cover the second phase (3-6 years), the curriculum for the first phase will be drawn up by the Autonomous Communities.
Španija: »nacionalni temeljni kurikulum« za predšolsko vzgojo za otroke od rojstva do 6. leta; od šolskega leta 2008/09 velja le za drugo obdobje (od 3. do 6. leta), kurikulum za prvo obdobje pa pripravijo avtonomne skupnosti;
Italy: Some local authorities publish general guidelines/general indications on health and safety; they are not mandatory.
Italija: nekateri lokalni organi objavljajo splošne smernice ali napotke za varnost in zdravje otrok, vendar niso obvezne; za bralno in matematično pismenost imajo priporočila;
There are recommendations on literacy and numeracy. Lithuania: Guidelines for the whole ECEC (children 1 to 6 years) and the curriculum for children of 6 to 7 years.
Litva: smernice za celotno predšolsko vzgojo in varstvo (za otroke od 1. do 6. leta) in kurikulum za otroke od 6. do 7. leta;
Luxembourg: Provision for the youngest children is the responsibility of local authorities, no national guidelines exist.
Luksemburg: predšolska vzgoja in varstvo za najmlajše otroke sta v pristojnosti lokalnih organov, nacionalnih smernic ni;
Austria: There is no national curriculum in Austria but all 9 provinces have clear guidelines and a handbook as well as obligatory written planning and reflection sheets for the pedagogical work.
Avstrija: nima nacionalnega kurikuluma, vendar pa ima vseh 9 dežel jasne smernice in priročnike; poleg tega morajo vzgojitelji obvezno napisati delovni načrt, pa tudi poročilo o pedagoškem delu;
Figure 4.4b: Curricula and educational approaches, accredited and subsidised provision for children under 23 years, 2006/07
Preglednica 4.4b: Kurikulumi in vzgojni načini Akreditirana in subvencionirana predšolska vzgoja in varstvo za otroke, mlajše od 2 do 3 let, 2006/07
National guidelines or curriculum Health option Programmes with a childcentred approach
Nacionalne smernice ali kurikulum Umestitev v zdravstveno dejavnost Programi, usmerjeni na otroka ò ò ò
National guidelines or curriculum Health option Programmes with a childcentred approach
Nacionalne smernice ali kurikulum Umestitev v zdravstveno dejavnost Programi, usmerjeni na učitelja ò ò ò
Source: Eurydice.
Ni centralnih priporočil
Belgium (BE fr, BE de): All settings (0-12 years) must adhere to a quality code which requires them to submit their provision plan and, in particular, their education plan for assessment and approval respectively by ONE (BE fr) and DKF (BEde).
Belgija (BE fr, BE de): vse institucije (za otroke od rojstva do 12. leta) morajo upoštevati predpise o kakovosti in v skladu z njimi predložiti delovni načrt, zlasti vzgojni načrt; oceni in odobri ga ONE (Be fr) in DKF (BE de); predpis o kakovosti ne velja kot nacionalni kurikulum; vsak upravni odbor lahko oblikuje lasten kurikulum in lastne pedagoške metode;
Belgium (BE nl): There are a number of quality conditions that have be to met by the provisions and recognised provisions need to dispose of a quality manual, but this is not approved by Kind en Gezin.
Belgija (BE nl): vrtci morajo ustrezati določenim merilom kakovosti; imeti morajo priročnike za kakovost, vendar ni nujno, da jih odobri Kind en Gezin;
Czech Republic: No central recommendations exist, but day crèches (jesle) usually follow the first model and must also meet health requirements.
Češka: priporočila niso centralna, vendar pa imajo v jaslih (jesle) ponavadi prvi model; prav tako morajo ustrezati določenim standardom o zdravstvenem varstvu;
Spain: The ‘national core curriculum’ for preprimary education covers children from 06 years. From the 2008/09 school year, it will only cover the second phase (3-6 years), the curriculum for the first phase will be drawn up by the Autonomous Communities.
Španija: »nacionalni temeljni kurikulum« za predšolsko vzgojo za otroke od rojstva do 6. leta; od šolskega leta 2008/09 velja le za drugo obdobje (od 3. do 6. leta), kurikulum za prvo obdobje pa pripravijo avtonomne skupnosti;
United Kingdom (ENG/WLS/NIR): There are recommendations for curricula and educational approaches 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): imajo priporočila za oblikovanje kurikuluma in vzgojno delo za otroke, mlajše od 3 let, vendar tu niso prikazana, saj so predšolske institucije večinoma zasebne in prostovoljske in niso neposredno subvencionirane.
Even though there may be a cut-off between the daycare provided for the youngest children and the preprimary level (ISCED 0), educational concerns are still evident in daycare provision.
Kljub ločnici med varstvom za najmlajše otroke in predšolsko ravnjo (ISCED 0) je tudi pri varstvu opazna skrb za vzgojo.
Some countries require settings to produce educational plans specifically for this age group.
Nekatere države od varstvenih institucij zahtevajo izdelavo vzgojnih načrtov posebej za to starostno skupino.
For example, in the French Community of Belgium, legislation provides for a quality code with which settings must comply. Under this framework, each setting must produce a development plan and a learning plan.
V francosko govoreči skupnosti v Belgiji imajo predpise o kakovosti, ki jih morajo institucije upoštevati.Vsaka institucija mora pripraviti razvojni in vzgojni načrt.
To encourage and support this initiative, a resource document Provision for young children: aim for quality has been made available on the website of the Office for Birth and Childhood (Office de la naissance et de l'enfance).
Urad za rojstvo in otroštvo (Oce de la naissance et de l'enfance) pobudo spodbuja in podpira; na svoji spletni strani je objavil dokument Varstvo za majhne otroke: cilj zagotavljanje kakovosti.