natgillin/translations-raw huggingface dataset:
There are early signs of a growing tendency to broaden the term 'children at risk' and certain policies – such as early intervention – to cover children from groups at a socioeconomic, cultural and/or linguistic disadvantage.
Vpeljani so bili tudi nacionalni kurikulum za zgodnje spodbujanje jezika, posebni moduli usposabljanja za predšolske pedagoge in pripomočki za ocenjevanje jezikovne sposobnosti v vrtcih.
At national level, there is no generally applicable operational definition of 'risk', although definitions of single concepts exist in specialised literature.
Na Poljskem je predšolska vzgoja in varstvo od rojstva do vstopa v obvezno šolsko izobraževanje (pri 7 letih) zagotovljena v jaslih (złobki) za otroke od rojstva do 3. leta, in v vrtcih (przedszkole) za otroke od 3. leta do vstopa v primarno šolo.
Concepts such as 'disadvantaged', 'vulnerable', and 'minority' groups are also used.
Jasli in vrtci so lahko javne ali zasebne institucije.
'At risk' preschool children include those with special needs, those from the Italian and Hungarian minorities and Roma children.
V nekaterih vrtcih so tudi jaslični oddelki.
No formal definition is given.
Jasli so del sistema zdravstvenega varstva.
Experts agree that the origin of various associated with emotional imbalance, neurosis, apathy, lack of care, parental unemployment, Romany families and immigrants, etc., may be traced back to the early stages of a child's development.
To so institucije, ki ponujajo zdravstveno-varstvene storitve in preventivne zdravstvene dejavnosti ter zagotavljajo varstvo otrok do tretjega leta, medtem ko njihovi starši ali skrbniki delajo. V jasli so sprejeti le otroci zaposlenih staršev.
In such cases, a positive climate in preprimary provision may to some extent compensate for insufficient family care.
So samo v mestih, še posebej v velikih. Leta 2005 je bil v jaslih le majhen delež otrok, starih do 3 leta, približno 2 odstotka.
There is no national definition of risk.
Poljska je imela ob koncu 2005. leta 371 jasli; 356 javnih, te upravljajo lokalne vlade, in 15 zasebnih.
Creating equity is not a question of one specific practice or another but is a complex web of practices interacting with and facilitating each other.
V vrtcih je bilo še 130 oddelkov jasli, 118 v javnih in 12 v zasebnih.
However, the Core Curriculum for Pre-School Education in Finland (2000) and the National Curriculum Guidelines on Early Childhood Education and Care (2003) acknowledge the need to support certain children, such as Sami, Roma and migrant children, although the possible need for support is assessed on an individual basis.
Leta 2005 je obiskovalo jasli 22 913 otrok, od tega 1 381 otrok, starih do 1 leta, 5 962 enoletnih, 10 833 dveletnih in 3 913 triletnih otrok; 824 jih je obiskovalo zasebne jasli.
Childcare professionals thus treat children as individuals and interdisciplinary teams are available to support each child.
Povpraševanje po tej vrsti varstvenih storitev vsako leto narašča.
No specific definition is given.
Vrtci so del izobraževalnega sistema.
However, the Education Act (1997: 1212) states that: ''Pre-schooling and welfare for school children shall be based on the needs of each child.
Vrtec je poglavitno okolje za zagotavljanje predšolske vzgoje.
Children who for physical, mental or other reasons need special support in their development shall be given the care their special needs demand'.
Mrežo vrtcev dopolnjujejo oddelki vrtcev v primarnih šolah. Predšolska vzgoja je namenjena otrokom od 3. do 5. leta.
Children in need of special support may include those with psychosocial or other problems, such as difficulty in concentrating, who have special rights in the childcare system.
Šestletni otroci morajo končati program priprave na šolo, ki se izvaja v vrtcu ali ustreznem oddelku v šoli.
Otherwise special targeted policies for specific groups of children in preschool activities are rare.
Javne vrtce, tudi oddelke v šolah in posebne vrtce, ustanavljajo in upravljajo komune (najnižja raven lokalne vlade).
United Kingdom – England, Wales and Northern Ireland
Predšolska vzgoja zajema dejavnosti, ki omogočajo razvoj in vzgojo otrok od 3. leta do vstopa v primarno izobraževanje.
In England, the focus is on identifying children at risk of not doing well with respect to any of the five Every Child Matters outcomes: being healthy; staying safe; enjoying and achieving; making a positive contribution; and achieving economic wellbeing.
Učne dejavnosti v vrtcu organizirajo skladno z jedrnim kurikulumom za predšolsko vzgojo, ki ga uvede minister za nacionalno izobraževanje: vrtec teži k spodbujanju in usmerjanju razvoja otrok, skladno z njihovimi sposobnostmi in zmožnostjo razvoja in v povezavi z družbeno-kulturnim in naravnim okoljem.
Every Child Matters is a comprehensive crossgovernmental programme of reform for children's services, including health, family support, childcare and education services.
Za prikrajšane otroke je predšolska vzgoja ključnega pomena. Spodbudno izobraževalno okolje je zanje edina priložnost, da se izognejo škodljivim vplivom revščine.
The aim is to improve these outcomes for all children and also to narrow the gap in outcomes between those who do well and those who do not.
Vendar je bil v mestnih okoljih 58,4-odstoten in mnogo nižji na podeželskih območjih, in sicer 19,1-odstoten.
The programme therefore includes universal services but also greater support for those in most need, with an emphasis on protecting vulnerable children and ensuring that children do not fall through the net.
Dodatna ovira, ki otrokom iz družin s težkim finančnim položajem omejuje dostop do predšolskega izobraževanja, so obvezna plačila.
A number of outcomes have been identified for each aim, and the focus is on identifying children at risk of not achieving these outcomes.
V vrtce in oddelke vrtcev v primarnih šolah so lahko sprejeti vsi otroci, ne glede na to, ali so njihovi starši zaposleni.
As in England, there are universal services but also greater support for those in most need, with an emphasis on protecting vulnerable children and ensuring that children do not fall through the net.
V tem primeru imajo prednost šestletniki, nato otroci enostarševskih družin in invalidi.V šolskem letu 2005/2006 je bila predšolska vzgoja v celoti zagotovljena le za šestletne otroke, ki so se vpisali v obvezni program priprave na šolo. Število jasli in vrtcev ni usklajeno s povpraševanjem.
In Northern Ireland, the ten year strategy for children and young people aims to ensure that children and young people are: healthy; enjoying, learning and achieving; living in safety and with stability; experiencing economic and environmental well-being; contributing positively to community and society; living in a society which respects their rights.
Vendar je Ministrstvo za nacionalno izobraževanje predlagalo znižanje starosti za začetek primarnega izobraževanja, tako da bi se obvezno izobraževanje v primarnih šolah začelo že za otroke, stare šest let. Šolsko leto 2008/09 je imenovano Leto otroka v vrtcu in je ponudilo nove oblike predšolske vzgoje in varstva (otroške klube in predšolske centre).
The aim of the strategy is to improve outcomes for all children and to narrow the gap between those who do best and those who do worst.
Otrokom od 3. do 5. leta bo zagotovljen boljši dostop do predšolske vzgoje. Od šolskega leta 2009/2010 naprej bodo imeli pravico do predšolske vzgoje tudi vsi 5 let stari otroci.
The strategy will be delivered through the provision of universal services, supported by more targeted responses to safeguard children most in need.
Od šolskega leta 2010/11 naprej pa bodo morali vsi petletniki obiskovati enoletni program priprave na šolo.
There is no national definition of risk in the terms used in this report – i.e. at risk of exclusion due to social disadvantage.
Slovenija ima poenoten in integriran sistem predšolske vzgoje in varstva; vzgojo in varstvo zagotavlja otrokom od 1. (po končanem porodniškem dopustu) do 6. leta (ko se morajo otroci vpisati v obvezno šolo).
There are statutory definitions which may apply to provision for some children considered 'at risk'.
Hkrati ima relativno zgoščeno in zlahka dostopno mrežo predšolskih institucij.
The Children (Scotland) Act 1995 places duties on local authorities for children 'in need'.
Sistem predšolske vzgoje urejata Zakon o vrtcih (sprejet leta 1996, nazadnje dopolnjen leta 2008) in Zakon o organizaciji in financiranju vzgoje in izobraževanja (sprejet leta 1996, nazadnje dopolnjen leta 2008).
Children in need are those who have not or are not likely to achieve or maintain reasonable health or development or whose health or development could be seriously impaired if services are not provided; or children who are disabled or adversely affected by the disabilities of others.
Starši imajo pravico izbrati institucije in programe, ki ustrezajo njihovim osebnim interesom in potrebam.
In terms of accessing ECEC, authorities have criteria for assessing children and families.
V Sloveniji velika večina predšolskih otrok obiskuje javne vrtce; preostalih 1,7 odstotka jih je v programih predšolske vzgoje, ki jih zagotavljajo zasebni ponudniki.
In general, factors such as whether a child has special needs, substance misuse in the home, domestic violence in the home, mental health (of children and parents) and whether a child is 'looked after' will be taken into account.
V zadnjem desetletju so bile vpeljane pomembne konceptualne spremembe in sistemske reforme, zato da bi spodbudili raznovrstnost programov predšolske vzgoje, hkrati pa omogočili ustanavljanje zasebnih vrtcev.
There is no special definition for children at risk between birth and the age of 5, which is based on disadvantages related to socioeconomic, cultural or language factors.
Javne institucije za predšolsko vzgojo in varstvo – vrtce ustanavljajo lokalne skupnosti, financirajo pa se iz sredstev lokalne skupnosti in prispevkov staršev.
The Preprimary School Act states that children in need of special support are entitled to the help they require within preschool, with guidance from a professional advisor.
Javni in zasebni vrtci s koncesijo morajo upoštevati »Nacionalni kurikulum za vrtce«, sprejet leta 1999. Glavni namen vrtcev je zagotavljati razvojno-spodbudno vzgojo in socializacijo.
No formal definition is given.
Drugi zagotovljeni programi so poldnevni ali krajši.
In public nursery schools, children from immigrant families are among the 'at risk' groups.
Delež otrok, vključenih v programe predšolske vzgoje in varstva, se nenehno veča.
There is no special definition of 'risk' but the term is normally understood to cover the children of poor parents and children whose parents are unable to take care of them, as well as those from ethnic and cultural minorities.
Najpomembnejše poteze so zgodnje prepoznavanje individualnih potreb, kurikulumi in smernice, partnerstva in večdisciplinarno osebje. Vsak otrok ima pravico do dnevnega varstva in predšolske vzgoje.
According to Section 57 of the Education Act (Act 17 July 1998 No. 61 relating to Primary and Secondary Education), children with specific needs have a legal right to special education/special educational help before school age.
Skrbniki, vzgojitelji in drugo osebje ter v nekaterih primerih tudi zunanji strokovnjaki za vsakega otroka oblikujejo individualni načrt predšolske vzgoje in varstva. So tudi projekti, ki dopolnjujejo osnovno metodiko vzgoje in so usmerjeni k raznim skupinam, vendar so manj pomembni kot vsakdanje individualno delo.
The most common reason for giving children special educational help is that they have communication and language problems, but many of these children also have difficulty in moving or concentrating, or suffer from mental difficulties or psychosocial problems.
Med ukrepe, ki omogočajo dostop do predšolske vzgoje in varstva za vse, spadajo: sistem plačil za dnevno varstvo, ta temelji na družinskih dohodkih, družinski dodatek za vrtce in brezplačna priprava na šolo za šestletne otroke, skupaj z brezplačnima prehrano in prevozom.
(Content under the responsibility of Eurydice National Units)
Otroci v predšolski vzgoji in varstvu so upravičeni do brezplačnih socialnih storitev.
Belgium – Flemish community Bulgaria Czech Republic Germany Estonia Spain France Cyprus Latvia
Pomočniki sodelujejo pri izvedbi istih nalog, vendar tako, da pomagajo posameznim otrokom.
Lithuania Malta The Netherlands Austria Poland Slovenia Finland The United Kingdom –England, Wales and Northern Ireland Norway
Strokovnjaki za predšolsko vzgojo pri delu ne sodelujejo le med seboj, pač pa tudi s socialnimi delavci, delavci zdravstvenega sistema in sistema duševnega zdravja ter, kadar je potrebno, z drugimi strokovnjaki.
There is a clear division between child care and education. Child care is the responsibility of the agency Kind en Gezin which falls under the authority of the Minister for Welfare, while the Education Department, headed by the Flemish Minister for Education and Training, is responsible for nearly all aspects of education policy.
Koncept »vzgojnega partnerstva«, v katerem je poudarjena vloga skrbnikov, je eno izmed poglavitnih načel v predšolski vzgoji in varstvu; zagotavlja, da so skrbniki in vzgojno osebje z dialogom, zaupanjem in medsebojnim spoštovanjem predani otrokovemu odraščanju, razvoju in učenju.
Education and care in Early Childhood (ECEC) is divided into the following two areas: care for children from birth to 3 years and out-of-school-care for children from 2.5 years to 12, and preprimary education for children from the age of 2.5 years.
Ob vstopu v dnevno varstvo v sodelovanju s starši za vsakega otroka oblikujejo načrt predšolske vzgoje in varstva. Oblikovanje osebnega načrta je splošna praksa tudi med pripravo na šolo.
Education is compulsory between the ages of 6 and 18.
Skrbniki sodelujejo tudi pri pripravi kurikulumov in smernic.
The child care sector is an integrated system with no separate provisions for children at risk.
Poleg otrok s posebnimi potrebami, uradni dokumenti o predšolski vzgoji in varstvu opredeljujejo 4 skupine otrok, ki jim je treba nameniti posebno pozornost; to so otroci Laponcev, romski otroci, otroci, ki uporabljajo znakovni jezik, in otroci priseljencev.
About 7.3 % of children born in 2007 were born into an underprivileged family (4 828 children).
Med cilje njihove vzgoje spadajo večjezičnost in multikulturnost, osebnostno in kulturno zavedanje.
In Flanders deprivation is mainly an inner-city problem and a significant number of deprived families are immigrants.
Med cilji, ki zadevajo vse otroke, je utrjevanje njihovih kulturnih identitet, razumevanje njihove kulturne dediščine in kulturne raznolikosti.
Almost 60 % of the children in underprivileged families were born to mothers who are not of Belgian nationality.
Priprava na šolo priseljenskih otrok je lahko urejena skupaj s preostalo predšolsko vzgojo ali kot pripravljalni pouk za osnovnošolsko izobraževanje ali kot kombinacija obojega.
Use of child care by ethnic minority children and children from underprivileged families under the age of three is much lower than in the population as a whole (2004), and children in single-parent families also make less use of child care than the general population (2004).
Izraz »ogrožen otrok« se nikdar ne uporablja, saj se o potrebni pomoči zanj presoja individualno.
Research has shown that it is not the cost of child care alone that plays a part, but also formal and informal (‘cultural’) barriers that socially vulnerable groups in particular come up against.
Do nedavnega je bilo zagotavljanje javnofinancirane predšolske vzgoje in varstva pred vstopom v obvezno šolanje (pri petih letih) stvar lokalne odločitve.
Formal barriers include waiting lists and the requirement for regular attendance and respecting rules in childcare.
Mnoge lokalne oblasti so zagotavljale vrtce in oddelke predšolske vzgoje za otroke, stare več kot 3 leta, ali so v primarne šole sprejemale štiriletne otroke, vendar to ni bilo obvezno in zato precej neenakomerno.
Informal (‘cultural’) barriers also play a part.
Zunaj javnega sektorja so nekateri otroci obiskovali zasebne plačljive vrtce in oddelke predšolske vzgoje.
These include the way in which child care is publicised, the language spoken in the child care facility and the cultural background of the staff.
Še več jih je obiskovalo prostovoljne igralne skupine; zanje so bili prispevki nizki, saj so temeljile na podpori skupnosti in prostovoljnem delu.
These barriers often lead families from ethnic minorities and underprivileged families to perceive child care as being ‘something that isn’t for us’.
Kjer je bilo celodnevno varstvo dostopno, so ga zagotavljali predvsem zasebniki, financirali pa starši.
Different measures to boost participation of at-risk children in child care include:
Prostovoljska in zasebna ponudba varstva je bila regulirana in nadzorovana po kakovostni plati, glede vzgojnih programov pa ne.
The ruling on parental contribution: in subsidised care facilities, parents pay a contribution in proportion to their income.
V letu 1998 je bilo lokalnim oblastem z zakonom naloženo, da zagotovijo predšolsko vzgojo in varstvo na svojem območju.
Priority given to certain applications for child care (e.g. from lowincome families or for children of single-parent families).
Od leta 1999 so vsi štiriletniki upravičeni do delne (ne celodnevne) predšolske vzgoje in varstva, od leta 2004 naprej pa tudi vsi triletniki.
Community and neighbourhood services: in order to reduce the informal barriers for the target group, half of the staff members come from at-risk groups themselves and the working method very much involves the participation of parents, children and community.
Od tedaj se je brezplačna vzgoja razširila tudi na nekatere dveletnike iz prikrajšanih okolij.
Reorganisation of child care in the next few years: 16 pilot projects were approved to find out how larger local or regional cooperation can guarantee accessible child care.
Financiranje so spremljale tudi nove nacionalne usmeritve za otroke, stare več kot tri leta; tako so zagotovili, da so javne ter financirane prostovoljske in zasebne institucije začele težiti k istim nacionalnim kurikularnim ciljem.
Nursery education forms a part of basic education which runs from the ages of 2.5 to 12 (primary education is for children between 6 and 12).
Taka ureditev je zaposlenim staršem zagotovila prosto mesto za brezplačno predšolsko vzgojo in možnost za dodatne, plačljive vzgojne ure.
The only general prerequisite for nursery education is age.
Prosta mesta so lahko tudi skupna s tistimi za otroke, stare manj kot tri leta, podobno kot v »enotnem organizacijskem modelu«, opisanem v 3. poglavju.
Children with specific educational needs can attend special nursery schools. Attendance is not compulsory.
Od aprila 2008 naprej imajo lokalne oblasti novo obveznost; zagotoviti morajo zadostno varstvo za otroke zaposlenih staršev.
However, as nursery school is the key to increase chances of success at school, many efforts are made to encourage parents to send their children to nursery school. Admission to Flemish nursery education is free.
Pričakuje se, da bodo obveznost izpolnile v glavnem tako, da bodo pomagale zasebnim in prostovoljskim institucijam in ne, da bodo otroško varstvo zagotovile same (čeprav lahko v določenih okoliščinah naredijo tudi to).
Schools cannot charge fees and everything that is necessary for attaining developmental objectives must be offered by the school free of charge.
Od septembra 2008 je treba obvezno upoštevati nov okvirni pravilnik o kakovosti predšolske vzgoje in varstva (Early Years Foundation Stage).
For any extras (inter alia magazines, extramural activities), schools are allowed to charge parents a maximum of 20 EUR per year.
Ta združuje učne, razvojne in socialne zahteve, ki jih morajo institucije izpolnjevati, ne glede na njihovo vrsto, velikost ali vir financiranja.
In order to support underprivileged parents a system of study grants exists.
V njem je hkrati oblikovan enotni okvir zahtev za otroke od rojstva do 5. ali 6. leta, s čimer se ukinja razlikovanje med vzgojo in varstvom ter med programoma za otroke od rojstva do 3. leta in od 3. do 5. leta.
Government grants, teaching times and operating budgets depend on the number of pupils. The government has also drawn up developmental objectives.
S prenovo želijo izboljšati uspeh vseh otrok in hkrati ožiti vrzeli med tistimi, ki so uspešni, in tistimi, ki niso.
These are minimum targets regarding the knowledge, insight, skills and attitudes that educational authorities consider children should have acquired at the end of nursery school.
Za to je nujno združevanje splošno razširjenih storitev z večjo podporo tistim otrokom, ki jo najbolj potrebujejo. Posebna pozornost je namenjena varovanju ranljivih otrok; poskrbeti je treba, da jih ne bi prezrli.
These developmental objectives can be converted into concrete curricula by the school (although in practice this is mostly by the educational networks).
Te cilje našteva vladni okvirni program Vsak otrok je pomemben (Every Child Matters) in za vse otroke načrtuje pet zaželenih ciljev: biti zdrav, ostati varen, uživati in biti uspešen, pozitivno prispevati in doseči ekonomsko blaginjo.
Most pupils progress from nursery school to primary school at the age of six (or, more precisely on the first of September in the year they turn six) although they can also do this at the age of five or seven, at the parents’ discretion.
K uresničevanju teh ciljev naj bi pomembno pripomogel načrt, imenovan Sure Start (Gotov začetek); mreža tako imenovanih otroških centrov Sure Start namreč zagotavlja vrsto povezanih storitev, zasnovanih ob upoštevanju lokalnih razmer, njeni bistveni elementi pa so predšolska vzgoja, zdravstvene storitve in podpora družinam.
The territory of the Republic of Bulgaria is divided into 28 regions and 264 municipalities. The public education system includes kindergartens (detska gradina), schools and education services.
Razločevalna poteza pouka v Walesu je velški jezik; velška vlada (Welsh Assembly Government) meni, da je velški jezik bistveni del nacionalne identitete, zato si je treba za cilj postaviti dvojezično družbo, zakoreninjeno že v izobraževanju v zgodnjih letih.
Bulgarian is the official language in kindergartens.
Tisti izvajalci, ki lahko zagotovijo predšolsko vzgojo in varstvo v dveh jezikih ali deloma v velškem, dobijo dodatno podporo.
The state kindergartens are regarded as being of national importance and therefore are directly funded by the central authorities, the Ministry of Education and Science or other ministries and bodies.
Podobno kot v Angliji, je bilo do nedavnega zagotavljanje javnofinancirane predšolske vzgoje in varstva pred vstopom v obvezno šolanje (pri petih letih) stvar lokalne odločitve.
The municipal kindergartens may be opened, transformed or closed upon an order issued by the mayor of the municipality following a decision of the Municipal Council.
Mnoge lokalne oblasti so zagotavljale vrtce in oddelke predšolske vzgoje za otroke, stare več kot 3 leta, ali so v primarne šole sprejemale štiriletne otroke, vendar to ni bilo obvezno in zato precej neenakomerno.
The funds for Education and Care in Early Childhood (ECEC) provision for the municipal kindergartens are allocated at local level by municipalities.
Zunaj javnega sektorja so nekateri otroci obiskovali zasebne plačljive vrtce in oddelke predšolske vzgoje.
Kindergartens may be full-day, half-day or weekly. They are intended for children aged 3-6/7 years old, until their enrolment in primary school.
Še več jih je obiskovalo prostovoljne igralne skupine; zanje so bili prispevki nizki, saj so temeljile na podpori skupnosti in prostovoljnem delu.
Full-day and weekly kindergartens can also accommodate nursery groups for the youngest children aged 10 months up to 3 years old, until the age they start first grade (unitary settings).
Kjer je bilo celodnevno varstvo dostopno, so ga zagotavljali predvsem zasebniki, financirali pa starši.
Parents pay fees to the extent determined by the Municipal Council, in compliance with the Local Taxes and Fees Act.
Prostovoljska in zasebna ponudba varstva je bila regulirana in nadzorovana po kakovostni plati, glede vzgojnih programov pa ne.