natgillin/translations-raw huggingface dataset:
This also enables early and accurate identification of an individual child’s need for more targeted support in any area.
To omogoča zgodnje in natančnejše prepoznavanje otrokovih individualnih potreb in posledično učinkovitejšo pomoč na kateremkoli področju.
In the United Kingdom (England and Wales), the Childcare Act 2006 requires that parents are involved in the planning, development, delivery and evaluation of services.
V Združenem kraljestvu (Angliji in Walesu) Zakon o otroškem varstvu (Childcare act 2006) predpisuje, da morajo starši sodelovati pri načrtovanju, razvoju, zagotavljanju in evalvaciji storitev.
In England, Sure Start Children’s Centre programmes emphasize parent involvement, providing parenting support and facilitating access for training and development.
V Angliji pomen sodelovanja staršev poudarjajo v programih otroških centrov Sure Start; staršem pomagajo in jim omogočajo usposabljanje ter razvoj.
Parents play a major role in running Sure Start local programmes and partnerships contain about 50 per cent parent/community members.
Pri vodenju programa Sure Start imajo starši pomembno vlogo: partnerstvo zajema 50 odstotkov članov staršev in 50 odstotkov članov lokalne skupnosti.
In the United Kingdom (Scotland), establishing effective partnerships and regular communication is also required and education authorities have a duty to promote the involvement of parents in publicly-funded schools including in the early years’ sector.
V Združenem kraljestvu (na Škotskem) prav tako zahtevajo vzpostavljanje učinkovitega partnerstva in redne komunikacije. Izobraževalne oblasti morajo spodbujati sodelovanje staršev v javno financiranih šolah s predšolskimi oddelki.
Specialised support services are generally available for at-risk families in some countries although the ways in which families are encouraged to access and use these services are not always clear.
V nekaterih državah so na voljo tudi posebne podporne storitve za ogrožene družine, njihova dostopnost in uporabnost pa nista jasno predstavljeni.
A networking approach to the provision of support is being taken in a number of countries.
V številnih državah so za zagotavljanje podpore izbrali mrežni pristop.
In Estonia, cooperation networks between services such as health, education and legal services are being strengthened and a network of regional counselling and rehabilitation centres is being established to
V Estoniji so okrepili sodelovanje med različnimi službami, kot so zdravstvene, vzgojne in pravne, ter vzpostavili mrežo regionalnih svetovalnih, rehabilitacijskih in podobnih centrov za pomoč družinam s težavami.
In Ireland, many City and County Childcare Committees (responsible for strategic planning at local level) have developed Parents’ Networks for all parents to meet and discuss concerns and issues pertaining to childcare.
Na Irskem so številni mestni in okrožni odbori otroškega varstva (pristojni za strateško načrtovanje na lokalni ravni) razvili »starševske mreže«, namenjene srečanjem staršev in razpravam o vprašanjih in problemih, povezanih z otroškim varstvom.
Some networks cater more specifically for particular groups of parents such as those bringing up their children alone.
Nekatere mreže so namenjene določenim skupinam staršev, kot so na primer starši, ki sami vzgajajo otroke.
In the United Kingdom, a central policy aim has been to offer an integrated approach for the provision of support to families.
V Združenem kraljestvu se centralna politika zavzema za povezano zagotavljanje različne pomoči družinam.
Spain is introducing community assistance initiatives or services in areas which have centres with a large number of children at risk: these are intended as guidance services which will assume a teacher support role, monitor the progress of children and work with parents.
Španija s sodelovanjem svojih regij uvaja pobude oziroma storitve na območjih, kjer so vrtci z velikim številom ogroženih otrok: predvidene so svetovalne službe, ki bodo pomagale učiteljem, prevzele spremljanje napredka otrok in delo s starši.
Mention should also be made of the introduction of a mobile Support Service for Immigrant Pupils, responsible for encouraging the integration of immigrant children who do not speak Spanish.
Omeniti je treba tudi uvajanje mobilne enote – službe za pomoč otrokom priseljencev; njena naloga je spodbujanje integracije otrok priseljencev, ki ne govorijo špansko.
Encouraging the involvement of families where there is risk or deprivation is an area where local NGOs and organisations are active, as in Lithuania, where various local projects put strong emphasis on family involvement, such as Roma families in Vilnius.
Spodbujanje sodelovanja s starši, pri katerih so opazni dejavniki tveganja ali prikrajšanosti, pa je področje, na katerem delujejo lokalne nevladne in ostale organizacije. Tako je v Litvi, kjer v okviru različnih lokalnih projektov močno poudarjajo sodelovanje družin, na primer romskih družin v Vilni.
In Belgium (French Community), some schools organise literacy classes or other initiatives for families on school premises.
V Belgiji (francosko govoreči skupnosti) nekatere šole za družine organizirajo bralne in podobne dejavnosti.
Roma families are the focus of specific support in Greece, Hungary, Romania and Slovenia.
Le v Grčiji, Romuniji, Sloveniji in na Madžarskem namenjajo posebno pomoč romskim družinam.
Elsewhere, very little targeted support is reported for specific at-risk groups, although in Poland, at the request of parents of national minorities, special language sections within nurseries or schools or classes in religion may be organised.
Druge države o podpori specičnim ogroženim skupinam ne poročajo; le Poljska navaja, da v jaslih, vrtcih ali pri verski vzgoji na željo staršev, pripadnikov etničnih manjšin, organizirajo posebne jezikovne skupine.
The education and training of staff is a fundamental issue for the quality of ECEC provision.
Izobraževanje in usposabljanje strokovnih delavcev je temeljno za kakovost predšolske vzgoje in varstva.
It is one of the key factors which determine the successful integration of children from at risk groups.
Je eden izmed temeljnih dejavnikov, ki zagotavlja uspešno integracijo otrok iz ogroženih skupin.
Studies carried out on this subject are identified in Chapter 1; most researchers agree that the training of adults/staff responsible for educational activities in ECEC should be at the bachelor level of higher education and should be specialised.
Študije o dejavnikih tveganja smo predstavili v 1. poglavju. Večina strokovnjakov soglaša, da morajo biti vzgojitelji v predšolski vzgoji in varstvu visokošolsko izobraženi (bachelor level) in specializirani.
Where this level of initial training has not been attained, continuing professional development is essential to provide the necessary professional skills required for the delivery of effective care; this is especially important with respect to the care of children at risk.
Če te začetne izobrazbe nimajo, si morajo poklicne spretnosti pridobivati s stalnim strokovnim izpopolnjevanjem, kar še zlasti velja za vzgojo ogroženih otrok.
As the research results demonstrate, particular attention must be paid not only to the level of initial training offered to workers in the sector but also to the content and training methods used.
Raziskave kažejo, da je treba poleg začetne izobrazbe strokovnih delavcev pozornost namenjati tudi vsebini in učnim metodam.
Practical and theoretical training should be provided which prepares staff (teachers, educators etc.) for the demands of the profession and for the diverse tasks they must carry out.
Zagotovljeno mora biti praktično in teoretično usposabljanje, tako da pripravi strokovne delavce (vzgojitelje, učitelje in druge) na poklicne zahteve in različne naloge, ki jih morajo opravljati.
Work with young children requires staff to deploy a range of skills.
Delo z majhnimi otroki namreč od vzgojiteljev zahteva različno znanje in spretnosti.
Professional staff have a mission to educate and to socialise children, consequently, the ways in which adults relate to children are crucial: sharing games and activities with children; guiding them in their discovery of the world and of others; supporting them in their emotional and social development; introducing them to and initiating them in early learning activities (literacy, numeracy, science); awakening their cultural interests in music, drama, arts etc.; and encouraging and maintaining their curiosity in learning about their complex environment.
Ker morajo strokovni delavci otroke vzgojiti, izobraziti in socializirati, je odločilnega pomena, kakšen odnos imajo z otroki: z njimi se igrajo in sodelujejo pri drugih dejavnostih; jih vodijo pri odkrivanju sveta in ljudi; pomagajo pri njihovem čustvenem in socialnem razvoju; jim predstavljajo in jih vpeljujejo v zgodnje učne dejavnosti (bralno in matematično pismenost; naravoslovje); prebujajo njihovo zanimanje za glasbeno, dramsko, likovno in druge umetnosti in spodbujajo ter vzdržujejo zanimanje za učenje o njihovem kompleksnem okolju.
Lastly, the attention to physical wellbeing and health is central to the care of children throughout the entire period of ECEC.
Končno pa je v celotnem obdobju predšolske vzgoje in varstva v središču skrbi za otroke tudi njihovo dobro fizično počutje in zdravje.
The complexity of the job must also be taken into account: the importance of dialogue with parents, understanding parents’ needs and the difficulties they face in their daily lives, sensitivity towards the numerous social and personal problems resulting from the financial insecurity which affects the most disadvantaged families and, lastly, staff must also be aware of the many cultural differences which exist.
Upoštevati moramo tudi kompleksnost dela: pomen dialoga s starši, razumevanje njihovih potreb in težav, s katerimi se srečujejo v vsakodnevnem življenju, občutljivost do številnih socialnih in osebnih problemov zaradi finančne negotovosti, kar močno vpliva na najbolj ogrožene družine; in končno, delavci se morajo zavedati številnih kulturnih razlik.
This chapter on the training of staff working in ECEC focuses on two questions: the level of initial training and the profile of staff employed in ECEC settings with particular attention paid to the staff involved directly in the activities with children (section 5.1); the provision of continuing professional development (section 5.2).
Poglavje o izobraževanju in usposabljanju strokovnih delavcev v predšolski vzgoji in varstvu je namenjeno dvema temama: n u l l ravni začetnega izobraževanja in prolu strokovnih delavcev, še posebej tistih, ki delajo neposredno z
The debates between experts and professional staff in the sector are encouraged by various European networks dedicated to these issues.
Kljub temu lahko evropsko raznolikost v predšolski vzgoji in varstvu strnemo v dva glavna organizacijska modela.
The European Childcare Network (EU) and Starting Strong (OECD ECEC Network) have fostered new initiatives and a degree of convergence across the whole ECEC sector in EU member states. Also worthy of note is the Child Centre for Children at Risk in the Baltic Sea Region, an organisational unit responsible to the Council of the Baltic Sea States.
Večina držav ima dve stopnji izobraževanja – usposabljanje strokovnih delavcev za delo z najmlajšimi otroki (starimi manj kot 2 ali 3 leta) in delavcev za predšolsko vzgojo (za otroke, starejše kot 3 ali 4 leta), preostale države imajo enotno usposabljanje in strokovni prol delavcev za celotno predšolsko vzgojo in varstvo.
The diversity of ECEC in Europe can nevertheless be generalized into two major organisational models.
5.1.1 Različno izobraževanje za različne starostne skupine v predšolski vzgoji in varstvu
In most countries provision for the youngest children (under 23 years) and preprimary provision (over 23 years) is under the jurisdiction of different public authorities (see national tables in Annex A) or different structures exist for different age groups.
V večini držav so predpisi o usposabljanju za najmlajše otroke (stare manj kot 2 ali 3 leta) in drugo starostno skupino (starejšo od 2 ali 3 let) v pristojnosti različnih javnih organov (glej nacionalne preglednice v dodatku A) ali pa predšolsko vzgojo in varstvo za različne starostne skupine organizirajo različno.
Staff caring for children under 23 years in day nurseries, in day care centres or playgroups usually subscribe to a tradition of health and social welfare.
Strokovni delavci za otroke, mlajše od 2 do 3 let, v dnevnih jaslih, centrih dnevnega varstva ali igralnih skupinah tradicionalno spadajo na področje zdravstva in socialnega varstva.
They work under the direction of a range of professionals in the socio-psychological and medical fields (doctors, nurses and paediatric nurses (infirmiers/ères pédiatriques) in Belgium (French-speaking Community) equivalent to puéricultrices in France, assistant social workers (assistants/es sociaux/les) or social-pedagogical professionals in Belgium (Flemish-speaking Community)).
Delajo pod vodstvom različnih strokovnjakov s socialno-psihološkega in medicinskega področja (zdravnikov, medicinskih in pediatričnih sester (inr-miers/ères pédiatriques v Belgiji – francosko govoreči skupnosti), puéricultrices v Franciji in pomožnih socialnih delavcev – assistants/es sociaux/les ali socialno-pedagoških strokovnjakov v Belgiji (amsko govoreči skupnosti)).
In addition a range of associated professionals such as physiotherapists, speech therapists and psychologists (who sometimes perform a counselling role) may also be involved.
Poleg teh lahko sodelujejo drugi strokovnjaki, kot so fizioterapevti, govorni terapevti in psihologi (ti imajo včasih svetovalno vlogo).
The supervisory and associated professional staff usually follow higher education courses of 3 or 4 years at ISCED level 5A or B.
Nadzorni in strokovni delavci imajo ponavadi 3- do 4-letno visokošolsko izobrazbo na ravni ISCED 5A ali B.
Regular staff that take care of younger children (under 23 years old) are usually trained at ISCED level 3 or 4.
Redno zaposleni strokovni delavci, ki varujejo otroke, mlajše od 2 do 3 let, imajo ponavadi izobrazbo na ravni ISCED 3 ali 4.
These include puéricultrices in French and German Communities in Belgium, the begleider in the Belgian Flemish Community, mainly auxiliaires en puériculture and some puéricultrices (which usually occupy managerial positions) in France, playgroup workers qualified in socio-pedagogy in the Netherlands, nurses (medically-qualified) in Poland and Romania.
Ti so puéricultrices v francoski in nemško govoreči skupnosti v Belgiji, begleider v flamsko govoreči skupnosti, večinoma auxiliaires en puériculture in ponekod puéricultrices (ponavadi zasedajo vodstvene položaje) v Franciji, delavci v igralnih skupinah z izobrazbo iz socialne pedagogike na Nizozemskem, medicinske sestre na Poljskem in v Romuniji.
In Romania, where an educational approach has been adopted in recent years, day nursery staff still usually receive paramedical-oriented training as a priority.
V Romuniji je za zaposlene v jaslih še naprej najbolj razširjeno parazdravstveno usposabljanje, čeprav so se pred kratkim odločili tudi za pedagoško izobraževanje.
In the French Community of Belgium, where 50 % of staff are qualified paediatric nurses (puéricultrices), posts may be filled with staff whose training is education-oriented.
V francoski skupnosti v Belgiji, kjer ima 50 odstotkov zaposlenih izobrazbo pediatrične medicinske sestre (puéricultrices), se lahko na preostalih delovnih mestih zaposli osebje z izobrazbo iz vzgoje.
The professional profile of staff in day nurseries is therefore varied, yet their training is usually vocational (full-time or sandwich courses) and below the level of higher education.
Kot vidimo, je strokovni prol zaposlenih v jaslih raznovrsten; ponavadi imajo poklicno izobrazbo (redni ali kombinirani program), in sicer ne na višje- ali visokošolski ravni.
Certain training courses are accessible to adult applicants and, in some cases, the courses may be specifically designed for them.
Določeni programi so namenjeni tudi usposabljanju odraslih in v nekaterih primerih celo posebej prilagojeni zanje.
In France, if a day nursery has more than 40 children, legislation requires the presence of an early childhood educator (éducateur de jeunes enfants) who is educated to ISCED level 5B and usually carries out the role of education coordinator.
V Franciji je za jasli z več kot 40 otroki predpisan vzgojitelj predšolskih otrok (éducateur de jeunes enfants), ki ima izobrazbo ISCED 5B; ponavadi ima vlogo vzgojnega koordinatorja.
Since 2004 in the Czech Republic, paediatric nurses (dtská sestra) and general nurses have undertaken compulsory training at ISCED level 5A or B.
Na Češkem morajo pediatrične sestre (dětská sestra) in splošne medicinske sestre od leta 2004 naprej opraviti obvezno usposabljanje na ravni ISCED 5A ali B.
In addition, in all countries except Belgium, Estonia, Spain (in the level 03 years) and Romania staffing in ECEC settings also includes unqualified or less qualified assistants who carry out tasks related to the personal care of children.
Poleg tega imajo v vseh državah, razen v Belgiji, Estoniji, Španiji in Romuniji (za otroke od 0 do 3 let), zaposlene tudi nekvalicirane ali manj kvalicirane pomočnike za osebno nego otrok.
Educational work is confined to qualified staff while changing nappies, feeding and other diverse tasks are given to auxiliaries.
Vzgojno delo je zaupano usposobljenemu osebju, pomočniki pa skrbijo za hranjenje otrok, menjavanje plenic, urejenost vrtca, umivalnic, opreme za počitek in podobno.
It is therefore evident that there is a multiplicity of staff alternating in the provision of care which could result in a lack of continuity in children’s learning and in building relationships – an area worthy of further study.
A jasno je, da pogosto menjavanje osebja moti otrokovo učenje in trga vzpostavljene medčloveške stike – s tem načinom dela se bo treba nedvomno še naprej raziskovalno ukvarjati.
Figure 5.1: Minimum requirements for the level and duration of initial education and training for staff working with children under 23 years, 2006/07
Preglednica 5.1: Minimalno trajanje in ravni začetnega izobraževanja ter usposabljanja strokovnih delavcev, ki delajo z otroki, mlajšimi od 2 do 3 let, 2006/07
Cyprus: In addition to the two qualification categories indicated in the Figure staffing also includes assistants who hold a certificate of secondary education. (a) The Figure refers to a two-year certificate, but a four-year diploma is also applicable. Lithuania: The Figure illustrates the situation up to 2008.
Litva: prikazan je položaj do leta 2008; od tega leta naprej obstaja le en tip kvalikacije, to je 3-letna visoka strokovna izobrazba (profesijos bakalauro laipsnis) na ravni ISCED 5B;
From 2008 onwards, only one type of qualification exists, namely a professional bachelor qualification/degree (profesijos bakalauro laipsnis) at ISCED level 5B lasting 3 years.
Nizozemska: preglednica se nanaša na delavce v igralnih skupinah; ti so lahko prav tako zaposleni v centrih za dnevno varstvo; pomagajo lahko tudi pomočniki in prostovoljci, njihova poklicna izobrazba pa ni določena;
Austria: ‘Pedagogues’ that work in day nurseries as well as kindergartens.
Avstrija: »pedagogi«, ki delajo v jaslih in vrtcih;
Portugal: The Figure shows the initial training of early childhood educators (not education assistants).
Portugalska: v preglednici je prikazano izobraževanje za vzgojitelje predšolske vzgoje (ne pa za pomočnike vzgojiteljev);
Romania: Staff working in settings for under-3s is largely nurses with medical qualifications.
Romunija: v institucijah za otroke, mlajše od 3 let, so v glavnem zaposlene medicinske sestre.
Slovenia: ISCED level 5B lasted two years before 1994. From 7 116 educators working in ECEC, 3 509 are preschool teachers and 3 607 are preschool teachers’ assistants.
Slovenija: pred letom 1994 je bilo v veljavi dveletno izobraževanje na ravni ISCED 5B; od 7 116 pedagoških delavcev, ki delajo v predšolski vzgoji in varstvu, je 3 509 vzgojiteljev predšolske vzgoje in 3 607 pomočnikov vzgojiteljev; med pomočniki ima 60,3 odstotka srednješolsko izobrazbo na ravni ISCED 3A, 10,4 odstotka višjo strokovno izobrazbo, 7,2 odstotka nima ustreznih kvalikacij;
Among the teaching assistants, 60.3 % have upper secondary education at ISCED level 3A, 10.4 % have higher level qualifications and 7.2 % are considered under-qualified. Finland: In unitary settings which provide for children aged 1 to 56 years, basic training is either a bachelor's degree in social services with a specialisation in ECEC and social education or a bachelor’s degree in education with the option of a master’s degree (additional 2 years).
Finska: v institucijah z enotno vzgojo in varstvom za otroke od rojstva do 5 let morajo imeti strokovni delavci diplomo (bachelor's degree) iz socialnega varstva in opravljeno specializacijo iz predšolske in socialne vzgoje ali diplomo (bachelor's degree) iz predšolske vzgoje z možnostjo za nadaljevanje študija na podiplomski ravni – master's degree (dodatni 2 leti).
Sweden: As well as teachers and educators, there are assistants qualified to ISCED level 3.
Švedska: tako kot učitelji in vzgojitelji imajo tudi pomočniki izobrazbo na ravni ISCED 3;
Usually training lasts 2 years at ISCED 3 level. Liechtenstein: In Kindertagesstätten, 50 % of staff are teachers, social-pedagogical professionals and nursery nurses (Fachperson Betreuung).
Lihtenštajn: polovica osebja v kindertagesstätten so učitelji, socialni pedagogi in pediatrične sestre (Fachperson Betreuung); v preglednici je prikazano le izobraževanje za omenjeno osebje; drugi zaposleni so pomočniki in študentje na praksi, vendar njihova izobrazba ni določena;
Norway: Assistants also work in the sector but their level of training varies (ISCED 1-3).
Norveška: zaposleni so tudi pomočniki, vendar je raven njihove izobrazbe različna (ISCED 1–3).
When determining the proportion of professional training in the full period of initial vocational education/training, only the compulsory minimum curriculum for all prospective staff (teachers, educators, nursery nurses, etc.) is taken into account.
Pri določanju deleža strokovnega oziroma poklicnega usposabljanja v celotnem začetnem izobraževanju in usposabljanju se za vse strokovne delavce (vzgojitelje, učitelje, pediatrične medicinske sestre in podobno) upošteva le obvezni minimalni kurikulum.
Within this compulsory minimum curriculum, a distinction is drawn between general and professional/vocational training.
V njem je prikazano razmerje med splošnim in strokovnim/poklicnim usposabljanjem.
General education: The aim of these general courses is to provide prospective staff with a deeper knowledge of one or more subjects, as well as a good level of general knowledge and culture.
Splošno izobraževanje: splošni del programa prihodnjim strokovnim delavcem omogoča, da si pridobijo poglobljeno znanje iz enega ali več predmetov ter dobro splošno znanje in vpogled v kulturo.
Professional/vocational theory: This training provides prospective education/care staff with theoretical insight into their future profession.
Strokovna in poklicna teorija: strokovnim delavcem zagotavlja strokovno-teoretično znanje za vpogled v njihov poklic.
It usually includes courses in psychology and teaching methodology.
Ta del programa navadno vsebuje psihologijo in metodologijo poučevanja.
Work placements refer to on-site placements that are supervised by the staff in charge of the setting concerned, with periodic assessment by the appropriate staff at the training institution.
Praktično izobraževanje je del izobraževanja, ki poteka v delovnem okolju (work placement), nadzira ga za to pooblaščeno osebje, občasno pa ga ocenjujejo za to pristojni v izobraževalni instituciji.
Training for management staff, medical staff and assistants or auxiliaries is not included in the table but is explained where appropriate in the individual country notes.
Usposabljanje za vodstveno in medicinsko osebje ter za pomočnike in drugo pomožno osebje v preglednici ni prikazano, po potrebi pa je za posamezno državo pojasnjeno v opombah.