natgillin/translations-raw huggingface dataset:
More precisely, in these countries, a single structure for all preschool children exists which means that there is only one management team for children of all ages in each setting and, moreover, the adults responsible for educational activities have the same qualifications and salary scales whatever the age of the children they look after.
Natančneje, v teh državah je ureditev za vse predšolske otroke enotna, kar pomeni, da imajo institucije le eno upravo za otroke vseh starosti in še več, odrasli, pristojni za vzgojne dejavnosti imajo enake kvalikacije ter spadajo v isti plačni razred ne glede na to, s katerimi otroki delajo.
In some countries, preprimary preparatory settings for 5/6 year-olds are separate from the main structure.
V nekaterih državah so ločeni le programi priprave na šolo za 5- ali 6-letne otroke.
To complete the picture, in Denmark, Greece, Spain, Cyprus and Lithuania unitary settings can be found alongside separate settings.
Za celovito sliko povejmo še, da lahko na Danskem, v Grčiji, Španiji, na Cipru in v Litvi najdemo enovita in ločena okolja.
It is progressively implemented in the United Kingdom (England).
Enotne institucije postopno uvajajo v Španiji in Združenem kraljestvu (Anglija).
Does this signal an expansion of the unitary system?
Ali to nakazuje razširitev enovitega sistema?
Only time will tell.
Le čas bo pokazal.
Countries which have adopted the unitary model have, in some form or another, recognised that all children have the right to a place in an educational setting.
Države, ki so uvedle enoviti model, so priznale, da imajo tako ali drugače vsi otroci pravico do mesta v vzgojnem okolju.
This is clearly the case in Finland, Sweden, Slovenia and Norway.
To velja za Finsko, Švedsko, Slovenijo in Norveško.
In Finland, this right begins at the end of maternity or parental leave. In
Na Finskem se ta pravica začne po koncu porodniškega ali starševskega dopusta.
Sweden, municipalities are expected to provide a place for all children from their first birthday.
Na Švedskem morajo občine zagotoviti mesto za vse otroke po njihovem prvem rojstnem dnevu.
The Norwegian government aims to provide a guaranteed place in a ECEC setting to all children between 0 and 5 years since 2006.
Norveška si je zadala cilj, da bo do leta 2009 vsem otrokom do 5. leta zagotovila mesto v igralni skupini.
Similarly, Lithuania, Latvia and Slovenia guarantee provision for all children from the age of 1.
Podobno tudi Litva, Latvija in Slovenija zagotavljajo mesta za vse otroke od 1 leta naprej.
In short, it would seem that the unitary model gives rise to guaranteed access to education/care services.
Na kratko, zdi se, da bi enoviti model zagotovil dostop do vzgojnih in varstvenih storitev za vse otroke.
It must also be noted that in most of the countries which have adopted this model, the opening hours are generally extended to meet the flexible working hours of parents.
Omeniti je treba še, da je v večini držav, ki imajo ta model, odpiralni čas prilagojen različnemu delovnemu času staršev.
The unitary system of education for young children also extends to the curriculum in these countries.
Enoviti sistem vzgoje za majhne otroke vpliva tudi na kurikulum.
Nordic countries have developed policies for the curriculum, its content and teaching methods which cover the whole ECEC age group.
Skandinavske države so razvile politiko za oblikovanje kurikuluma, njegove vsebine in vzgojne metode, ki zajema celotno starostno skupino.
Such an approach means that these countries accord the same importance to education, socialisation and care throughout the entire period of the unitary system.
To pomeni, da te države namenjajo enak pomen vzgoji, socializaciji in varstvu skozi celotno obdobje.
The United Kingdom (England) has also started the introduction of a single quality framework for early learning and childcare from birth to age five, thus ending the distinction between education and care and between birth-to-three and three-to-five provision.
V Združenem kraljestvu (Anglija) so prav tako začeli uvajati enotna merila za zagotavljanje kakovosti v predšolski vzgoji in varstvu od rojstva do 5. ali 6. leta ter s tem prenehali ločevati med vzgojo in varstvom otrok dveh starostnih skupin.
Which approaches to education should be taken with young children?
Kakšen način dela izbrati za vzgojo majhnih otrok?
It is therefore logical to use this template to analyse the various educational programmes established in different countries.
Predšolska vzgoja in varstvo sta bili v središču razprav vsaj polovico dvajsetega stoletja.
Two teaching models based upon those established by the research world have been identified in the comparison of programmes in Chapter 4.
Pogled na vzgojo »usmerjeno na otroka« (zdaj ga imenujemo socialno-konstruktivistični) se je pogosto zoperstavljal »transmisijskemu«.
Interactions between peers and cooperative work are favoured and symbolic or pretend play is considered equally important as cultural learning.
Zato je za analizo različnih vzgojnih programov v različnih državah smiselno uporabiti omenjena modela.
Educators are seen as the means to guide and support children in their social and intellectual growth.
Oba sta bila na podlagi raziskav, ki so med seboj primerjale različne vzgojne programe, identicirana v 4. poglavju.
Figure 4.4a demonstrates the overall supremacy of model A over model B. With respect to provision for 3 to 6 year olds, where a national curriculum is in place, model A predominates everywhere except in Italy.
Za model A je značilna vzgoja, ki v središče postavlja razvoj celovite otrokove osebnosti, in sicer s spodbuja-
Studies by Marcon (1999, 2000) revealed a complex pattern of results: the positive effects of one or another approach fluctuated according to the level of education during which the measures were implemented (Chapter 1).
Predšolska vzgojain varstvo v Evropi: odpravljanjesocialneinkulturne neenakosti da se spodbuja njihov kognitivni razvoj in učenje (bralna in matematična pismenost, naravoslovje).
In drawing this conclusion Leseman relies on the study by Stipek et al. (1998).
Vzgojitelji so vodniki in opora otrokom pri njihovem socialnem in intelektualnem razvoju.
Moreover, no negative effects were detected on the socioemotional level.
V modelu B zgodnje učenje temelji na teorijah o vzgoji, po katerih je učitelj posrednik znanja in spretnosti.
This combination of a developmental approach (model A) and structured activities focussed on basic skills (model B) can be explained in another way.
Povzetekinsklepne ugotovitve na, da bi karkoli poučevali. Takšne so resnične življenjske okoliščine.
It has become current, in cognitive psychology, to distinguish between two forms of learning: one is indirect or incidental and the other direct.
V nasprotju s tem je namen poučevanja neposredno učenje, zato pa je potreben bolj ali manj tog način dela, s katerim uresničimo zadani cilj.
The first one occurs in situations where the child interacts with others or acts jointly with others (Bruner’s concept of joint activity).
Otroci se naučijo jezika s posrednim učenjem, vendar se ob tem razvije tudi postopek, ki vključuje operativne zmožnosti in metakognitivne sposobnosti.
In such situations, the people involved have a common focus of attention but there is no deliberate intention to teach anything in particular.
Med operativne zmožnosti spada nadzorovanje trenutnih vzgibov, opuščanje neuporabnih idej in načrtovanje.
These are real-life situations. In contrast, direct learning is driven by an intention to teach and therefore entail a more or less rigid structure in order reach the intended objectives.
Metakognitivne sposobnosti omogočajo zavedanje o lastnih spoznanjih: otroka ne vodijo le v premislek o razumnem delovanju, ampak mu omogočajo tudi, da odkrije in si zapomni, kako kaj narediti v prihodnje, kako se naučiti snov in podobno.
It is through indirect learning that children learn to speak, but a procedural system also develops here which includes executive functions and metacognitive abilities.
Operativne zmožnosti in metakognitivne sposobnosti so pomembne za neposredno akademsko (teoretično) učenje.
Executive functions as well as metacognitive abilities are necessary for academic learning which is processed in a direct way.
Postavimo hipotezo, da model A spodbuja razvoj operativnih zmožnosti in metakognitivnih sposobnosti, nujnih za akademsko učenje.
The hypothesis could be made that model A promotes the development of the executive functions and metacognitive capacities necessary for academic learning which, in turn, require a degree of structure as well as the repetitions necessary to build the automatic reflexes indispensable for reading, writing and maths.
To, po drugi strani, zahteva določeno sistematičnost in ponavljanje; oboje je nujno za razvoj avtomatičnih reeksov, nepogrešljivih za branje, pisanje in matematiko.
Ultimately, it would appear that there is an urgent need to leave behind the continuing but sterile debate on the validity of the two educational models; the main priority is to combine them to achieve the best results for children.
Skrajni čas je, da se opusti še vedno živa, a sterilna razprava o pravilnosti enega ali drugega vzgojnega modela; najpomembnejša je njuna združitev; za dobro otrok bo najuspešnejša.
Reducing the gap in educational outcomes resulting from socioeconomic inequalities through highquality ECEC and support for parents
S širjenjem predšolske vzgoje in varstva ter pomočjo staršem zmanjšati vrzeli v znanju zaradi socialne in ekonomske neenakosti
Children from lowincome families, ethnic minorities, immigrant families and single-parent families perform less well at school and, as a result, see their chances of successful careers jeopardised.
Otroci iz družin z nizkimi dohodki, etničnih manjšin, enostarševskih in priseljenskih družin v šoli niso zelo uspešni, zato je v nevarnosti njihova poklicna pot v prihodnosti.
In order to achieve equity, but also for social and economic reasons (Heckman, 2006 cited by Leseman in Chapter 1), it is important to reduce the gap in outcomes and, from this perspective, the development of highquality education and care services for young children seems to provide a promising route.
Za izenačenje možnosti – tudi iz socialnih in ekonomskih razlogov (Heckman 2006 v Lesman, 1. poglavje) – je pomembno zmanjšati vrzeli v znanju. Razvoj kakovostne vzgoje in varstva za majhne otroke se kaže kot obetavna pot.
Logically, it is legitimate and from a scientific point of view it is essential to ask questions how to reduce the gap in educational outcomes that result from socioeconomic inequalities.
Upravičeno in iz znanstvenega stališča bistveno je vprašanje, kako zmanjšati vrzeli v znanju, ki izvirajo iz socialnih in ekonomskih neenakosti.
This is exactly what Leseman does in Chapter 1.
Prav to naredi Leseman v 1. poglavju.
His detailed review of the literature reminds us of the negative impact that a range of socioeconomic factors can have on children’s psychological development and chances of success at school.
S podrobnim pregledom literature nas opozori, kako lahko vrsta dejavnikov negativno vpliva na otrokov psihični razvoj in njegovo uspešnost v šoli.
These include: poverty; belonging to disadvantaged social classes; functional illiteracy and low levels of educational attainment of parents; un-skilled, low-paid work; and religious traditions associated with a cultural life where literacy is not highly regarded.
Ti dejavniki so: revščina; pripadnost prikrajšanemu socialnemu razredu; funkcionalna nepismenost in nizka izobrazba staršev; nekvalicirano, slabo plačano delo in verske tradicije, povezane s kulturnim življenjem, v katerem pismenost ni cenjena.
These factors are probably inter-related.
Ti dejavniki so verjetno medsebojno povezani.
Illiteracy usually accompanies a low level of educational attainment and a lifestyle where literacy has little importance.
Nepismenost ponavadi spremlja nizka izobrazba in življenjski slog, kjer pismenost nima velikega pomena.
A low level of education generally correlates to lowincome.
Nizka izobrazba je ponavadi še v korelaciji z nizkim dohodkom.
According to the calculations produced for this study, (Chapter 2), 17.2 % of European households with one child under the age of 6 are living below the poverty line.
Tudi Leseman toži nad omenjenim pojavom, ko trdi: »Toda številne študije razkrivajo, da družine z nižjimi dohodki in etnične manjšine izbirajo varstvo slabše kakovosti« (str. 22).
Looking at the wider picture, in all European countries, apart from Sweden and Norway, 10 % of households with a young child under the age of 6 are living below the poverty line.
Če pogledamo širše, v vseh evropskih državah, razen na Švedskem in Norveškem, živi pod pragom revščine 10 odstotkov gospodinjstev z otrokom, mlajšim od 6 let.
This indicator is particularly important as, according to the most relevant research, the poverty factor overrides all other risk factors.
Ta kazalnik je zelo pomemben, saj raziskave kažejo, da revščina prevlada nad vsemi preostalimi dejavniki tveganja.
This conclusion was affirmed already in 1974 by Bronfenbrenner in a report written for the United States Office of Child Development and entitled Is Early Intervention Effective?
Bronfenbrenner je tak sklep potrdil že v poročilu iz leta 1974 z naslovom Ali je zgodnja intervencija učinkovita? (Is Early Intervention Eective?), ki ga je pripravil za Ameriški urad za otroški razvoj.
More precisely, on the basis of research evidence, he explained that in a situation of poverty, the energy of parents is completely devoted to finding the means to survive and this inevitably has repercussions on children’s education.
Natančneje, na osnovi raziskovalnih rezultatov je razložil, da starši zaradi revščine vso svojo energijo posvetijo iskanju sredstev za preživetje, kar neizogibno vpliva na vzgojo otroka.
As also Leseman highlights in his review of literature (Chapter 1):
S tem soglaša tudi Leseman v pregledu literature (1. poglavje):
‘Parenting requires a strong childcentred motivation, often at the expense of parents’ own concerns.
»Starševstvo zahteva osredinjenost na otrokove potrebe in pogosto zanemarjanje svojih.
However, an increased number of risks that cannot be dealt with effectively cause chronic stress among parents (also referred to as ‘allostatic load’).
Toda čedalje večje število tveganj, s katerimi se starši ne znajo učinkovito spopasti, povzroča kronični stres (imenovan tudi »alostatična preobremenjenost«).
This leads to a shift in the balance between childcentred and self-centred goals, influencing subsequent child rearing negatively’.
To vodi v spremembo razmerja med otrokovimi in lastnimi potrebami, kar posledično negativno vpliva na vzgojo otroka.«
This chronic stress may also explain, at least partially, the relative ineffectiveness of home-based pre-
Kronični stres lahko prav tako vsaj delno razloži relativno neučinkovitost neinstitucionalnih predšolskih pro-
The meta analysis by Blok, Fukkink, Gebhardt & Leseman (2005) which compares these programmes with the combined centre-based/parental support programmes demonstrates the superiority of the combined formula. On balance, research in the field delivers a clear message.
Metaanaliza, v kateri so Blok, Fukkink, Gebhardt in Leseman (2005) primerjali omenjene programe s kombiniranimi institucionalnimi in starševsko usmerjenimi programi pomoči, je pokazala prevlado kombiniranega programa.
There should be no conflict between providing support for parents and centrebased preschool education.
Raziskave s tega področja imajo jasno sporočilo. Med institucionalno predšolsko vzgojo in pomočjo staršem ne sme biti nasprotja.
For children of families with difficulties, the most effective programme is one which combines highquality education/care settings with support for parents.
Za otroke iz družin s težavami so najučinkovitejši programi, ki kombinirajo zelo kakovostna vzgojno-varstvena okolja s pomočjo staršem.
Review of the literature clearly shows that the most effective intervention programmes ‘involve intensive, early starting, childfocused, centrebased education together with strong parent involvement, parent education, programmed educational home activities and measures
Pregled literature jasno kaže, da najučinkovitejši intervencijski programi vključujejo intenzivno, zgodnjo, na otroka usmerjeno institucionalno vzgojo v vrtcu skupaj z intenzivnim sodelovanjem in izobraževanjem staršev, načrtovanimi domačimi dejavnostmi in ukrepi za pomoč družini.20
8 of family support’ ().
Tak je npr. namen »skupnih srečanj s starši«.
There are many authors who underline the importance of involving parents in the process to maintain the effects of education in ECEC settings.
Pomena teh dejavnosti (zlasti, kar zadeva higieno in zdravstvena vprašanja, kakor je to praksa na Češkem), ni mogoče zanikati, vendar je treba hkrati priznati, da starši redko sodelujejo pri vzgojnovarstvenih dejavnostih v vrtcu.
However, national policies often pay only lip service to such principles.
To je razvidno iz 4. razdelka v 4. poglavju.
Furthermore, in a majority of countries, partnerships with families are limited to providing information and advice.
Kljub temu lahko opazimo nekatere znake ozaveščenosti in postopne spremembe.
In particular, this is the aim in parents’ meetings.
Vsake toliko časa se pojavijo nove pobude.
Without denying the relevance of such activities (especially with respect to health and hygiene matters as practised in the Czech Republic), it must be recognised that parents are rarely involved in the care and education provided by settings as shown by the overview in section 4 of Chapter 4.
V nekaterih državah (predvsem v Bolgariji, francoski skupnosti v Belgiji, na Danskem, v Španiji, Italiji, Latviji, na Portugalskem in Norveškem) so v vzgojnovarstvenih institucijah oblikovali posvetovalne odbore ali podobna telesa. V Franciji mora vsaka predšolska institucija napraviti razvojni načrt ali načrt storitev, v katerem zariše vlogo in sodelovanje družin.
However, there are some signs of an increased awareness and gradual change.
Na Portugalskem starši sodelujejo tako, da pridejo v vrtec, kjer se pogovarjajo o svojih izkušnjah, pripovedujejo zgodbe in podobno.
On the one hand, specialist services are available to families at risk in several countries, even if the ways in which families can call upon these
Tudi program Reading on the Move, ki se je začel leta 2008, naj bi izboljšal sodelovanje s starši.
Summary and Conclusions
Povzetekinsklepne ugotovitve
9 services and use them remains a little vague (). On the other hand, official reports (notably in Austria) have assessed the situation in a very objective way and recognise the need for innovation in this area.
V nacionalnih prispevkih Združenega kraljestva in Finske je prikazano partnerstvo med zaposlenimi v predšolski vzgoji in varstvu ter starši; opisani sta tudi vlogi vsake strani.
Here and there, new initiatives are being launched. In some countries (notably Bulgaria, French Community of Belgium, Denmark, Spain, Italy, Latvia, Portugal and Norway), they take the form of consultative committees or other bodies linked to education/care settings.
V Združenem kraljestvu (v Angliji in Walesu) Childcare Act iz leta 2006 zahteva, da starši sodelujejo pri načrtovanju, razvoju in zagotavljanju storitev.
In France, each day nursery must draw up a development plan or specific service plan which outlines the role of families and how they participate.
Tudi na Škotskem morajo vzgojna okolja vzpostaviti učinkovito partnerstvo in redno komunikacijo s starši.22
In the United Kingdom (England and Wales), the Childcare Act 2006 requires that parents are to be involved in the planning, development and provision of services.
Na Finskem so strokovni delavci po zakonu dolžni pomagati pri vzgoji v družini in sodelovati s starši, tako da ugotovijo, kakšne so specične potrebe vsake družine.
In Scotland, it is also expected that care services establish
Vzgojitelji skupaj s starši zgodaj odkrijejo potrebe in probleme vsakega otroka ter pripravijo njihovim potrebam prilagojeno vzgojo.23
10 effective partnerships and regular communication with parents ().
Brez dvoma partnerski način dela naznanjajo tudi mreže za zagotavljanje pomoči za družine.
In Finland, it is a statutory duty for early childhood professionals to support education within families and to cooperate with parents.
Tak način dela so ubrale nekatere države, kot so Estonija in zlasti Irska, kjer mreža zajema različne storitve za majhne otroke.
The intention is that the specific needs of each family are taken into account and, in partnership with parents, the needs and problems of each child are identified as early as possible so that the most
Ti primeri kažejo povečano skrb posameznih držav za celovito pomoč staršem in otrokom.
11 appropriate provision can be made ().
Tudi prispevek Schweinharta in Weikarta (1985, 1993 in 1997) o dolgoročnih pozitivnih učinkih prepletanja predšolske vzgoje in varstva v vrtcih s pomočjo staršem je nadvse zanimiv.
No doubt these ways of working foreshadow a networking approach to the provision of support for families.
Poročala sta, da so otroci, pripadniki etničnih manjšin, v šoli uspešnejši, če so bili pred tem v predšolski vzgoji; žal, učinki takšnih kompenzacijskih vplivov na IQ hitro zbledijo.
This kind of approach is outlined by several countries, Estonia and Ireland in particular, where cooperative networks between the various services which deal with young children are in place.
Kljub temu sta raziskovalca oblikovala hipotezo, da ima tudi časovno omejeno izboljšanje kognitivnih sposobnosti učencev pozitivne socialne učinke in nedvomno vpliva na njihov uspeh v šoli.
Such examples illustrate the increasing concern shown in some countries for an integrated approach to parent support and, consequently, to young children.
Prikrajšani otroci, ki so obiskovali predšolski program, imajo ob vstopu v primarno šolo boljši odnos do nje.
It is interesting to note that, in England, parents take a major role in the local Sure Start programmes.
Tak odnos naredi vtis na njihove učitelje, zato v primerjavi s prikrajšanimi sovrstniki, ki niso bili v predšolski vzgoji, od njih več pričakujejo.
Partnerships consist of 50 % parents and 50 % community members.
Ker se otroci pričakovanj odraslih zavedajo, se bolj trudijo.
The experimental nature of this programme will probably impact on wider policies which will be launched in the future.
Na kratko, otroci, pripadniki etničnih manjšin, ki začnejo primarno šolo z višjimi kognitivnimi sposobnostmi, bodo s sodelovanjem v razredu spodbujali pozitivna pričakovanja učiteljev.
Preprimary teachers in Hungary are also responsible for collecting information on children through interviews with families and must provide development reports for individual children.
Zavedali se bodo, da imajo učitelji o njih pozitivno mnenje, zato se bodo lepše vedli, tudi njihov odnos do šole bo pozitivno naravnan.
Early Childhood Education and Carein Europe: Tackling Social and Cultural Inequalities
Pozitivna podoba, ki jo imajo o teh učencih učitelji, bo vplivala še na pričakovanja staršev.
Ultimately it would seem logical to conclude that the education of young children engenders long term effects.
Iz navedenega sledi logičen sklep, da vzgoja majhnih otrok prinaša dolgoročne učinke.
It directly influences children’s cognitive abilities and motivation and influences, in a direct or indirect way, family attitudes towards education.
Neposredno vpliva na otrokove kognitivne sposobnosti, motivacijo in neposredno ali posredno vpliva na odnos staršev do vzgoje.
Lastly, in a clearly indirect way, it also influences the quality of the interactions which will benefit children throughout primary and secondary education.
Posredno pa vpliva tudi na kakovost interakcij, ki bodo otrokom pomagale v osnovni in srednji šoli.
The ‘winning formula’ consists in combining care and education of the young child in a formal setting with support for parents.
»Zmagovalna formula« je kombinacija institucionalne predšolske vzgoje in varstva ter programov pomoči staršem.