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Vzgoja je zapleten proces, v katerem se med vzgojiteljem in vzgajancem vzpostavi transfer, ki je oblika navezanosti, preko katere vzgojitelj vzpostavi avtoriteto in s tem tudi možnost vzgojnega vplivanja na vzgajanca (Kroflič, 1997). Diplomsko delo obravnava vzgojno ukrepanje v javnem, montessori in waldorfskem vrtcu. Raziskala sem, katera vzgojna ukrepanja so značilna in najpogostejša v posameznem vzgojnem konceptu, kako se izvajanje le-teh razlikuje, v kakšnih situacijah uporabljajo vzgojne ukrepe in kakšni so razlogi za njihovo uporabo. Pri raziskovanju sem uporabila deskriptivno in kavzalno-neeksperimentalno metodo raziskovanja. V empirični del sem vključila šest vzgojiteljev, ki so zaposleni v javnem, montessori ali waldorfskem vrtcu. Ugotovila sem, da od permisivnih vzgojnih ukrepov v vseh konceptih uporabljajo le pohvalo, ki spada tudi med najpogosteje uporabljeni vzgojni ukrep. Večje razlike lahko opazimo pri uporabi in izvajanju represivnih vzgojnih ukrepov. Education is a complex process in which a transfer is established between the educator and the educated, which is a form of attachment through which the educator establishes authority and thus the possibility of educational influence on the educated (Kroflič, 1997). The thesis deals with educational interventions in public, Montessori and Waldorf kindergartens. I will explore which educational actions are typical and most common in each educational concept, how their implementation differs, in which situations they are used and what are the reasons for their use. I used descriptive and non-experimental research methods. For the empirical part, I included six kindergarten teachers working in a public or Montessori or Waldorf kindergarten. I have found that in all concepts of the permissive educational interventions only praise is used, which is also one of the most frequently used educational intervation. Greater differences can be observed in the use and implementation of repressive educational intervetions. |
