Povzetek
Predstavljeno je delo razvojnega tima Vrtca Litija v času vključitve v program Mreže učečih se šol in vrtcev v letih od 2021 do 2023 (v nadaljevanju Mreže) na temo celostnega pristopa k dobremu počutju na delovnem mestu. Predstavljena so izhodišča, znotraj katerih ravnateljica z ožjimi sodelavkami z različnimi metodami in oblikami dela ponuja različne vsebine za razvoj organizacijske kulture, kjer imata dobro počutje in dobra klima v kolektivu velik pomen. Opisan je postopek izbire področja izboljšave v Mrežah, sledi krajša analiza vprašalnika o dobrem počutju, ki so ga izpolnili strokovni delavci. V prispevku lahko preberemo samoreflektivna vprašanja o različnih dimenzijah dobrega počutja, in sicer z namenom ozaveščanja vpliva in odgovornosti vsakega posameznika. Celostni pristop k dobremu počutju je opisan z raznovrstnimi aktivnostmi, različnimi metodami in oblikami dela, dodane so tudi refleksije vzgojiteljev. Delo na področju dobrega počutja se v vrtcu nadaljuje in poglablja s projektom Erasmus+, na kratko so opisani cilji projekta. Iz refleksij zaposlenih so razvidne predstavljene vsebine, tehnike in oblike dela. Predstavljeno je mreženje z Vrtcem Urša Domžale in opisan prenos konkretnega primera dobre prakse iz vrtca v vrtec.
Abstract
How and to what extent management can influence well-being at work, a Litija Kindergarten case study
The paper highlights the efforts of the Litija Kindergarten’s development team, particularly during its participation in the Learning Schools and Kindergartens Network Programme 2021-2023 (hereafter referred to as the Network), focusing on a holistic approach to well-being at work. It outlines a framework where the principal and their immediate colleagues, through various methods and forms of work, provide diverse content to cultivate an organisational culture that prioritizes well-being and a positive team climate. The process of selecting areas for improvement within the Network is detailed, along with a brief analysis of the well-being survey completed by the teaching staff. The paper includes self- -reflective questions across different dimensions of well-being, aiming to raise awareness of each individual’s impact and responsibility. The holistic approach to well-being is described through various activities, methods, and forms of work, supplemented by reflections from the teachers. The Erasmus+ project, a significant part of the kindergarten’s well-being initiatives, and its objectives are also briefly described. The content, techniques, and methods presented are illustrated through the staff’s reflections. Additionally, the networking with Urša Kindergarten from Domžale is introduced, along with a description of the transfer of a concrete example of good practice between kindergartens.