https://doi.org/10.59132/geo/2025/1/51-56
Izvleček
V prispevku je predstavljena raziskava o prepoznavnosti geografije med vzgojitelji predšolskih otrok. V raziskavi, opravljeni v okviru študijskih obveznosti na magistrskem študijskem programu, je bilo intervjuvanih 12 vzgojiteljic, ki so odgovarjale na vprašanja o tem, kateri od ciljev s področja družba iz Kurikuluma za vrtce so povezani z geografijo in s katerimi dejavnostmi jih uresničujejo. Za številne cilje, ki niso ali pa so zelo malo povezani z geografijo, so intervjuvanke navedle, da so povezani z geografijo, niso pa vse prepoznale dveh od 19 ciljev, ki sta edina res tesno povezana z geografijo. Pri navajanju konkretnih dejavnosti, s katerimi izvajajo cilje, so pogosteje navedle take, ki so dejansko vsaj delno geografske, kar kaže, da je na konkretni izvedbeni ravni geografija pri njih bolje prepoznana kot na ravni razumevanja kurikularnih ciljev.
Abstract
How Preschool Teachers Grasp Geography
This paper explores preschool teachers’ perceptions of geography based on a study conducted as part of the requirements for a Master’s degree program. Twelve preschool teachers were interviewed regarding the geography-related social objectives outlined in the Kindergarten Curriculum and the activities they implement to achieve these goals. The respondents identified several curriculum objectives as geographyrelated, although some held little or no clear geographic relevance. However, when discussing teaching and learning activities, the teachers were more likely to describe practices with at least partial geographic content. These findings suggest that geography is more consistently recognised and applied in the practical execution of teaching activities than in the teachers’ conceptual understanding of the curriculum’s goals.