https://doi.org/10.59132/vviz/2020/1/105-119
Abstract
The preschool is challenged by the fact that organizational measures taken to reduce differences in dominance between different groups require guarantees against the arbitrary exercise of power by the leaders. Preschool workforce consists of teachers, educated pedagogical leaders of departments or groups of children, and assistants with no specific training requirements in the legislation. However, many assistants have completed a vocational training program in high school, but they have no leading positions. Head teachers or managers are responsible for the preschool as a whole and are often recruited from the pedagogical leaders level. This paper presents a longitudinal study of adults’ views on play and learning in preschool. The study is part of a comprehensive development project, its overall goal being to achieve a common understanding among preschool staff about the importance of play as a fundamental factor in children’s learning. Data was collected in the form of recurring letter-writing over a five-year period. In their letters, all employees had the opportunity to express their opinions regardless of education and formal position. The result of the study shows significant differences in the view on the importance of play between pedagogical leaders and assistants. In order to explain what happened during the development project and to achieve a deeper understanding of effects of different approaches in daily work, I turned to Max Weber and his typology of legitimate domination in an organization.
Povzetek
Max Weber o različnih vrstah zakonite prevlade: študija na temo mnenja odraslih o igri in učenju v predšolskem obdobju
V predšolskem obdobju so prisotni organizacijski ukrepi za zmanjšanje razlik med različnimi skupinami. Na področju predšolske vzgoje delujejo učitelji, izobraženi pedagoški vodje oddelkov ali skupin otrok in pomočniki, za katere v zakonodaji ni posebnih zahtev glede usposabljanja. Mnogo pomočnikov je sicer končalo program poklicnega usposabljanja v srednji šoli, a kljub temu ne zasedajo vodilnih položajev. Učitelji ali vodje so odgovorni za predšolsko vzgojo v celoti in pogosto prihajajo iz vrst pedagoških vodij. V tem prispevku je predstavljena raziskava pogledov odraslih na igro in učenje v predšolskem obdobju. Študija je del celovitega razvojnega projekta, njen glavni cilj pa je doseči soglasje zaposlenih v predšolski vzgoji na področju pomena igre kot temeljnega dejavnika pri učenju. Podatki so zbrani v obliki pisanja pisem skozi celotno obdobje petih let. V pismih so imeli vsi zaposleni – ne glede na izobrazbo in formalni položaj – možnost izraziti svoje mnenje. Rezultat študije opozarja na bistvene razlike v pogledih pedagoških vodij in asistentov. V pomoč pri pojasnjevanju dogajanja med razvojnim projektom, in za dosego boljšega razumevanje učinkov različnih pristopov v vsakodnevnem delu je tu delo Maxa Weberja in njegova tipologija zakonite prevlade v organizaciji.