https://doi.org/10.59132/viz/2026/1/51-53
Izvleček
Načrtovanje na podlagi dokumenta Kurikulum za vrtce (2025) pomeni oblikovanje izvedbenega kurikuluma, ki nastaja s prepletanjem načrtovanja, interakcij med vsemi deležniki ter refleksije in evalvacije celotnega dogajanja ter procesov v oddelku. Kurikulum strokovne delavce usmerja, kako naj otrokom posredujejo določene vsebine z različnih področij dejavnosti, spodbuja jih k uporabi ustreznih oblik in metod dela, hkrati pa jih zavezuje, da sledijo ciljem in načelom, zapisanim v dokumentu. Pri tem so vzgojitelji strokovno avtonomni, sami izbirajo cilje, vsebine in metode dela ter delo ustrezno individualizirajo in diferencirajo. Načrtovanje vzgojno-izobraževalnega dela predstavlja vzgojitelju oporo pri delu in zagotavlja raznovrstnost in uravnoteženost ponudbe dejavnosti za otroke. Vodi v razmišljanje o lastnem delu in daje možnosti za spremljanje razvoja, učenja in napredka otrok ter lastnega strokovnega dela. Zaradi tega je načrtovanje vzgojno-izobraževalnega dela v vrtcu strokovno odgovorno in avtonomno delo vzgojiteljev.
Abstract
Curriculum: From Theory to Practice
Planning based on the Kindergarten Curriculum (2025) document involves developing an implementation curriculum that integrates planning, collaboration among all stakeholders, reflection, and evaluation of all activities and processes within the department. The curriculum guides professionals in conveying specific content from various subject areas to children. It encourages them to use appropriate methods while pursuing the goals and principles outlined in the document. In doing so, educators maintain professional autonomy, allowing them to set their goals, choose relevant content and suitable methods, while individualising and differentiating their work as necessary. Effective educational planning supports educators and ensures diversity and balance in activities offered to children. It fosters reflection on the educators‘ practices and provides opportunities to monitor their own professional growth, as well as children‘s development, learning, and progress. For these reasons, planning educational work in kindergarten requires both professionalism and autonomy from educators.