2004 - LETNIK 19
POVZETKI ŠTEVILKE 3-4

Dr. Marjan Blažič, Barbara Hvastija

USTVARJALNO PREŽIVLJANJE ČASA V ODDELKIH PODALJŠANEGA BIVANJA

CREATIVELY SPENT TIME IN AFTER SCHOOL CARE

Pregledni znanstveni članek Review
UDK 373.3:37.036 UDC 373.3:37.036
DESKRIPTORJI: učitelj, učenec, ustvarjalnost, pestrost, raznolikost, potrebe, želje, prizadevanje, celostno učenje, igra
DESCRIPTORS: teacher, students, creativity, variety, needs, wishes, endeavour, comprehensive learning, play
POVZETEK - Avtorja predstavljata ustvarjalno preživljanje časa v oddelkih podaljšanega bivanja. Najprej opredelita podaljšano bivanje in utemeljita razloge za začetke uvajanja podaljšanega bivanja v osnovne šole, predstavita splošne cilje, naloge, organizacijske oblike dejavnosti, materialne pogoje podaljšanega bivanja in vlogo učitelja in učenca v podaljšanem bivanju. Čeprav je ustvarjalno preživljanje časa le ena od dejavnosti podaljšanega bivanja, je tudi dejavnost, ki učenca ob učiteljevi strokovni pripravljenosti, natančnem poznavanju in prilagajanju učenčevim interesom in uspešni izvedbi lahko zaposluje celovito. Empirični del obsega predstavitev in analizo rezultatov raziskave, s katero ugotavljata, koliko učitelji podaljšanega bivanja upoštevajo splošne cilje ustvarjalnega preživljanja časa, v kolikšni meri so pri svojem delu raznoliki in inovativni ter v kakšnem obsegu v svoje delo vključujejo interese in potrebe otrok. ABSTRACT - The authors present creatively spent time in after school care. First they define after school care and justify the reasons for implementing it in primary schools, then they present the goals, tasks, organisational forms of the activity, the necessary material conditions and the role of the teacher and the student in this context. Although creative spending of time is just one of the activities in after school classes, it is nevertheless an activity, where the student is in the care of a professionally prepared teacher who is acquainted with the student's interests and adjusts his/her work to them. This, in turn, can lead to successful implementation with the full involvement of the student. The empirical part brings the presentation and the analysis of the research results, on the basis of which the authors were able to establish to what extent the teachers actually apply the general goals of the creatively spent time, how varied and innovative their approach is and how much the children's interests and needs are taken into account.

Mag. Marija Javornik Krečič

PRIPRAVA DIJAKOV NA OBRAVNAVO NOVE UČNE SNOVI IN VLOGA UČITELJA PRI TEM

THE PREPARATION OF STUDENTS TO THE INTRODUCTION OF NEW LEARNING CONTENTS AND THE TEACHER'S ROLE

Pregledni znanstveni članek Review
UDK 373.5 UDC 373.5
DESKRIPTORJI: artikulacija, učne stopnje, učna snov, priprava na obravnavo nove učne snovi, uvodna motivacija
DESCRIPTORS: articulation, learning stages, preparation to the introduction of new learning contents, initial motivation
POVZETEK - Namen prispevka je prikazati, kako učitelji ustvarjajo pogoje za aktivno sodelovanje dijakov pri obravnavi nove učne snovi in kakšna je priprava dijakov samih na obravnavo. V prvem delu so opredeljeni osnovni pojmi in na kratko opisane učne stopnje. V nadaljevanju je prikazan pomen uvodne učne stopnje. V drugem delu so predstavljeni rezultati empirične raziskave, ki ponazarjajo ravnanja učiteljev in dijakov v vzgojno-izobraževalni praksi. ABSTRACT - The purpose of the article is to show how teachers create the conditions for active student participation when presenting new learning contents, and how the students themselves prepare for the lesson. The first part identifies the basic expressions and describes briefly the learning stages. In the continuation, the article elaborates on the importance of the introductory learning stage. The second part brings the results of an empirical research where the responses of teachers and students in educational practice are delved into.

Dr. Tatjana Devjak, dr. Janez Krek

PRISOTNOST IN VREDNOTENJE RAZLIČNOSTI V NEKATERIH UČNIH NAČRTIH IN UČBENIKIH SLOVENSKE DEVETLETNE OSNOVNE ŠOLE

THE PRESENCE AND EVALUATION OF DIFFERENCES IN THE CURRICULA AND TEXTBOOKS OF THE SLOVENE NINE-YEAR PRIMARY SCHOOL

Pregledni znanstveni članek Review
UDK 371.67:342.7 UDC 371.67:342.7
DESKRIPTORJI: učni načrt, učbenik, vrednotenje različnosti, človekove pravice, diskriminacija
DESCRIPTORS: curriculum, textbook, evaluation of differences, human rights, discrimination
POVZETEK - S pomočjo analize učnih načrtov in učbenikov nekaterih predmetov devetletne osnovne šole avtorja prikazujeta, koliko so sestavljavci učnih načrtov in avtorji učbenikov upoštevali pri nastajanju le teh vzgojno-izobraževalni koncept, ki sloni na človekovih pravicah, pluralni demokraciji in strpnosti, ali je v njih prisotna različnost: spolna, rasna, v barvi kože, jezika, v prepričanju, narodnostnem izvoru, socialnem izvoru, pripadnost določeni manjšini v slovenskem prostoru, kot tudi kulturna različnost. Analiza vključuje ugotovitve ali so te razlike, ki so prisotne, negativno vrednotene in ali je v njih prisotnost nekaterih ključnih pojmov, ki vzpostavljajo vednost o negativnem vrednotenju različnosti. Avtorja ugotavljata, da obstajajo nekatere dobre rešitve in usklajenost ciljev glede na naravnanost na t.i. evropsko dimenzijo, tako v posameznih učnih načrtih kot tudi v novejših učbenikih. ABSTRACT - On hand of the analysis of curricula and textbooks of some of the subjects in the nine-year primary school, the authors present the extent of the educational concept included in their design, a concept based on human rights, plural democracy and tolerance. They wish to establish whether the designers of the curricula and the authors of textbooks have taken into account the differences concerning gender, race, colour of skin, language, beliefs, nationality, social status, adherence to a minority within Slovenia, as well as cultural diversity. The analysis tries to establish whether these differences, when present, are negatively valued and whether they include any key concepts that would reveal a negative evaluation of these differences. The authors claim there exist good solutions and a compliance of goals with regard to the orientation towards the so-called European dimension in individual curricula as well as in modern textbooks.

Dr. Metod Černetič, mag. Polona Peček, mag. Tatjana Šček Prebil

ŠOLSKA KULTURA IN VREDNOTE

SCHOOL CULTURE AND VALUES

Pregledni znanstveni članek Review
UDK 371:165 UDC 371:165
DESKRIPTORJI: organizacijska kultura, šolska kultura, klima, vrednote, učenje, znanje, informacijska družba
DESCRIPTORS: organizational culture, school culture, climate, values, learning, knowledge.
POVZETEK - Šole so, tako kot druge organizacije, izpostavljene spremembam, ki jih povzročajo notranji in zunanji dejavniki. S prilagajanjem na spremembe se spreminjajo šole, njihova kultura in vrednote. Informacijska družba, po-industrijska družba ali družba znanja prinaša nove vrednote. Človeka cenimo po njegovih sposobnostih, ustvarjalnosti, izkušnjah in znanju. Zaposleni so za šole potencial, ki ustvarja konkurenčne prednosti, zato jih je potrebno nenehno izobraževati, usposabljati in izpopolnjevati. V procesu spreminjanja se morajo učiti tudi šole, ker ni dovolj, da se v njih učijo samo posamezniki. V uspešni šoli mora vodstvo ustvariti sodelujočo in integrativno učno kulturo. Rezultat sodelovanja bo posameznikov strokovni razvoj, istočasno pa se bo razvijala tudi šola. ABSTRACT - Schools, like other organizations, are exposed to changes caused by internal and external factors. In this process the schools, their culture, and values change as well. The information society, the post-industrial society, or the society of knowledge have brought about new values. The people of today are valued for their capabilities, creativity, experience, and knowledge. For schools, the staff represent a potential which can create competitive advantages, and for this reason they have to be constantly educated, trained, and improved. In the process of changing, it is not enough for individuals in schools to learn - the schools have to learn as well. In a successful school, the management has to create a co-operative and integrative teaching culture, the result of which is the professional development of an individual, and at the same time the development of the school.

Dr. Majda Pšunder, Maja Vezovišek

MEDOSEBNI ODNOSI MED UČITELJI IN UČENCI

INTERPERSONAL RELATIONSHIPS BETWEEN TEACHERS AND STUDENTS

Pregledni znanstveni članek Review
UDK 371.2 UDC 371.2
DESKRIPTORJI: učitelj, učenec, medosebni odnosi, psihodinamične teorije medosebnih odnosov
DESCRIPTORS: teacher, student, interpersonal relationships, psychodynamic theories
POVZETEK - Avtorici v članku razpravljata o teoriji medosebnih odnosov in o medosebnih odnosih med učitelji in učenci. Učitelji se morajo naučiti sprejemati učence z vsemi njihovimi napakami in dobrimi lastnostmi. Samo tako bodo lahko zgradili kvalitetne medosebne odnose z učenci. ABSTRACT - The article presents the theory of interpersonal relationships and the interpersonal relationships between teachers and students. Teachers must learn to accept their students as they are. They have to accept their good as well as their bad sides. Only by accepting this fact can teachers build up a good relationship with their students.

Mag. Jasmina Starc

VODENJE V IZOBRAŽEVANJU

EDUCATIONAL LEADERSHIP

Pregledni znanstveni članek Review
UDK 371.2, 65.012.4 UDC 371.2, 65.012.4
DESKRIPTORJI: vodenje v izobraževanju, učenec, učitelj, izobraževalni proces, delitev vodenja, aktivnost
DESCRIPTORS: educational leadership, student, teacher, educational process, shared leadership, activity
POVZETEK - Avtorica v prispevku poudarja pomen ustrezne izbire načina in stila vodenja v izobraževanju, ki zagotavlja učitelju kvalitetno izvedbo vzgojno-izobraževalnega procesa, učencem pa aktivno sodelovanje pri pridobivanju novih znanj in izkušenj s področij, ki jih šele spoznavajo. Opozarja na to, da vodenja ne smemo pripisati samo učiteljem ampak tudi učencem, ki lahko z lastno aktivnostjo, zanimanjem in željami pomembno vplivajo na potek vzgojno-izobraževalnega procesa v razredu. Pri tem učenci niso le vir dodatnih informacij za učitelje, ampak so aktivno vključeni v raziskovanje in posredovanje pedagoških izkušenj z učitelji. Na ta način lahko učitelji in učenci intelektualno dihajo v učnem odnosu kot uporabniki in kot proizvajalci znanja. ABSTRACT - The article stresses the importance of the right choice of the way and style of educational leadership, which means for the teacher an educational process of high quality on the one hand, and on the other, active participation of the students in the acquisition of new knowledge and experience in the areas they have only just started to learn about. It claims that leadership is not only to be exercised by the teacher but also by the students who can impact the educational process in the classroom through their activity, interests and wishes. They do not only represent a source of additional information for the teachers but are actively involved in research and in the transmission of teaching experiences together with their teachers. This enables the teachers and the students to breathe intellectually in the educational process as beneficiaries as well as producers of knowledge.

Dr. Ivan Gerlič

INFORMACIJSKO-KOMUNIKACIJSKA TEHNOLOGIJA V OSNOVNIH IN SREDNJIH ŠOLAH SLOVENIJE

INFORMATION-COMMUNICATION TECHNOLOGY IN SLOVENE PRIMARY AND SECONDARY SCHOOLS

Referat na znanstvenem posvetovanju Conference paper
UDK 659.21:681.3:373.3/.5 UDC 659.21:681.3:373.3/.5
DESKRIPTORJI: izobraževalni sistem, računalnik v izobraževanju, multimedija, informacijska in komunikacijska tehnologija (IKT), programska oprema, didaktična problematika, raziskava, računalniško-informacijsko opismenjevanje
DESCRIPTORS: educational system, computer in education proces, multimedia, information and communication technology (IKT), software, didactic problems, research, information technology education
POVZETEK - V referatu je predstavljen krajši pregled rezultatov raziskave "Stanje in trendi uporabe računalnikov v slovenskih osnovnih in srednjih šolah", ki jo avtor izvaja vsaki dve leti za potrebe Ministrstva za šolstvo in šport ter nacionalnega projekta Računalniško-informacijsko opismenjevanje (RO). Predstavljen je predvsem povzetek rezultatov didaktične problematike pouka in širše uporabe informacijsko-komunikacijske tehnologije v izobraževanju. ABSTRACT - The article gives a short overview of results of the research "Current situation and trends in using computers in Slovene primary and secondary schools". The author has conducts the research for the needs of Ministry of Education, Science and Sport and national project Information Technology Education (RO) every two years. There is a special emphasis on didactic problems of lessons and widespread use of information-communication technology in education.

Dr. Nikola Mijanović

SAVREMENA OBRAZOVNA TEHNOLOGIJA KAO PRETPOSTAVKA USPJEŠNOG ORGANIZOVANJA DIFERENCIRANE NASTAVE

CONTEMPORARY EDUCATION TECHNOLOGY AS MEANS OF SUCCESSFUL LESSON DIFFERENTIATION

Referat na znanstvenem posvetovanju Conference paper
UDK 371.67/.68 UDC 371.67/.68
DESKRIPTORJI: učenik, diferencirana nastava, nastavnik, obrazovna tehnologija, mediji, programski sadržaji
DESCRIPTORS: student, differential teaching, teacher, educational technology, media, programme's contents
POVZETEK - Autor analizira potrebe i mogućnosti organizovanja diferencirane nastave uz primjenu savremene obrazovne tehnologije. Uvođenje ovog modela u nastavnu praksu motivisano je naučno verifikovanim saznanjem da su učenici istog razreda međusobno različiti po kognitivnim, konativnim, afektivnim, socijalizacijskim i mnogim drugim osobinama. Uvažavajući ove i sve druge posebnosti učenika, koje karakterišu njegovu ličnost, nužno je svakom pojedincu obezbijediti u nastavi optimalne uslove za učenje, napredovanje i razvoj, primjerene njegovim dispozicijama i aspiracijama. ABSTRACT - In this work it is analysed possibilities of differential teaching with using modern educational technology. The need for using this model of teaching in educational practice is motivated by scientific verificated knowledge that students of the same class possess different cognitive, conative, affective, social and many other characteristics. Taking in consideration personal and other individual characteristics of every student, the most important thing is creation of suitable condition for learning, development and progress in relation with possibilities and ambitions of every student.

Dr. Matjaž Duh

MEDIJI PRI SODOBNI LIKOVNI VZGOJI

MEDIA IN MODERN FINE ARTS

Referat na znanstvenem posvetovanju Conference paper
UDK 659.2:372.87 UDC 659.2:372.87
DESKRIPTORJI: likovna vzgoja, multimedij, informacijska tehnologija
DESCRIPTORS: fine arts, multimedia, information technology
POVZETEK - V želji po boljšem in učinkovitejšem vzgojno-izobraževalnem delu je informacijska tehnologija v sodobnem času nepogrešljiva tudi pri likovni vzgoji. Novi kurikulum je področje likovnega vrednotenja v osnovni šoli integriral v ostala likovna področja, kar pomeni, da naj bi se učenci pri vsaki didaktični enoti srečali tudi s kvalitetnimi umetniškimi likovnimi deli. Multimediji pri likovni vzgoji so lahko posredniki vizualnih informacij in estetskih kvalitet likovnega umetniškega dela, ki jih uporabljamo pri urah likovne vzgoje kot motivacijsko sredstvo ali kot objekt likovnega vrednotenja. Informacijske, funkcionalne in tehnično-prezentacijske možnosti sodobnih multimedijskih zgoščenk in svetovnega spleta predstavljajo zakladnico likovne umetnosti, ki je danes dostopna vsakemu učitelju in učencu. ABSTRACT - Information technology is nowadays indispensable also in the teaching of fine arts as we strive for a better and more efficient educational work. The new curriculum integrated the field of fine arts appreciation in the primary school into other fields of art, which leads to the phenomenon that the pupils encounter also quality works of fine art in every didactic unit. Multimedia in the teaching of fine arts functions as a mediator of visual information and aesthetic qualities of a work of art. It is used in fine arts lessons as a means of motivation or as an object of fine arts appreciation. Information, functional and presentational features of contemporary multimedia compact discs and of the Internet offer the wealth of fine art works, which is nowadays accessible to every teacher and every learner.

Dr. Jana Kalin

VLOGA MEDIJEV PRI SODOBNEM POUKU IN PRESOJANJE NJIHOVE UČINKOVITOSTI

THE ROLE OF MEDIA IN MODERN LESSONS AND THE JUDGMENT OF THEIR EFFICIENCY

Referat na znanstvenem posvetovanju Conference paper
UDK 371.68:371.32 UDC 371.68:371.32
DESKRIPTORJI: pouk, vloga učitelja, učni mediji, izbor medijev pri pouku, kriteriji za presojanje učinkovitosti medijev, učni cilji
DESCRIPTORS: lessons, role of a teacher, teaching media, media choice for lessons, criteria for judging media efficiency, teaching aims
POVZETEK - Prispevek obravnava namen uporabe medijev pri pouku v najširšem smislu, ko skušamo z njihovo uporabo racionalizirati pouk, povečati učinkovitost, olajšati proces učenja in dosegati boljše učne rezultate. Ob tem ne gre pozabljati na razvoj učenčeve samostojnosti, samousmerjanja, kritičnosti v odnosu do medijev in oblikovanje ustrezne socialne klime, interakcij med učenci ter med učiteljem in učenci. V prispevku poimenujemo bistvene dejavnike, ki vplivajo na izbor učnega medija - najpomembnejši med njimi so namen in cilji pouka. Predstavimo pa tudi temeljne kriterije za presojanje uspešnosti uporabe medijev pri pouku. Ob tem ostaja vloga učitelja nezamenljiva in zato je njegova usposobljenost za presojanje, ustrezno izbiro in kritičnost pri uporabi medijev bistvenega pomena. ABSTRACT - The article deals with the purpose of media use in lessons in its most general sense when their use is an attempt of rationalization of lessons, increase efficiency, make teaching process easier and achieve better results. Apart from these there are also other purposes: development of learneros independence, self-orientation, critical approach to media and creation of adequate social climate, interactions among learners as well as teachers and learners. The article defines basic factors that affect the teaching media choice - the most important among them being the purpose and aim of lessons. Futhermore there is also a presentation of basic criteria for judging how successfully media are used at lessons. When doing so the teacher is irreplaceable and thus his/her qualification for judging, adequate choice and critical appoach to the media use is very important.

Janja Klander

UČNI MEDIJI IN PROBLEM NAZORNOSTI

TEACHING MEDIA AND PROBLEM OF CLEARNESS

Referat na znanstvenem posvetovanju Conference paper
UDK 371.68 UDC 371.68
DESKRIPTORJI: učni medij, miselna aktivnost, ponazarjanje, nazornost, kriterij
DESCRIPTORS: teaching media, brain activity, illustrating, clearness, criterion
POVZETEK - Pojav učnih medijev in problem nazornosti povezujemo z didaktičnim načelom nazornosti, v nadaljevanju s ponazarjanjem in s tistimi učnimi metodami, ki se s ponazarjanjem najbolj učinkovito povezujejo. Izpostavljamo kriterije za izbor učnih medijev pri pouku, ob tem pa mesto nazornosti med kriteriji za izbiro. Pogosto se medijem pripisuje izjemno velika motivacijska vloga. Ugotavljamo, da vpliv medijev na motivacijo in opremljenost šol z mediji odvračata pozornost učiteljev od pomena nazornosti kot kriterija za izbor učnih medijev. ABSTRACT - We connect the appearance of teaching media and the problem ot being clear with didactic principle of being clear, in advance with illustration and those teaching methods that most effectively relate to illustration. We emphasise the criteria for choosing teaching media for lessons. The criterion of clearness is one of them. Media are very often said to be very motivative. We maintain that the influence of media on motivation and how well schools are equipped with media draws attention of the teachers from the importance of being clear as a criterion for the choice of teaching media.

Damijan Štefanc

SLABOSTI UVAJANJA INFORMACIJSKO-KOMUNIKACIJSKE TEHNOLOGIJE V ŠOLSKI PROSTOR

DARK SIDES OF INFORMATION-COMMUNICATION TECHNOLOGY IMPLEMENTATION TO SCHOOLS

Referat na znanstvenem posvetovanju Conference paper
UDK 659.21:371.3 UDC 659.21:371.3
DESKRIPTORJI: informacijsko-komunikacijska tehnologija, računalniško opismenjevanje
DESCRIPTORS: information-communication technology, computer education
POVZETEK - Informacijsko-komunikacijska tehnologija je v veliki meri prisotna tudi v slovenskem šolskem prostoru. To dejstvo ima nedvomno mnogo pozitivnih učinkov, sploh na področju "računalniškega opismenjevanja" populacije. Ob teh pa ne gre spregledati tudi nekaterih slabosti ekspanzije IKT, ki se pokažejo, če problematiko analiziramo s sociološke perspektive. V prispevku se sprašujemo, ali tehnološki napredek na področju IKT prispeva k zmanjševanju socialne neenakosti in ugodnejšem položaju depriviligiranih družbenih skupin, ali pa so njegovi učinki na tem področju zanemarljivi, morda celo negativni. ABSTRACT - Information-communication tech-nology is to a large extent present also in Slovene schools. This fact has undoubtedly many positive effects, particularly in the field of "computer education" of population. However we cannot overlook some "dark sides" of IKT expansion that are displayed if we analyse problems for sociological point of view. In the article we wonder if technological development in the field of IKT contributes to reduction of social inequalities and better status od unprivilleged social groups or can its effects here be neglected, maybe even negative. I try to analyse some aspects of using computer technology in schools.

Mag. Roman Vidmar

DIDAKTIČNI MEDIJI V ŠOLSKEM UČNEM PROCESU

DIDACTIC MEDIA IN SCHOOL TEACHING PROCESS

Referat na znanstvenem posvetovanju Conference paper
UDK 371.68:371.3 UDC 371.68:371.3
DESKRIPTORJI: izobraževalna tehnologija, mediji, avdio-vizualna sredstva, učni pripomočki
DESCRIPTORS: education technology, media, audio-visual means, teaching aids
POVZETEK - Raziskava o uporabi izobraževalne tehnologije v osnovnih šolah in v osnovnih šolah s prilagojenim programom iz leta 2003 je pokazala, da so slovenske osnovne šole slabo opremljene s sodobno izobraževalno tehnologijo. Ugotovili smo, da so osnovne šole s prilagojenim učnim programom nekoliko bolje opremljene z izobraževalno tehnologijo kot osnovne šole, kjer poučujejo učence brez posebnih vzgojno-izobraževalnih potreb. Ugotovili smo tudi, da učitelji osnovnih šol s prilagojenim programom nekoliko bolj pogosto uporabljajo izobraževalno tehnologijo v učnem procesu kot učitelji osnovnih šol. ABSTRACT - The research about the use of education technology in primary schools and primary schools for mentally handicapped children that was done in 2003 revealed that Slovene schools are poorly-equipped with modern education technology. The research also showed that primary schools for mentally handicapped children are a bit better equipped compared to primary schools for children without special education needs. Furthermore the research also showed that teachers at primary schools for mentally handicapped children use education technology more often in teaching processes that teachers at primary schools.

Helena Čreslovnik

SPECIFIČNE UČNE TEŽAVE DIJAKOV

SPECIFIC LEARNING DIFFICULTIES

Strokovni članek Professional paper
UDK 373.5:376 UDC 373.5:376
DESKRIPTORJI: dijaki, integracija, specifične učne težave
DESCRIPTORS: students, integration, specific learning difficulties
POVZETEK - Z uvedbo Zakona o usmerjanju otrok s posebnimi potrebami se je v našem šolstvo pojavila možnost integracije otrok in mladostnikov, ki imajo različne primanjkljaje in motnje v razvoju. Zakon omogoča prilagoditev programa ter dodatno strokovno pomoč (odvisno od motnje oziroma primanjkljaja Avtorica v prispevku prikazuje pomembnejše vidike problematike, ki je povezana z značilnostmi mladostnika in dejavnike, ki lahko vplivajo na razvoj specifičnih učnih težav in možnosti pomoči. ABSTRACT - The implementation of the Act on Special Education created the possibility for integrating children and youth with various impairments and developmental disorders into the mainstream education. The Act enables adaptation of the programmes and additional professional support (depending on the disorder or impairment). The article presents some of the more relevant aspects of the issue which are connected with the characteristics of the youth, the factors that can impact the development of specific learning difficulties, and the different kinds of support.

Mag. Miroslav Gomboc

ZNAČILNOSTI POJAVLJANJA RAZLIČNIH MODELOV VZGOJE V DRUŽINAH

CHARACTERISTICS OF THE OCCURRENCE OF VARIOUS FAMILY UPBRINGING MODELS

Strokovni članek Professional paper
UDK 373.2 UDC 373.2
DESKRIPTORJI: vzgoja, socializacija, družina, modeli vzgoje: avtoritarni, permisivni, kaotični, demokratični
DESCRIPTORS: upbringing, socialisation, families, upbringing models: authoritarian, permissive, chaotic, democratic
POVZETEK - Avtor poroča o raziskavi, s katero je proučeval pojavljanje modelov vzgoje v 711 družinah otrok, starih 11 in 12 let. Zanimalo ga je, kako so modeli vzgoje povezani z življenjskimi razmerami družin, njihovim načinom življenja in nekaterimi značilnostmi otrok. Ugotovil je, da je pojavljanje značilnosti posameznih modelov vzgoje odvisno od družbenih okoliščin in načina življenja družin anketiranih otrok. Pogosto se pojavljajo značilnosti demokratične in kaotične vzgoje, manj pogosto pa značilnosti avtoritarne in permisivne vzgoje. Demokratično vzgajanje najbolj vzpodbuja nastajanje pozitivne samopodobe otrok. ABSTRACT - We investigated the prevalence of upbringing models in 711 families of 11- and 12-year old children. We were interested in the relationship of the upbringing models to the social conditions of the families, their way of life and characteristics of their children. We found out that the prevalence of individual upbringing models characteristics depends on the social environment and the family way of life of the surveyed children. The characteristics of the democratic and chaotic upbringing had high preva-lence while the characteristics of the authoritarian and permissive upbringing had lower preva-lence. It was established that the democratic upbringing has positive effects on the development of a positive self-image in children.