Bralne navade vzgojiteljev in pomočnikov vzgojiteljev - Juvan, Polona (2020)
Užitek je najmočnejša oblika koncentracije. Ko nekaj doživljamo kot užitek, mu posvečamo vso pozornost in ta občutek ostane z nami še dolgo po tem, ko smo ga doživeli. Enako se dogaja pri branju. Če sami vzljubimo branje, bomo to dediščino prenesli tudi na otroke. Ključ do te dediščine – povezave med literaturo in otrokom, je pogosto odrasel vzornik. Tako kot otroci potrebujejo vzornike na drugih področjih življenja, potrebujejo tudi odraslega, ki jim pokaže, kaj bi lahko branje pomenilo zanje in kaj bi jim branje prineslo. Ker opažanja dobrega branja igrajo ključno vlogo v razvijanju otrokovih bralnih navad, je tako za starše kot vzgojitelje pomembno, da imajo interes in željo po branju. Cilj raziskave je bil ugotoviti bralne navade vzgojiteljev in pomočnikov vzgojitelja, kakšen je njihov odnos do branja in v kolikšni meri njihovo lastno branje vpliva na posredovanje branja otrokom v vrtcu. V raziskavo je bilo vključenih 172 vzgojiteljev in pomočnikov vzgojitelja iz dveh gorenjskih vrtcev. Raziskava je pokazala, da anketirani vzgojitelji in anketirani pomočniki vzgojitelja v prostem času najpogosteje berejo nekajkrat mesečno, kar pomeni, da več kot polovica anketiranih vzgojiteljev in anketiranih pomočnikov vzgojitelja redno oziroma pogosto bere v svojem prostem času. Tisti anketirani strokovni delavci, ki bolj uživajo v branju, tudi pogosteje berejo (in obratno). Pri branju anketirani vzgojitelji in anketirani pomočniki vzgojitelja cenijo užitek, učenje novih stvari in pogovor o prebranem. Ugotovila sem, da anketirani vzgojitelji in anketirani pomočniki vzgojitelja najpogosteje berejo, ker jim branje širi obzorje in znanje. Poleg tega sem ugotovila, da starost anketiranih vzgojiteljev in pogostost njihovega branja v svojem prostem času ni povezana s pogostostjo branja in pripovedovanja otrokom v oddelku. Raziskava je prispevek k zavedanju vzgojiteljev in pomočnikov vzgojitelja o pomenu lastnih bralnih navad ter bralne kulture, ki jo vsakodnevno posredujejo otrokom. Pleasure is the strongest form of concentration. When we experience something as pleasure, we pay attention to it and that feeling stays with us long after we experienced it. This applies to reading too. If we love reading we will pass this heritage on to our children as well. The key to this heritage, the connection between literature and child, is often an adult role model. Just as children need a role model in other areas of life, they also need an adult to show them the importance and benefits of reading. Because observations of good reading play a key role in developing a child’s reading habits, it is important for both parents and preschool teachers to have an interest and desire to read. The aim of the research was to determine the reading habits of preschool teachers and assistant preschool teachers, their attitude towards reading and to what extent their own personal reading influences the practice of reading to children in nursery school. The research involved 172 preschool teachers and assistant preschool teachers from two Gorenjska regions nursery schools. The research showed that during their leisure time, respondents most often read several times a month, which means that more than half of respondents read regularly or often in their free time. Those professional workers who enjoy reading more also read more often (and vice versa). In the context of reading, respondents value enjoyment, learning new things and talking about what they have read. I have found that respondents most often read because reading broadens their horizons and knowledge. In addition, I found that the age of preschool teachers and the frequency of reading by preschool teachers in their leisure time were not related to the frequency of reading and storytelling to children in the group. The research helps raising the awareness of preschool teachers and assistant preschool teachers about the importance of their own reading habits and the reading culture they pass on to children daily.