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Drawing on and comparing findings from recent research, it analyzes implementation patterns and explains why delivery can be fragmented and inconsistent, often shaped by preschool teachers’ interests, competencies, and motivation. The review also considers how teachers evaluate their media-related capacity and literacy levels, which media are used, and how media education is conducted in preschool groups.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/media-education-in-slovene-preschools-a-review-of-four-studies/599054/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/media-education-in-slovene-preschools-a-review-of-four-studies/599054.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article address about media education in Slovenian preschools?","Question",{"text":112,"@type":113},"It highlights that media education implementation is fragmented and inconsistent across preschool settings, influenced by teachers’ interests and motivation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article connect media education to teachers and their autonomy?",{"text":117,"@type":113},"It explains that preschool teachers decide how to incorporate curriculum goals into learning processes, including timing and methods.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the article review and compare?",{"text":121,"@type":113},"It reviews recent research on media education for preschool children in Slovenia to compare data on teachers’ media literacy levels, media usage, and the way media education is delivered in preschool groups.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599054,1792165982,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","doi: 10.26529/cepsj.659  \nMedia Education in Slovene Preschools: A Review of Four Studies  \nMateja Rek1  \n• In Slovenia, the concept of media literacy has been integrated into the formal education system, including early childhood education. The Preschool Curriculum sets certain goals tobe followed in educating preschool children on media-related topics. Research done in other Member States of the EU points to the conclusion that the actual implementation and delivery of media education is both fragmented and inconsistent as well as dependent on the interests and motivation of individual preschool teachers. They are the ones who, in accordance with their professional capacity and autonomy, include the goals set in the curriculum into an actual learning process in preschools, also determining the timing and manner of this. The aim of this article is to review, compare, and analyse the data from recent research on the media education of preschool children in Slovenia in order to better understand how preschool teachers in Slovenia assess their capacity to work with media as well as their media literacy levels, which media they use, and how the media education is conducted in the groups of preschool children.  \nKeywords: media literacy, media education, preschool children, preschool teacher, early childhood education  \n1 Faculty of Media in Ljubljana and School of Advanced Social Studies in Nova Gorica, Slovenia; [teja.rek@fame.si](teja.rek@fame.si).  \nMedijska vzgoja v slovenskih vrtcih: pregled štirih študij  \nMateja Rek  \n• V Sloveniji je koncept medijske pismenosti vključen v sistem formalnegaizobraževanja, tudi na ravni predšolske vzgoje. V Kurikulumu za vrtce soopredeljeni posamezni cilji, ki se nanašajo na področje medijske vzgoje. Raziskave, opravljene v več državah članicah Evropske unije, kažejo nato, da je dejansko izvajanje medijske vzgoje v predšolskem obdobju razdrobljeno, nedosledno in odvisno od zanimanja posameznih vzgojitejic za medijske tematike, njihovih kompetenc in motivacije. Vzgojitelji sotisti, ki se avtonomno in skladno s svojimi strokovnimi kompetencami odločajo, kako bodo cilje, opredeljene v kurikulumu, vključili v dejanski učni proces v vrtcih, določijo način implementacije in čas, ki ga bodo doseganju posameznega cilja namenili. Namen tega članka je pregledati, primerjati in analizirati podatke nedavnih raziskav o medijski vzgojipredšolskih otrok v Sloveniji, da bi bolje razumeli: a) kako vzgojiteljice v Sloveniji ocenjujejo svojo sposobnost dela z mediji; b) kako ocenjujejo raven svoje medijske pismenosti; c) katere medije uporabljajo pri delu zotroki; č) kako se medijska vzgoja izvaja v skupinah predšolskih otrok.  \nKljučne besede: medijska pismenost, medijska vzgoja, predšolski otroci, predšolska vzgoja, vzgojitelji predšolskih otrok  \nIntroduction  \nMass media have become a daily fixture in people‘s lives. They have become indispensable tools of communication, a lever for spreading ideas, and a formation of concepts about the world, lifestyles, and behavioural patterns. The stronger the use and impact of mass media consumption in societies are, the more necessary it becomes in the framework of the formal education system to identify and develop the knowledge, competences, and skills required to use media in a meaningful manner. The results of surveys on the media exposure of preschool children (see, for instance Ciboci, Kanižaj, & Labaš, 2014; Duch, Fisher, Ensari, & Harrington, 2013; Farrel, Kagen, & Tisdall, 2016; Hesketh, Hinkley, & Campbell, 2013; Holloway, Green, & Livingstone, 2013; Lemish, 2015) show that media are increasingly an integral part of preschool children’s every day lives, which creates numerous issues regarding the impact of media. Observing and understanding the media usage patterns of preschool children and the environment they are being raised in during this period (family, preschool, or other forms of daycare, broader society, etc.) and researching the effects of media us","cbCaiiQwAugmEuM6","https://ap.wps.com/l/cbCaiiQwAugmEuM6","pdf",202341,16,"English","# Introduction\n## Media literacy and media education in early childhood\n## Roles of parents and preschool teachers\n## Definitions and policy context\n## Challenges in implementation\n# Review aims and study focus","[{\"question\":\"What problem does the article address about media education in Slovenian preschools?\",\"answer\":\"It highlights that media education implementation is fragmented and inconsistent across preschool settings, influenced by teachers’ interests and motivation.\"},{\"question\":\"How does the article connect media education to teachers and their autonomy?\",\"answer\":\"It explains that preschool teachers decide how to incorporate curriculum goals into learning processes, including timing and methods.\"},{\"question\":\"What does the article review and compare?\",\"answer\":\"It reviews recent research on media education for preschool children in Slovenia to compare data on teachers’ media literacy levels, media usage, and the way media education is delivered in preschool groups.\"}]","Media Education in Slovene Preschools - A Review of Four Studies | PDF",1792088086]