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Natančno analizira reforme po 1990-ih, vlogo predhodnih programov ter premik od varstvene, šolsko-pripravljalne in izrazite medicinizacije k sodobnejšim sociokulturnim pristopom. Povezuje vprašanja kakovosti, učinkovitosti in pravičnosti z mednarodnimi kazalniki ter izsledki slovenskih in tujih empiričnih raziskav o zgodnjem razvoju in učenju otrok.",{"@graph":69,"@context":121},[70,84,104],{"@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":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/new-image-of-slovenian-preschool-institutions-conceptual-systemic-and-curricular-backgrounds/598236/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/new-image-of-slovenian-preschool-institutions-conceptual-systemic-and-curricular-backgrounds/598236.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Kako so bile slovenske predšolske ustanove razumljene pred reformami v devetdesetih letih?","Question",{"text":111,"@type":112},"Pred prenovo so bile praviloma prepoznane kot predvsem varstvene ustanove ter kot pripravljalnice za šolo oziroma predšolsko šolanje.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Katere programske podlage je avtorica izpostavila pri zgodnjem razvoju sistema?",{"text":116,"@type":112},"Omenjeni sta bili Educational Programme for the Upbringing and Care of Preschool Children (1979) ter Educational Programme for Preparing Children for Primary School (1981), pri čemer je v drugem prevladovala vsebina, povezana z pridobivanjem akademskih spretnosti.",{"name":118,"@type":109,"acceptedAnswer":119},"Kako prispevek povezuje sociokulturne teorije z vprašanji kakovosti, učinkovitosti in pravičnosti?",{"text":120,"@type":112},"Novejše razlage otroka in izobraževanja so povezane s sociokulturno teorijo, pri čemer avtorica kakovost in vpliv vključevanja otrok v predšolsko vzgojo obravnava kot povezano z zagotavljanjem učinkovitosti in pravičnosti.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},598236,1792086544,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":138,"language_code":63,"site_id":62,"html_lang":139,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":31},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","doi: 10.26529/cepsj.1036  \nA New Image of Preschool Institutions in Slovenia: Conceptual, Systemic and Curricular Backgrounds  \nLjubica Marjanovič Umek1  \n• Until their conceptual, systemic and substantive reform in the 1990s, preschool institutions in Slovenia were recognised predominantly as care institutions, on the one hand, and as “preparatory institutions”for school or pre-primary school, on the other. This paper presents an analysis of preschool education in Slovenia based on theoretical starting points, international comparative analyses of quality indicators for preschool education and curricular documents, as well as the results of Slovenian and foreign empirical research on early child development and learning. The analysis was conducted from the viewpoint of conceptual, systemic and curricular solutions. In particular, we emphasise the need to update the Curriculum for Preschool and resolve any professional dilemmas related to the efficiency and equity of preschool. In conclusion, we specifically highlight certain possibilities for improvements in Slovenian preschool education.  \nKeywords: sociocultural theories, quality of preschool, preschool curriculum, efficiency and equity  \n1 Professor emeritus, University of Ljubljana; [ljubica.marjanovic-umek@ff.uni-lj.si](ljubica.marjanovic-umek@ff.uni-lj.si).  \nNova podoba slovenskih vrtcev: konceptualna, sistemska in kurikularna ozadja  \nLjubica Marjanovič Umek  \n• Slovenski vrtci so bili do konceptualne, sistemske in vsebinske prenove v devetdesetih letih prejšnjega stoletja na eni strani prepoznani kot prevladujoče varstvene ustanove, po drugi strani pa kot pripravljalnica za šolo oziroma pošolani vrtci. V prispevku na podlagi teoretičnih izhodišč, mednarodnih primerjalnih analiz kazalnikov kakovosti predšolskevzgoje v vrtcih ter kurikularnih dokumentov, izsledkov slovenskih in tujih empiričnih raziskav o zgodnjem razvoju in učenju otrok analiziramopredšolsko vzgojo v slovenskih vrtcih z vidika konceptualnih, sistemskih in kurikularnih rešitev. Posebej poudarimo nujnost posodobitve Kurikuluma za vrtce ter strokovne dileme, ki so povezane z učinkovitostjo in s pravičnostjo vrtcev. V zaključku poudarimo nekatere možnosti za izboljšanje predšolske vzgoje v slovenskih vrtcih.  \nKljučne besede: sociokulturne teorije, kakovost vrtcev, Kurikulum za vrtce, učinkovitost in pravičnost  \nIntroduction  \nIn the decades after the Second World War, especially in the 1960s and 1970s, significant positive developments occurred in Slovenian preschool education, going both in the direction of systemic and substantive solutions. Especially with the expansion of the network of preschool institutions in the 1970s, an increasing number of toddlers and children were included in unified public preschool institutions for children of all ages, and the share of children included increased from around 40% to 50% between the beginning and the end of the 1980s. Partly by offering all-day programmes lasting from 8 to 10 hours, preschool institutions successfully followed the relatively high proportion of employed women, taking over childcare while parents were at work. In 1971, preschool institutions were included in their first independent legal act. The initial, predominant role of childcare and the significant medicalisation of preschool institutions changed with the adoption of the Educational Programme for the Upbringing and Care of Preschool Children (Educational programme, 1979), which was the first state-approved programme for preschool institutions, followed by the Educational Programme for Preparing Children for Primary School (Educational programme, 1981), which was intended for children a year before entering school and was compulsory for all children, either in full-year form or in a shortened pre-primary school. Both programmes were based on biologistic and normative views on childhood, or on developmental psychological theories that emphasise developmental milestones or ages at which a","cbCaipizsw2cptNv","https://ap.wps.com/l/cbCaipizsw2cptNv","pdf",172883,"Slovenian","en","# Uvod\n## Kontekst razvoja predšolske vzgoje\n## Namen prispevka in raziskovalna usmeritev\n# Moderna pojmovanja otroka, otroštva in predšolske vzgoje","[{\"question\":\"Kako so bile slovenske predšolske ustanove razumljene pred reformami v devetdesetih letih?\",\"answer\":\"Pred prenovo so bile praviloma prepoznane kot predvsem varstvene ustanove ter kot pripravljalnice za šolo oziroma predšolsko šolanje.\"},{\"question\":\"Katere programske podlage je avtorica izpostavila pri zgodnjem razvoju sistema?\",\"answer\":\"Omenjeni sta bili Educational Programme for the Upbringing and Care of Preschool Children (1979) ter Educational Programme for Preparing Children for Primary School (1981), pri čemer je v drugem prevladovala vsebina, povezana z pridobivanjem akademskih spretnosti.\"},{\"question\":\"Kako prispevek povezuje sociokulturne teorije z vprašanji kakovosti, učinkovitosti in pravičnosti?\",\"answer\":\"Novejše razlage otroka in izobraževanja so povezane s sociokulturno teorijo, pri čemer avtorica kakovost in vpliv vključevanja otrok v predšolsko vzgojo obravnava kot povezano z zagotavljanjem učinkovitosti in pravičnosti.\"}]","Nova podoba slovenskih vrtcev - konceptualna, sistemska in kurikularna ozadja | PDF"]