Page 410 - Čotar Konrad Sonja, Borota Bogdana, Rutar Sonja, Drljić Karmen, Jelovčan Giuliana. Ur. 2022. Vzgoja in izobraževanje predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem
P. 410
ej Plevnik in Tanja Peternelj
UNESCO. 2011. International Standard Classification of Education ISCED 2011.
Quebec: UNESCO.
Videmšek, M., in R. Pišot. 2007. Šport za najmlajše. Ljubljana: Fakulteta za šport.
Volmut, T., P. Dolenc in B. Šimunič. 2010. »Metode spremljanja in merjenja gi-
balne/športne aktivnosti otrok.« V Otroci potrebujemo gibanje, ur. B. Šimu-
nič, T. Volmut in R. Pišot, 25–32. Koper: Annales.
Weiler, R., S. Allardyce, G. P. Whyte in E. Stamatakis. 2013. »Is the Lack of Physical
Activity Strategy for Children Complicit Mass Child Neglect?« British Jour-
nal of Sports Medicine 48 (13): 1010–1013.
World Health Organization. 2010. Global Recommendations on Physical Activity
for Health. Geneva: World Health Organization.
Zajec, J. 2009. »Povezanost športne dejavnosti predšolskih otrok in njihovih
staršev z izbranimi dejavniki zdravega načina življenja.« Doktorska diser-
tacija, Univerza v Ljubljani.
Physical (In)activity of Preschool Teachers and Their Competence
for Development of Movement among First Age Group
of Preschool Children
The need for movement is a child’s primary need. Therefore, the development
of the movement, as one of the fields of activity in preschool, has a special
importance. In the early childhood, the child is extremely perceptible for the
impulses of the environment, and the influence of the acquired experiential
experiences in this period is of great importance for his further development.
Kindergarten is, in addition to parents, an extremely important environment
during childhood, as children spend most of their day in it. Children should
adopt many motor skills in the environment of the kindergarten, which is con-
nected with the appropriate planning, organization, implementation and eval-
uation of the physical activities guided by the preschool teacher, which is also
influenced by its competence. Sixty-five preschool teachers, who work with
first age group of preschool children, cooperated in the study. We were inter-
ested in the development of their competences for developing the content of
the movement and physical activity also in connection with their own level of
physical activity. We found that more physical active teachers assess their com-
petences for the development of pre-school children’s movements higher.
Keywords: development, physical activity, competency, environment, child
410
UNESCO. 2011. International Standard Classification of Education ISCED 2011.
Quebec: UNESCO.
Videmšek, M., in R. Pišot. 2007. Šport za najmlajše. Ljubljana: Fakulteta za šport.
Volmut, T., P. Dolenc in B. Šimunič. 2010. »Metode spremljanja in merjenja gi-
balne/športne aktivnosti otrok.« V Otroci potrebujemo gibanje, ur. B. Šimu-
nič, T. Volmut in R. Pišot, 25–32. Koper: Annales.
Weiler, R., S. Allardyce, G. P. Whyte in E. Stamatakis. 2013. »Is the Lack of Physical
Activity Strategy for Children Complicit Mass Child Neglect?« British Jour-
nal of Sports Medicine 48 (13): 1010–1013.
World Health Organization. 2010. Global Recommendations on Physical Activity
for Health. Geneva: World Health Organization.
Zajec, J. 2009. »Povezanost športne dejavnosti predšolskih otrok in njihovih
staršev z izbranimi dejavniki zdravega načina življenja.« Doktorska diser-
tacija, Univerza v Ljubljani.
Physical (In)activity of Preschool Teachers and Their Competence
for Development of Movement among First Age Group
of Preschool Children
The need for movement is a child’s primary need. Therefore, the development
of the movement, as one of the fields of activity in preschool, has a special
importance. In the early childhood, the child is extremely perceptible for the
impulses of the environment, and the influence of the acquired experiential
experiences in this period is of great importance for his further development.
Kindergarten is, in addition to parents, an extremely important environment
during childhood, as children spend most of their day in it. Children should
adopt many motor skills in the environment of the kindergarten, which is con-
nected with the appropriate planning, organization, implementation and eval-
uation of the physical activities guided by the preschool teacher, which is also
influenced by its competence. Sixty-five preschool teachers, who work with
first age group of preschool children, cooperated in the study. We were inter-
ested in the development of their competences for developing the content of
the movement and physical activity also in connection with their own level of
physical activity. We found that more physical active teachers assess their com-
petences for the development of pre-school children’s movements higher.
Keywords: development, physical activity, competency, environment, child
410
