Page 424 - 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. 424
a Cerar
Ministrstvo za šolstvo in šport. 1999. Kurikulum za vrtce: predšolska vzgoja v vrt-
cih. Ljubljana: Ministrstvo za šolstvo in šport.
Montessori, M. 2011. Srkajoči um. Ljubljana: Uršulinski zavod za vzgojo, izobra-
ževanje in kulturo.
National Association for Sport and Physical Education. 2006. »Active Start –
Physical Activity Guidelines for Children Birth to Five Years.« http://
cecpdonline.org/wp-content/uploads/2016/05/08-NAPSE-Guidelines.pdf
Ščuka, V. 2007. Šolar na poti do sebe. Radovljica: Didakta.
Tremblay, M. S., A. G. LeBlanc, V. Carson, L. Choquette, S. Connor Gorber, C. Dill-
man, M. Duggan idr. (2012). »Canadian Physical Activity Guidelines for the
Early Years (Aged 0–4 Years).« Applied Physiology, Nutrition and Metabolism
37 (2): 345–356.
Turnšek, N. 2008. Subjektivne teorije o otroštvu in vzgoji. Ljubljana: Pedagoška
fakulteta.
Vonta, T. 2009. Organizirana predšolska vzgoja v izzivih družbenih sprememb.
Ljubljana: Pedagoški inštitut.
Vrbovšek, B. 2014. »Izvedbeni kurikul v sodobnem vrtcu.« Vzgojiteljica: revija za
dobro prakso v vrtcih, 15 (izr. št.): 5-8.
Amount of Physical Activity and Free Play of the First Age Group
in Kindergarten
Children’s lifestyle is more and more sedentary and depends on electronic me-
dia. There is a substantial decrease in the number as well as variety of oppor-
tunities available for the children to be physically active and play freely in an
sensory rich environment. Due to the lack of such opportunities, a shift in chil-
dren’s abilities as well as needs can also be observed. The key issue here is to
what extent can pre-school institutions deal with needs of the children of 21th
century? In order to address these issue, a research was carried out on how
much time a particular pre-school institution actually spent on physical activ-
ities and free play during a typical day. We find that physical and sedentary
activities in child care are equally represented. Free play represents 30 of
time. The amount of time for free physical activities, adult-led and sedentary
activities does not meet the standards and recommendations of the experts
guidelines. There are important differences between pre-school institutions
in providing time for free play and physical activity.
Keywords: physical activity, sedentary behaviour, free play, child care, first age
agroup
424
Ministrstvo za šolstvo in šport. 1999. Kurikulum za vrtce: predšolska vzgoja v vrt-
cih. Ljubljana: Ministrstvo za šolstvo in šport.
Montessori, M. 2011. Srkajoči um. Ljubljana: Uršulinski zavod za vzgojo, izobra-
ževanje in kulturo.
National Association for Sport and Physical Education. 2006. »Active Start –
Physical Activity Guidelines for Children Birth to Five Years.« http://
cecpdonline.org/wp-content/uploads/2016/05/08-NAPSE-Guidelines.pdf
Ščuka, V. 2007. Šolar na poti do sebe. Radovljica: Didakta.
Tremblay, M. S., A. G. LeBlanc, V. Carson, L. Choquette, S. Connor Gorber, C. Dill-
man, M. Duggan idr. (2012). »Canadian Physical Activity Guidelines for the
Early Years (Aged 0–4 Years).« Applied Physiology, Nutrition and Metabolism
37 (2): 345–356.
Turnšek, N. 2008. Subjektivne teorije o otroštvu in vzgoji. Ljubljana: Pedagoška
fakulteta.
Vonta, T. 2009. Organizirana predšolska vzgoja v izzivih družbenih sprememb.
Ljubljana: Pedagoški inštitut.
Vrbovšek, B. 2014. »Izvedbeni kurikul v sodobnem vrtcu.« Vzgojiteljica: revija za
dobro prakso v vrtcih, 15 (izr. št.): 5-8.
Amount of Physical Activity and Free Play of the First Age Group
in Kindergarten
Children’s lifestyle is more and more sedentary and depends on electronic me-
dia. There is a substantial decrease in the number as well as variety of oppor-
tunities available for the children to be physically active and play freely in an
sensory rich environment. Due to the lack of such opportunities, a shift in chil-
dren’s abilities as well as needs can also be observed. The key issue here is to
what extent can pre-school institutions deal with needs of the children of 21th
century? In order to address these issue, a research was carried out on how
much time a particular pre-school institution actually spent on physical activ-
ities and free play during a typical day. We find that physical and sedentary
activities in child care are equally represented. Free play represents 30 of
time. The amount of time for free physical activities, adult-led and sedentary
activities does not meet the standards and recommendations of the experts
guidelines. There are important differences between pre-school institutions
in providing time for free play and physical activity.
Keywords: physical activity, sedentary behaviour, free play, child care, first age
agroup
424
