Page 143 - Petelin Ana. Ur. 2022. Zdravje otrok in mladostnikov / Health of children and adolescents. Proceedings. Koper: Založba Univerze na Primorskem/University of Primorska Press
P. 143
niform scope and content of the topics discussed in all Slovenian kindergar- health education work in kindergartens 143
tens, which is not the case so far.
Methods
The research aimed to investigate the importance of health education activities
in kindergartens and to find out what the educators’ point of view is in this re-
gard.
We set the following research questions:
- How often are kindergarten teachers trained on the topic of chil-
dren’s health education?
- What is the nature of the collaboration between kindergartens and
health care providers?
- In what ways do kindergarten teachers involve children in health
education activities?
The research was qualitative in nature; descriptive and comparative re-
search methods were used. Primary data was obtained using the semi-struc-
tured interview technique. The interview was designed based on a review of
domestic and foreign literature. The interview template consisted of two parts.
In the first part we obtained the demographic data of the interviewees and in
the second part, we obtained the answers to the research questions. The ob-
tained data were analyzed, arranged in tables, written in codes and interpreted.
Kindergarten teachers from three different kindergartens participated in the
survey. The ethical principles of research were considered in the study.
Results
The sample was purposive. Respondents working in kindergartens participat-
ed in the study. The working age of the respondents ranged from 7 to 23 years.
We asked the respondents whether advanced training in children’s health
education are offered. According to the answers, this content is not constant
and varies from kindergarten to kindergarten. One of the respondents said,
“We do not have any training on children’s health education. Every few years
we have first aid training.” Another is answering, “In our kindergarten, we
have training on children’s health education, both for staff and parents.”
We asked respondents if they thought they had enough hours for health
education. Half of them answered that these hours are sufficient, while the rest
answered that it depends on the individual educator how many hours they ded-
icate to health education and that the curriculum itself does not sufficiently ad-
dress these topics.
Regarding the areas included in preschoolers’ health education, respond-
ents answered fairly uniformly that the following activities are included: Hand
washing, brushing teeth, exercise, and healthy eating.
tens, which is not the case so far.
Methods
The research aimed to investigate the importance of health education activities
in kindergartens and to find out what the educators’ point of view is in this re-
gard.
We set the following research questions:
- How often are kindergarten teachers trained on the topic of chil-
dren’s health education?
- What is the nature of the collaboration between kindergartens and
health care providers?
- In what ways do kindergarten teachers involve children in health
education activities?
The research was qualitative in nature; descriptive and comparative re-
search methods were used. Primary data was obtained using the semi-struc-
tured interview technique. The interview was designed based on a review of
domestic and foreign literature. The interview template consisted of two parts.
In the first part we obtained the demographic data of the interviewees and in
the second part, we obtained the answers to the research questions. The ob-
tained data were analyzed, arranged in tables, written in codes and interpreted.
Kindergarten teachers from three different kindergartens participated in the
survey. The ethical principles of research were considered in the study.
Results
The sample was purposive. Respondents working in kindergartens participat-
ed in the study. The working age of the respondents ranged from 7 to 23 years.
We asked the respondents whether advanced training in children’s health
education are offered. According to the answers, this content is not constant
and varies from kindergarten to kindergarten. One of the respondents said,
“We do not have any training on children’s health education. Every few years
we have first aid training.” Another is answering, “In our kindergarten, we
have training on children’s health education, both for staff and parents.”
We asked respondents if they thought they had enough hours for health
education. Half of them answered that these hours are sufficient, while the rest
answered that it depends on the individual educator how many hours they ded-
icate to health education and that the curriculum itself does not sufficiently ad-
dress these topics.
Regarding the areas included in preschoolers’ health education, respond-
ents answered fairly uniformly that the following activities are included: Hand
washing, brushing teeth, exercise, and healthy eating.
