Kako vzgojitelji predšolskih otrok razumejo geografijo?

This paper explores preschool teachers’ perceptions of geography based on a study conducted as part of the requirements for a Master’s degree program. Twelve preschool teachers were interviewed regarding the geography-related social objectives outlined in the Kindergarten Curriculum and the activities they implement to achieve these goals. The respondents identified several curriculum objectives as geographyrelated, although some held little or no clear geographic relevance. However, when discussing teaching and learning activities, the teachers were more likely to describe practices with at least partial geographic content. These findings suggest that geography is more consistently recognised and applied in the practical execution of teaching activities than in the teachers’ conceptual understanding of the curriculum’s goals.