Preschoolers' Attitudes, School Motivation, and Executive Functions in the Context of Various Types of Kindergarten

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F22%3A43904929" target="_blank" >RIV/60076658:12410/22:43904929 - isvavai.cz</a>

Alternative codes found

RIV/61989592:15510/22:73617679 RIV/61989592:15410/22:73617679

Result on the web

<a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8927980/" target="_blank" >https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8927980/</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3389/fpsyg.2022.823980" target="_blank" >10.3389/fpsyg.2022.823980</a>

Result language

angličtina

Original language name

Preschoolers' Attitudes, School Motivation, and Executive Functions in the Context of Various Types of Kindergarten

Original language description

European policy has seen a number of changes and innovations in the field of early childhood preschool education over the last decade, which have been reflected in various forms in the policies of individual EU countries. Within the Czech preschool policy, certain innovations and approaches have been implemented in the field of early children education, such as the introduction of compulsory preschool education before entering primary school from 2017, emphasis on inclusive education, equal conditions in education and enabling state-supported diversity in the education concepts of kindergartens. The aim of our study was to assess the influence of various preschool education systems in the Czech Republic in the context of psychological variables reflecting selected children&apos;s outcomes which may contribute to future school achievement. The monitored variables were the attitudes, motivations and executive functions of children in the last year of preschool education. A comparison was made between the traditional preschool education program and the so-called alternative types of preschool education, such as Montessori, Waldorf and religious schools. The total sample was divided into four subgroups, namely a group of children attending traditional kindergartens (731, 84.9%), religious (65, 7.5%), Montessori (35, 4.1%), and Waldorf (30, 3.5%) kindergartens. To determine empirical data, the following research methods were used: Attitude Questionnaire, School Performance Motivation Scale, and Behavior Rating Inventory of Executive Function (BRIEF). The results of our survey show the fact that the type of kindergarten attended has a significant effect on the child&apos;s level of school performance motivation, attitudes toward school as well as executive functions. Significant differences were found between the different types of kindergartens attended in the monitored variables.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50103 - Cognitive sciences

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2022

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Frontiers in Psychology

ISSN

1664-1078

e-ISSN

—

Volume of the periodical

13

Issue of the periodical within the volume

neuveden

Country of publishing house

CH - SWITZERLAND

Number of pages

13

Pages from-to

nestrankovano

UT code for WoS article

000772159500001

EID of the result in the Scopus database

2-s2.0-85127093387