Child, or Tradition? Planning Educational Content in Preschool Education; [Dítě, nebo tradice? Plánování vzdělávacího obsahu v předškolním vzdělávání]

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F25%3AWJ65CM7F" target="_blank" >RIV/00216208:11320/25:WJ65CM7F - isvavai.cz</a>

Výsledek na webu

<a href="https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182908797&doi=10.14712%2f23363177.2023.13&partnerID=40&md5=c83083926b9078503285f879e7e685cc" target="_blank" >https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182908797&doi=10.14712%2f23363177.2023.13&partnerID=40&md5=c83083926b9078503285f879e7e685cc</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14712/23363177.2023.13" target="_blank" >10.14712/23363177.2023.13</a>

Jazyk výsledku

čeština

Název v původním jazyce

Child, or Tradition? Planning Educational Content in Preschool Education; [Dítě, nebo tradice? Plánování vzdělávacího obsahu v předškolním vzdělávání]

Popis výsledku v původním jazyce

The paper deals with the issue of curriculum development in pre-primary education. The aim of the research was to find out what experiences and opinion student-teachers have to the development of school and class curricula. The data were obtained through a questionnaire conducted between 2020-21 among students of BA and MA part-time programmes of faculties preparing preschool teachers in the Czech Republic (N = 1001, response rate 35%). For this paper, data from respondents working as teachers in preschools (N = 224) were used. The results showed that the approaches of preschools are heavily burdened by the pedagogical tradition of the sociocentric paradigm. A chronological approach to the arrangement of educational content in school curricula prevails (63%). Almost a third of preschools create classroom curricula for the whole year ahead. Only 44% of respondents suggest educational topics during the school year. In contrast, more flexible approaches, justified by respect for the child, dominated respondents' preferences. In spite of this, the lack of understanding of the current notion of designing educational content at school and classroom level were still very much present in the sub-statements. © 2023 The Authors.

Název v anglickém jazyce

Child, or Tradition? Planning Educational Content in Preschool Education; [Dítě, nebo tradice? Plánování vzdělávacího obsahu v předškolním vzdělávání]

Popis výsledku anglicky

The paper deals with the issue of curriculum development in pre-primary education. The aim of the research was to find out what experiences and opinion student-teachers have to the development of school and class curricula. The data were obtained through a questionnaire conducted between 2020-21 among students of BA and MA part-time programmes of faculties preparing preschool teachers in the Czech Republic (N = 1001, response rate 35%). For this paper, data from respondents working as teachers in preschools (N = 224) were used. The results showed that the approaches of preschools are heavily burdened by the pedagogical tradition of the sociocentric paradigm. A chronological approach to the arrangement of educational content in school curricula prevails (63%). Almost a third of preschools create classroom curricula for the whole year ahead. Only 44% of respondents suggest educational topics during the school year. In contrast, more flexible approaches, justified by respect for the child, dominated respondents' preferences. In spite of this, the lack of understanding of the current notion of designing educational content at school and classroom level were still very much present in the sub-statements. © 2023 The Authors.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)

Projekt

—

Návaznosti

—

Rok uplatnění

2023

Kód důvěrnosti údajů

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

Název periodika

Orbis Scholae

ISSN

18024637

e-ISSN

—

Svazek periodika

17

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

16

Strana od-do

71 - 86

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85182908797