Key Factors Influencing Compulsory Preschool Education Based on Approaches and Views of Interviewed Teachers

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F23%3A10456206" target="_blank" >RIV/00216208:11410/23:10456206 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=vzJVS~Y62f" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=vzJVS~Y62f</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.33422/ijce.v3i2.287" target="_blank" >10.33422/ijce.v3i2.287</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Key Factors Influencing Compulsory Preschool Education Based on Approaches and Views of Interviewed Teachers

Popis výsledku v původním jazyce

The aim of this study is to showcase first of the results from the ongoing qualitative research, which focuses on the course of compulsory pre-school education in Czech Republic. This case study describes approaches to compulsory preschool education and tries to contribute to the creation of typology of those approaches. In this article are presented results from interviews with 11 teachers from 3 different types of kindergartens and from 2 preparatory classes at primary schools. Two research questions are answered: how education takes place in the last year of pre-school education according to the teachers. And what are the important factors that relate to compulsory preschool education. The approaches that emerged are whole day school preparation, afternoon school preparation, British approach and morning school preparation. The important factors related to preschool according to teachers are: areas of development, problematic areas, children, needed improvement, parents, assistant teacher, education and planning.

Název v anglickém jazyce

Key Factors Influencing Compulsory Preschool Education Based on Approaches and Views of Interviewed Teachers

Popis výsledku anglicky

The aim of this study is to showcase first of the results from the ongoing qualitative research, which focuses on the course of compulsory pre-school education in Czech Republic. This case study describes approaches to compulsory preschool education and tries to contribute to the creation of typology of those approaches. In this article are presented results from interviews with 11 teachers from 3 different types of kindergartens and from 2 preparatory classes at primary schools. Two research questions are answered: how education takes place in the last year of pre-school education according to the teachers. And what are the important factors that relate to compulsory preschool education. The approaches that emerged are whole day school preparation, afternoon school preparation, British approach and morning school preparation. The important factors related to preschool according to teachers are: areas of development, problematic areas, children, needed improvement, parents, assistant teacher, education and planning.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

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

Název periodika

International Journal of Childhood Education

ISSN

2669-2325

e-ISSN

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Svazek periodika

3

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

LT - Litevská republika

Počet stran výsledku

17

Strana od-do

35-51

Kód UT WoS článku

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EID výsledku v databázi Scopus

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