Relationships between the family and Czech pre-school institutions during the 20th century: A historical perspective

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Relationships between the family and Czech pre-school institutions during the 20th century: A historical perspective

Popis výsledku v původním jazyce

This chapter offers a historical analysis of the relationship between families and public early childhood education and care (ECEC) institutions in the Czech lands from the late nineteenth century to the post-socialist transformation after 1989. Drawing on qualitative content analysis of primary legislative, curricular, and pedagogical sources, the chapter examines how changing political regimes and ideological frameworks shaped the balance of power between the family and institutional early childhood education.The analysis demonstrates that the emergence of public ECEC institutions was closely linked to industrialisation, nation-building processes, and later to state-driven social engineering under totalitarian regimes. Particular attention is paid to the period of communist rule (1948-1989), during which the state systematically subordinated family upbringing to institutional education, promoted a socio-centric and ideologically unified model of early childhood education, and restricted parental autonomy. The chapter documents how these policies transformed ECEC institutions into key instruments of political socialisation, while simultaneously marginalising family diversity and alternative value systems.The final part of the chapter analyses the post-1989 shift towards a child-centred and family-partnership model of pre-school education. It highlights both the conceptual renewal of Czech ECEC grounded in humanistic and democratic principles and the persistent historical burdens affecting trust and cooperation between families and institutions. By situating contemporary challenges within their historical context, the chapter contributes to a deeper understanding of long-term continuities and ruptures in family-ECEC relations and offers insights relevant to current debates on parental rights, institutional authority, and educational freedom in early childhood education.

Název v anglickém jazyce

Relationships between the family and Czech pre-school institutions during the 20th century: A historical perspective

Popis výsledku anglicky

This chapter offers a historical analysis of the relationship between families and public early childhood education and care (ECEC) institutions in the Czech lands from the late nineteenth century to the post-socialist transformation after 1989. Drawing on qualitative content analysis of primary legislative, curricular, and pedagogical sources, the chapter examines how changing political regimes and ideological frameworks shaped the balance of power between the family and institutional early childhood education.The analysis demonstrates that the emergence of public ECEC institutions was closely linked to industrialisation, nation-building processes, and later to state-driven social engineering under totalitarian regimes. Particular attention is paid to the period of communist rule (1948-1989), during which the state systematically subordinated family upbringing to institutional education, promoted a socio-centric and ideologically unified model of early childhood education, and restricted parental autonomy. The chapter documents how these policies transformed ECEC institutions into key instruments of political socialisation, while simultaneously marginalising family diversity and alternative value systems.The final part of the chapter analyses the post-1989 shift towards a child-centred and family-partnership model of pre-school education. It highlights both the conceptual renewal of Czech ECEC grounded in humanistic and democratic principles and the persistent historical burdens affecting trust and cooperation between families and institutions. By situating contemporary challenges within their historical context, the chapter contributes to a deeper understanding of long-term continuities and ruptures in family-ECEC relations and offers insights relevant to current debates on parental rights, institutional authority, and educational freedom in early childhood education.

Druh

C - Kapitola v odborné knize

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

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

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

Název knihy nebo sborníku

International Perspectives on the History of Early Childhood Education: Institution – Family – Profession

ISBN

978-3-8474-3153-4

Počet stran výsledku

14

Strana od-do

77-90

Počet stran knihy

177

Název nakladatele

Barnara Budrich

Místo vydání

Opladen, Berlin, Toronto

Kód UT WoS kapitoly

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