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Viewpoints and experiences of professional educators regarding participation of children in preeschool

Mateja Čadež (2013) Viewpoints and experiences of professional educators regarding participation of children in preeschool. MSc thesis.

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    Abstract

    Participation is of great importance in everyday work with children, especially in preschool, and kindergarten teachers are more and more aware of this. An essential element of participation in preschool is that children are involved in the decision-making process which makes them feel they are able to take part, as we assign chores to them, listen to them, communicate with them, ask them questions; in this way their abilities develop and with their growing wish to defend their opinion they assume certain responsibilities for their actions. Firstly, as the theoretical basis the term participation and its change through history is explained. This is followed by a description of children’s participation in preschool and participation according to civic education. Greater emphasis is placed on the pedagogy of listening established in the Reggio Emilia Approach, a very important “milestone” in consideration of children at work in preschool itself. Focus is also on the Slovenian national curriculum for preschool education (Kurikulum za vrtce) and programs that support children’s participation in preschool throughout Europe. The theoretical part ends with the role of the kindergarten teacher in children’s participation, and advantages as well as disadvantages of participation in preschool. The empirical part presents a research with its goal to ascertain how often and in which cases the kindergarten teachers include children in organization of the preschool life, and in planning, performance and evaluation of activities in class. A quantitative research was used; the convenience sample included 209 kindergarten teachers working with all age groups in Slovenian preschools. The research results show that the kindergarten teachers are mostly familiar with the term participation and on principle they also support it; however, in reality working with children is not as positive. Not enough kindergarten teachers include children in planning, performance and evaluation of activities. With regard to past researches it can be concluded that the Slovene preschools are beginning to understand the significance of children’s participation and the implementation of participation is increasing.

    Item Type: Thesis (MSc thesis)
    Keywords: children’s participation in preschool, curriculum for preschools, civic education, Reggio Emilia Approach, kindergarten teacher’s role
    Number of Pages: 63
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Marcela Batistič ZorecMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=9867337)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 1921
    Date Deposited: 21 Nov 2013 07:10
    Last Modified: 21 Nov 2013 07:10
    URI: http://pefprints.pef.uni-lj.si/id/eprint/1921

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