Academic Orientation in Preschool Education (original) (raw)
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International Journal of Social, Political and Economic Research, 2020
The aim of the study is to investigate the learning objectives and teacher practices in the preschool curriculum implemented in the present in terms of the revised Bloom's taxonomy. A case study design of qualitative research methods is used in the study. In collecting research data, the convenience sampling method of purposive sampling is used. For this purpose, planned classroom practices of five teachers in a preschool are observed, and then the same teachers are interviewed. Additionally, the learning objectives of the preschool curriculum in 2013 are examined. Teacher observation and interview forms are used to collect the data. Descriptive content analysis is conducted using "QSR NVivo 10" and "Microsoft Excel 2010" software in the analysis of the research data. The study results indicate that learning objectives in the preschool curriculum are gathered at the knowledge level, that teacher practices supported this finding, but that the results obtained in the interviews do not support this finding.
nternational Journal of Curriculum and Instructional Studies, 2021
Preschool education program Bloom's revised taxonomy Cognitive process Knowledge level Learning goals and indicators The purpose of the study is to reveal the types of knowledge level and cognitive processes by evaluating the objectives and indicators of Ministry of National Education 2013 Preschool Curriculum according to the Revised Bloom's Taxonomy. The study is a descriptive research and it was carried out by using case study methodology. The data set of this study consists of 63 goals and 241 indicators in the Preschool Curriculum, which was developed by Ministry of National Education-General Directorate of Basic Education in 2013. The data were collected by using the "Objectives and Indicator Evaluation Form" created by the researchers and the content analysis method was used in the analysis of the data obtained. The whole curriculum was analyzed and according to the cognitive processes and it was revealed that the highest intensity was at the application and understanding processes, and the least intensity at the creativity process. While factual knowledge was mostly used knowledge type in the curriculum, it was revealed that operational and metacognitive knowledge were the least used knowledge types. The curriculum was cognitive dominant, and the distribution of objectives and indicators of the curriculum was not balanced across all developmental domains. The curriculum objectives and indicators may be revised to support whole development of children.
Elements of the Transformation of Preschool Curriculum and Educational Practices
European Journal of Education and Pedagogy
The development of a curriculum poses a challenge for theoreticians, practitioners and educational policy makers. The official curriculum of a country represents the guidelines that should serve as the basis on which practices are developed in educational institutions. However, every institution modifies and applies the curriculum differently. The level of a practitioner’s professional development, as well as the culture of the educational institution in question profoundly influence the manner in which the curriculum is evolving in a particular educational institution. For that reason, it is especially important to facilitate access to systematic and high-quality professional development for preschool teachers, so that they are capable of developing the curriculum in line with the challenges of our time and contemporary scientific findings on early childhood education and care. The practice of many preschool teachers in Croatia reflects an outdated understanding of educational work...
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An Alternative to Preschool Education Settings: A Sample Project
Abstract This is a qualitative study which investigates the characteristics of an ideal preschool setting. The study has recourse to personal observations as well as projects of ideal preschool education institutions conducted by undergraduate students at the Department of Preschool Education, Faculty of Educational Sciences, Ankara University. Besides the design of original preschool education institution, the study uses the data obtained from interviews with 18 preschool teachers and 8 directors of preschool education institutions. The data from these interviews were summarized and interpreted by descriptive analysis. Visual elements were used to define the preschool institutions, designed for the purpose of this present project, and its interior and exterior settings, classroom environment, living and playing areas, activity corners, garden and position and characteristics of other components. An architectural drawing is used as well. In the light of all above mentioned findings, the study proposes the design of a sample preschool education institution. Keywords: Design for children, Education settings, Preschool
The Traditional in Contemporary Curricula of Preschool Education
Practice and Theory in Systems of Education, 2016
Contemporary curricula of preschool education are the result of the improvement of pedagogical and didactic theories. They imply a technical plan with which it is possible to achieve measurable objectives of preschool education. The curriculum is also defined as a tool for quality and equal education for all. It represents a reflection of the time, society and culture in which it exists, but also a model for future society and education. Thus an important research question arises as to what extent we recognize traditional ideas about learning and the development of a preschool child in contemporary preschool programs. Are traditional ideas about educating young children unjustly neglected or do we recognize them in contemporary pedagogical theory even today, at the same time forgetting about the past and declaring them innovations? This paper deals with the starting points for the development of a curriculum. The goal of the research was to determine to what extent can the starting ...
International Journal of Early Childhood, 2006
The author introduces and discusses the new Danish preschool curriculum for children ages ½ to 6 years from a critical point of view and calls for a more extensive perspective embracing the German Bildung theory. The author advocates a curriculum emphasising a critical ...
• This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the afore-mentioned alternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals; it also develops understanding and an ethos of openness in the relationship between all actors in the process of care and education of preschool children.