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Social disadvantage from the perspective of a teacher in preschool education

Introduction. The problematic of social disadvantaged children and compulsory pre-primary school year are actual theme not just for teachers in kindergartens. The aims of compulsory pre-primary school year are equalizing the developmental differences in children development, eliminate handicaps which they bring from families and easier the beginning of primary schooling. The main aim of the research in this chapter, is to highlight the issue of social disadvantaged children and their status in the kindergarten.

Methodology. By using three case studies the author has found out how a status of a social disadvantaged child influence a child and its family. The children were from the second class of the kindergarten in the age 5-7. Also, how this problematic is seen by pedagogical workers in chosen kindergarten. As respondents were chosen two teachers in the kindergarten and one teacher assistant, who works directly with the children. The qualitative research was conducted in the kindergarten which is placed in small village with 700 habitats in Vysočina district, Czech Republic.

Findings. According to the teachers it is crucial to work differently with the social disadvantaged children. It is important to keep the individual attitude to each child, use diverse method of work with children and keep the motivation high. The children from the social disadvantaged families not always visit the kindergarten. In the Czech Republic, it is an obligation to attend at least one year before the start of compulsory schooling. The environment where they live is not always stimulating enough for the equal development. The kindergarten is place where they can get the potential, familiarize with many activities and rituals.

Conclusions. The main challenge is link families of children who visit the kindergarten and continue developing the idea of active family and child from social disadvantaged environment. Due to this attitude the next generation can be influence by this positive thinking. Thus, it can help to build next positive and engaging generation.

Keywords: case study, child, kindergarten, preschool education, social disadvantage

For Reference: Stárek L. (2021). Social disadvantage from the perspective of a teacher in preschool education. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 49 (1), 338-356. doi: 10.32744/pse.2021.1.24

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Information about the author:

Lukáš Stárek (Czech Republic, Prag) - Mgr.; Ph.D. Deputy Head of Department of Special Education. Univerzita Jana Amose Komesnského Praha s.r.o. E-mail: starek.lukas@ujak.cz. ORCID ID: 0000-0002-6068-215X

Model of interaction between libraries and preschool educational institutions in terms of the moral and aesthetic education of preschool children

Nowadays, the role of educational and cultural institutions in the process of early formation of moral and aesthetic qualities of the child is greatly increasing, which becomes an additional incentive to search for new forms of work with preschoolers in children’s libraries and cultural institutions.
For effective implementation of such interaction, a universal model of interdepartmental interaction was developed on the basis of the project method using Internet platforms and innovative technologies for constant communication with preschoolers and their parents. The model is based on the creation of a unified cultural and educational space using specific and general approaches to the moral and aesthetic education of preschool children.

During the verifying stage of the experiment, children aged 3 to 7 years and their parents took part. 4276 preschoolers took part in the experiment implemented on the basis of Internet platforms. To analyse the effectiveness of the developed model, a survey of parents, library staff, and teachers was conducted, as well as a study of the results of the children’s creative activity.

Analysis of the results of the initial levels presented in table 4 showed that preschoolers are eager to participate in projects, their parents noted that the creative activity has increased, especially in CG at an average and high level from 50.4% to 69.9% and from 7.7% to 18.8%, respectively. In EG, the low and high levels of indicators increased from 7.7% and 50.4% to 11.3% and 69.9%, respectively.

The results of control levels show that the quality of moral and aesthetic education of preschool children in the formative experiment is significantly higher. Integrated project data showed an average absolute increase from -55% to 40%.

The materials of the article can be useful for implementation in educational and cultural institutions, for further theoretical research and practical development in the field of moral and aesthetic education of preschool children.

Keywords: library, kindergarten, preschool department, preschoolers, preschool children, integration, moral and aesthetic education, interdepartmental interaction, project, project method

For Reference: Golovachev, V. S., & Zatsepina, M. B. (2020). Model of interaction between libraries and preschool educational institutions in terms of the moral and aesthetic education of preschool children. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 47 (5), 170-185. doi: 10.32744/pse.2020.5.12

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Information about the authors:

Vladimir S. Golovachev (Moscow, Russian Federation) - Postgraduate student of the Department of Pedagogy. Moscow Region State University. ORCID ID: 0000-0002-6972-2832. E-mail: vladgolovachev@yandex.ru

Maria B. Zatsepina (Moscow, Russian Federation) - Doctor of Education, Professor of the Department of Primary Education. Moscow Region State University. ORCID ID: 0000-0002-81113333-8614. E-mail: sozidatele@mail.ru