ORBIS SCHOLAE

ORBIS SCHOLAE

We inform authors and readers that, following an agreement with the Karolinum publishing house, from 2024 (Volume 18), the journal Orbis scholae will be published only in electronic form.

Orbis scholae is an academic journal published by Charles University, Prague. It features articles on school education in the wider socio-cultural context. It aims to contribute to our understanding and the development of school education, and to the reflection of teaching practice and educational policy.

ORBIS SCHOLAE, 71–86

Dítě, nebo tradice? Plánování vzdělávacího obsahu v předškolním vzdělávání

[Child, or Tradition? Planning Educational Content in Preschool Education]

Eva Koželuhová, Barbora Loudová Stralczynská, Zora Syslová

DOI: https://doi.org/10.14712/23363177.2023.13
published online: 24. 07. 2023

abstract

The paper deals with the issue of curriculum development in pre-primary education. The aim of the research was to find out what experiences and opinion student-teachers have to the development of school and class curricula. The data were obtained through a questionnaire conducted between 2020−21 among students of BA and MA part-time programmes of faculties preparing preschool teachers in the Czech Republic (N = 1001, response rate 35%). For this paper, data from respondents working as teachers in preschools (N = 224) were used. The results showed that the approaches of preschools are heavily burdened by the pedagogical tradition of the sociocentric paradigm. A chronological approach to the arrangement of educational content in school curricula prevails (63%). Almost a third of preschools create classroom curricula for the whole year ahead. Only 44% of respondents suggest educational topics during the school year. In contrast, more flexible approaches, justified by respect for the child, dominated respondents’ preferences. In spite of this, the lack of understanding of the current notion of designing educational content at school and classroom level were still very much present in the sub-statements.

keywords: pre-primary education; Czechia; curriculum quality; designing of education contents; teachers’ approaches; transformation process

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