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| Autor/inn/en | Zupancic, Tomaz; Cagran, Branka; Mulej, Matjaz |
|---|---|
| Titel | Preschool teaching staff's opinions on the importance of preschool curricular fields of activities, art genres and visual arts fields. Paralleltitel: Vrednotenje pomembnosti kurikularnih podrocij dejavnosti, umetnostnih zvrsti in likovnih podrocij med predsolskimi pedagoskimi delavci. |
| Quelle | In: CEPS journal, 5 (2015) 4, S. 9-29Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | online; Zeitschriftenaufsatz |
| ISSN | 2232-2647 |
| URN | urn:nbn:de:0111-pedocs-116266 |
| Schlagwörter | Empirische Untersuchung; Interview; Einstellung (Psy); Kind; Vorschulalter; Kindergarten; Vorschulerziehung; Curriculum; Literatur; Kunstunterricht; Zeichnen; Ästhetische Erfahrung; Musik; Tanz; Theater; Erzieher; Slowenien |
| Abstract | This article presents preschool teachers' and assistant teachers' opinions on the importance of selected fields of educational work in kindergartens. The article first highlights the importance of activities expressing artistic creativity within modern curriculums. Then, it presents an empirical study that examines the preschool teachers' and assistant teachers' opinions on the importance of the educational fields, art genres, and visual arts fields. In research hypotheses, we presumed that preschool teachers find individual educational fields, individual art genres, and individual visual arts activities to be of different importance; consequently, education in kindergarten does not achieve the requisite holism. The study is based on the descriptive and causal-non-experimental method. We have determined that the greatest importance is attributed to movement and language, followed by nature, society, art and mathematics. Within art genres, the greatest importance is attributed to visual arts and music and the least to audio-visual activities. Within visual arts, drawing and painting are considered to be the most important and sculpting the least. These findings can support future studies and deliberation on the possible effects on practice in terms of requisitely holistically planned preschool education. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2016/2 |
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