Teachers' Implicit Theories on Child Participation in Preschool

Autor/inn/en	Turnšek, Nada
Titel	Teachers' Implicit Theories on Child Participation in Preschool
Quelle	In: Athens Journal of Education, 3 (2016) 1, S.7-18 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Teacher Attitudes; Preschool Education; Preschool Teachers; Preschool Children; Competence; Foreign Countries; Learning; Developmentally Appropriate Practices; Student Participation; Childrens Rights; Slovenia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Kompetenz; Ausland; Lernen; Entwicklungsbezogene Bildung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; 'Children''s rights'; Kindesrecht; Slowenien
Abstract	With the new paradigm of the sociology of childhood the traditional notion of childhood as a developmental phenomenon has been replaced by the recognition of childhood as an integral part of society and culture rather than simply an antecedent, and by the need for children to be regarded as significant contributors to our society and culture. The concept of "the competent child" and the related concept of child participation poses theoretical as well as practical dilemmas. The paper presents the results of a quantitative study involving 810 respondents, examining Slovenian preschool teachers' views on the implementation of the idea of the competent child and child participation in preschools. Descriptive statistics have been carried out, along with a cluster analysis using Ward's method. The findings suggest the existence of two clusters of beliefs, representing the division between the teachers who support the traditional notion of childhood as a state of immaturity and lack of competence, and those supporting the postmodern concept of the competent child. The first is associated with the concept of participation through a mediator and the latter with the concept of autonomous participation. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01