scholarly journals Pojetí literární výchovy v kurikulu české základní školy druhé poloviny dvacátého století

2017 ◽  
Vol 15 ◽  
pp. 67-79
Author(s):  
Jitka Zítková
Keyword(s):  
Primary School ◽  
20Th Century ◽  
School Curriculum ◽  
School Subject ◽  
Political Transformations ◽  
Literary Education ◽  
The Social ◽  
Primary School Curriculum ◽  
Curriculum Making

Conception of literary education in Czech curriculumfor primary school in the second half of the 20th centuryThe article has a historical and comparative character. It is concerned with the conception of literary education as a part of the Czech language as a school subject in the primary school curriculum. The author pays attention mainly to the period of the second half of the 20th century but she takes account of the previous and the present curriculum, too. The aims, content and methods of literary education in the curriculum are studied separately in each period of its development there. The main tendencies in their conception are defined. A few concepts are described as tendencies to stability, e.g. the presence of customary aims, the presence of three basic sections of content without their further inner hierarchy, and the presence of methodical crux within the direct work with texts. As one of the most distinct changes and movements, we can classify the decrease and then expire of ideological stress on the curriculum, making terminology more and more accurate but without needful definitions and shortening of newer curriculum. The changes of curriculum have always reflected both the social and political transformations and their results.

scholarly journals Analysis of Social Studies Material in Primary School Curriculum

2018 ◽  
Vol 5 (4) ◽  
pp. 4573-4576
Author(s):  
Asnawi . ◽  
Bunga Mulyahati ◽  
Ronald Fransyaigu
Keyword(s):  
Social Studies ◽  
Primary School ◽  
Fourth Grade ◽  
School Curriculum ◽  
The Social ◽  
Primary School Curriculum ◽  
Concrete Operational ◽  
School Selection ◽  
Thematic Learning ◽  
Selection Of

This study aims to assess the Social Studies material contained in the book of integrated thematic curriculum in 2013 the fourth grade of primary school. Selection of the fourth grade of primary school due to the initial implementation of integrated thematic learning in curriculum 2013 in a high-class curriculum. This study used a qualitative approach with a particular method of discourse analysis and content analysis of the data obtained through text analysis and documentation. Which is the object of this research is the book of integrated thematic curriculum fourth grade of primary school in curriculum 2013. Social Studies material is organized from the teaching materials and simple close around the child to a more extensive and complex. Depth presentation of the material in the textbook Social Studies  the fourth grade of primary school thematic curriculum is associated with students' knowledge. The level of difficulty of the material adapted to the development of learners who are at the stage of "concrete-operational", giving the students in understanding the material.

scholarly journals Rights of Children in the Kenyan Primary School Curriculum

2018 ◽  
Vol 1 (1) ◽  
pp. 241-266
Author(s):  
Karugu A. M.
Keyword(s):  
Human Rights ◽  
Social Studies ◽  
Primary School ◽  
Primary Schools ◽  
School Curriculum ◽  
Content Analysis Method ◽  
The Social ◽  
Primary School Curriculum ◽  
Compare And Contrast ◽  
Children Rights

Kenyans today are very conscious and assertive of their rights. They ensured that basic human rights are enshrined in the new Constitution of Kenya 2010 that they passed. Despite all these, it is relevant to question how knowledge about human rights is transmitted and acquired by young Kenyans. We carried out a study in an attempt to provide an answer to this question. Using content analysis method we examined the rights of children as discussed in various social studies text books that are currently used in Kenyan primary schools. The objective was to identify rights of the children, interrogate them as well, as compare and contrast how various authors/publishers have presented them. In addition, the same method was used to identify and document incidents of violation of children rights as reported in the Daily Nation. The major finding of this study is that the social studies curriculum in primary schools as presented in the books that we examined adequately exposes young Kenyans to their rights and related issues. Pupils who suc-cessfully complete primary school course can be viewed to be knowledgeable and aware of their rights. Examining the reported incidents in the Daily Nation however showed that there is still a societal problem in protecting children from abuse. Children are vulnerable and defenseless. Generally, they are not capable of asserting their rights. This is evident, especially, in situations where violators of children rights are people close to them such as parents, guardians and teachers.

scholarly journals PRANCŪZIJOS PRADINĖ MOKYKLA: KO GALIME PASIMOKYTI? [FRENCH PRIMARY SCHOOL: WHAT CAN WE LEARN FROM IT?]

2016 ◽  
Vol 8 (2) ◽  
pp. 50-54
Author(s):  
Rita Makarskaitė-Petkevičienė
Keyword(s):  
Primary School ◽  
Civic Education ◽  
School Curriculum ◽  
Living Environment ◽  
Work Organisation ◽  
Creative Imagination ◽  
Interest In Science ◽  
Good School ◽  
Primary School Curriculum ◽  
Key Words Development

The article presents experiences from the visit to a French primary school (L'école élémentaire). Education of six-year old children is discussed as well as their life at school. It is also considered why the Lithuanian “Good School Conception” functions perfectly in that country, while in Lithuania this does not happen always. The goals of French primary school are to develop learner independence and responsibility; to develop their observation, curiosity, creativity; to develop communication skills; to help a child to develop physically. The core of the primary school curriculum includes civic education and lessons of “discoveries“. The author of the article discusses the variety of learners’ activities in the classroom, the teacher’s work and issues of work organisation, learning environment. It should be emphasised that primary learners discover the scientific truths through experimenting, development of motor skills and creative imagination as well as reflections. The teacher’s activity is directed towards development of the learner’s personal ability to reason, evoking of the learner’s interest in science, learning of living environment as well as perception of space and time. Key words: development of ability to reason, primary school, school learners’ activities.

scholarly journals Teachers’ and Proprietors’ perception of pre-primary school curriculum process in Ife-East Local Government Area of Osun State, Nigeria

2019 ◽  
Vol 6 (9) ◽  
pp. 39-47
Author(s):  
Iroegbu Victoria Ihekerenma
Keyword(s):  
Local Government ◽  
Primary School ◽  
Job Training ◽  
School Curriculum ◽  
Local Government Area ◽  
School Teachers ◽  
Research Instrument ◽  
Methods Of Evaluation ◽  
Chi Squared ◽  
Primary School Curriculum

This study investigated preprimary school teachers’ and proprietors’ perception of curriculum process in preprimary education in Nigeria. 140 teachers/proprietors from private preprimary schools were purposively selected for the study. The research instrument was a 32 item researcher constructed curriculum process questionnaire in the Likert format with Cronbach’s Alpha of .852. The items were distributed into five sections: impending curriculum sensitization; curriculum objectives; contentment; methods and strategies; and methods of evaluation. The instrument was administered on the teachers and proprietors in their various schools and collected by the researcher and assistants on the same day. The resulting data were analyzed using the Chi Squared statistics. The results showed that in 28 cases out of 32, the Chi squared obtained was not significant at the .05 level. It was concluded that preprimary school teachers and proprietors had similar perceptions of preprimary curriculum process. It was recommended that preprimary school teachers and proprietors be given regular on-the-job training in this regard.

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