scholarly journals Polarities of Compulsory Education from the Perspective of Parents and Kindergarten Teachers

2018 ◽  
Vol 5 (3) ◽  
pp. 56-61
Author(s):  
Jana Majerčíková ◽  
Hana Navrátilová
Keyword(s):  
Primary School ◽  
Home Schooling ◽  
Compulsory Education ◽  
Kindergarten Teachers ◽  
School Education ◽  
Expected Improvement ◽  
Open Questions ◽  
Content Analysis Method ◽  
Open Coding ◽  
Changing Attitudes

Abstract This empirical study deals with the issue of compulsory education in kindergartens, which was implemented in the Czech Republic in 2017. Children aged 5 must attend kindergarten or opt for individual home-schooling. The intention of this Czech educational policy step was to raise the preparedness and eligibility of children for compulsory primary school education and to eliminate or compensate for potential handicaps when detected. The aim of the research was to document the reflections of parents and kindergarten teachers on the realization of the compulsory pre-school education, specifically the concerns and other reactions of the adults and the children themselves. The data collection was performed by two means: a questionnaire filled in by 305 parents within which predominantly open questions were analyzed, and the method of thematic writing by kindergarten teachers. In the second case twenty-nine texts averaging 2500 characters were obtained. To process the data we used the content analysis method based on open coding. Several significant findings were disclosed characterizing compulsory pre-school education, notably regarding ambivalence. The parents’ attitudes are based on preferences and necessities of pre-school education (as opposed to individual home-schooling) for their children’s further educational career, however, the strict legal obligation to ensure children’s kindergarten attendance was disputed. The teachers welcome the expected improvement of the children’s preparedness; at the same time, they perceive a borderline shift regarding the follow-up childhood stage traditionally connected with entering primary school. The teachers also identify the changing attitudes of children in transition from an institution where they “go to play” while their parents work, to that of a learning place with a status similar to that of primary school.

scholarly journals The Attitudes of Parents towards the Introduction of Compulsory Pre-School Education in Slovakia

2021 ◽  
Vol 11 (3) ◽  
pp. 105-124
Author(s):  
Jana Majerčíková ◽  
Soňa Lorencová
Keyword(s):  
Middle Class ◽  
Primary School ◽  
Rating Scale ◽  
Nursery School ◽  
Slovak Republic ◽  
Compulsory Education ◽  
School Education ◽  
Statistical Characteristics ◽  
Five Dimensions ◽  
Level Scale

Abstract Introduction: This empirical study discusses the issue of compulsory pre-school education in the Slovak Republic from the viewpoint of the parents of children attending nursery school. The goal of the research is to establish the attitudes of presents to compulsory education a year before the child begins school. The research therefore works with two key concepts, this being the obligation of educating children before they begin primary school and “attitude” as a relatively stable assessment of the object to which it applies. Methods: A rating scale questionnaire of our own design was used to collect data. It was administered through a web interface. A five-level scale was used to apply a Likert scale and statements were classified into five dimensions. The research tool had 36 items following validation. The available sample was used to create the research sample. Data was collected in the Czech Republic and in Slovakia; the sample of parents from Slovakia consisted of 162 respondents. Each of the respondents had to have at least one child of pre-school age. When processing the research data the basic statistical characteristics were used, along with a non-parametric Friedman test. Calculations were executed in STATISTICA and SPSS software. Results: The surveyed parents attributed the appropriate importance to compulsory education a year before children begin primary school, they did not believe that implementation of this obligation would have any significant impact on the family’s life and appreciated its importance for their child’s subsequent education. They rated potential interference in the organisation and assurance of pre-school education, related to the newly originating obligation, as suitable and appropriate. They disagreed slightly with the academic focus of pre-school education. Discussion: The consensual opinion of the surveyed parents in regard to implementation of the obligation to educate children a year before they start primary school seems a good basis for realisation of this legislative amendment. In their attitudes, the parents incline towards the fact that compulsory education before starting primary school could help their children start their subsequent educational career, or could enable a smoother transition between the two levels of education. The structure of the research sample focused more on middle-class parents. Parents, due to whom this obligation was chiefly implemented, were not surveyed. It can be assumed that the situation will be similar in relation to attendance of nursery school. Limitations: The main limiting element in the presented research is the available sample of respondents for the research sample. Likewise, validation of the questionnaire, which passed through all the necessary phases, but ran up against the obstacle of the available time and personal availability of researchers and respondents during one phase. Conclusion: The results can be considered positive and no strongly disagreeing standpoints by middle class parents towards compulsory education at nursery school were registered. It would be very useful for further research to survey parents who are not mainstream and children who appear disadvantaged when starting nursery school, chiefly due to the attitude of these parents.

SOCIAL AND EMOTIONAL COMPETENCIES OF FUTURE PUPILS OF THE 1ST YEAR OF PRIMARY SCHOOL

2018 ◽  
Vol 2 ◽  
pp. 574-584
Author(s):  
Aleksandra Kruszewska
Keyword(s):  
Primary School ◽  
Social Intelligence ◽  
Emotional State ◽  
Compulsory Education ◽  
School Education ◽  
First Year ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Emotional Aspects ◽  
Further Development

Despite many works concerning school maturity in Poland, there are only few that focus only on emotional aspects of social behaviours of children who are to start school education. Interest in this issue started increasing when educational authorities announced lowering the age of compulsory education. Majority of available studies concerns evaluation and abilities of children referring to their cognitive possibilities. Although they are very important for the children’s further development, the reasons for success are rather related to emotional and social intelligence. This article presents the research results concerning socio‑emotional competenciesof future pupils of the first year of primary school. Pedagogical observation comprises children from two years remaining at preschool before starting school education. The goal of the study was to present social and emotional state of the 6- and 7-year-old children after cancellation of, so called, “six-year-olds law”.

Primary School Education in India: An Overview

2011 ◽  
Vol 3 (5) ◽  
pp. 439-440
Author(s):  
R. Solai Raja R. Solai Raja ◽  
◽  
S. Banumathi S. Banumathi ◽  
T. Dhanabalan T. Dhanabalan
Keyword(s):  
Primary School ◽  
School Education ◽  
Education In India

scholarly journals 28 Assessing the effectiveness of nutrition-focussed workshops in supplementing primary school education

2021 ◽  
Author(s):  
Asvini Balasubramaniam ◽  
Naomi Richardson ◽  
Karishma Tailor ◽  
Anmol Landa ◽  
Jonti Cole ◽  
...  
Keyword(s):  
Primary School ◽  
School Education

scholarly journals Horizontal Segregation as a Consequence of Hidden Curriculum in Primary School

2021 ◽  
Vol 3 (1) ◽  
pp. 112-119
Author(s):  
Enikő Gál
Keyword(s):  
Higher Education ◽  
Primary School ◽  
Hidden Curriculum ◽  
Music History ◽  
Theoretical Background ◽  
School Education ◽  
Female Education ◽  
Teaching Aids ◽  
The World ◽  
Underrepresentation Of Women

Much of the special literature deals with examining textbooks, and during their analyses the underrepresentation of women in the world of teaching aids always comes out. The National Curricula (1995, 2003, 2007, 2012, and the new draft of the NC) serve as the basis for writing textbooks, thus it would be worth starting the examination of horizontal segregation according to gender here. In the current study, the goal is to identify and to map theoretical dimensions. This research introduces female education and stereotypes of women in Hungary, their theoretical background as regards horizontal segregation according to gender, and also introduces „hidden curriculum”. Horizontal segregation according to gender in higher education is easily seen, the goal of this study, however, is to examine its presence in primary school education through the teaching of three subjects: music, history, and physics. This dissertation is the first step in the research which furthers the mapping of the theoretical background.

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