Early childhood educators' perspectives on the quality of the curriculum for the early childhood education (Master thesis)
There is currently an increasing global interest in early childhood education, especially regarding curriculum and quality. Curriculums are very important for the achievement of the educational goals (Flouris, 1995). Curriculums are pedagogical texts, which are developed on the basis of the philosophical, ideological, political and sociological conditions (Sakellariou, 2010). Moreover curriculums constitute the main factor for the assurance of the educational quality (Brodin & Renblad, 2014∙ Koutselini, 2013). Althouth, quality is a multidimensional concept due to the different definitions the stakeholders of the educational system state (Rentzou & Sakellariou, 2013), the quality is still the core of the education (Koutouvela, 2106). The role of the teachers is of main importance for the intervention of the curriculum (Moss, 2006, as cited in Brock, 2009) and for their quality. The aim of the present study was to assess and evaluate the educators’ views on the quality of the national curriculum for kindergarden schools (nipiagogia) in Greece. Additionally it is studied if the educators can conduct quality work based on the curriculum in the present conditions. The accomplishment of this study is based on questionnaire distributed to all educators employed in the municipality of Ioannina, but finally only sixty-two eduacators participated in the study (n = 62). The sample was selected randomly. The questionnaire consisted of open-ended and closed-ended questions. Data were compiled and processed in a computer based program, and the analysis of the results became with the use of the statistical software IBM SPSS Statistics 22. The present findings showed that the educators were positive to the curriculum, as a tool for improving the quality of early childhood education, while the currently used curriculum is evaluated as of poor quality. The most important factors which hold the quality of the curriculum back are the incomplete post education of the educators, the teacher-tochild ratio and the existing substructures of the schools.
|Institution and School/Department of submitter:||Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Νηπιαγωγών|
|Subject classification:||Εκπαίδευση -- Αναλυτικά προγράμματα|
|Keywords:||Απόψεις νηπιαγωγών,Ποιότητα αναλυτικών προγραμμάτων,Αναλυτικά προγράμματα για το νηπιαγωγείο,Σχεδιασμός – εφαρμογή – αξιολόγηση αναλυτικών προγραμμάτων,Early childhood educators’ perspectives,Quality of curriculum,Curriculum for the early childhood education,Desing-imlementation and evaluation of the curricula|
|Appears in Collections:||Διατριβές Μεταπτυχιακής Έρευνας (Masters)|
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|Μ.Ε. ΝΑΤΣΙΑ ΕΛΕΥΘΕΡΙΑ 2018.pdf||3.5 MB||Adobe PDF||View/Open|
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