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The authors of this paper compared the views of Slovenian and Portuguese preschool teachers about the importance of play and movement for the preschool children. In the paper, they focused on the question： Does physical activity of preschool teachers （spontaneous or planned） impact the planning and implementation of movement activities in their kindergarten group？ They also analyzed the influence of subjective theories on the planning of movement activities and the realization of the curriculum objectives in the field of movement. Most of the preschool teachers in Slovenia and Portugal give priority to natural forms of movement in nature and play, allowing the movement of the fingers, palms, and hands. Research has shown a link between physical activity of preschool teachers and their views on the importance of the implementation of the movement activities of preschool children. The authors also noted that the quality of the implementation of the education process in kindergartens in the area of movement activities depends on their subjective theories to a great extent and on the level of professional competence referred to the discussed topic. 相似文献
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Tatjana Devjak Sanja Bercnik 《美中教育评论》2009,6(7):68-78
In this text, the authors are analyzing preschool care and education in local community. They are focusing on the problem of information transfer between the kindergarten, parents and local community, as well as the model of relationship participation. Cooperation between parents, kindergarten and local community is an important element in the preschool institution quality, because it changes inner relationships, climate and culture. Expectations about cooperation in some authors＇ views （Resman, 1992; Schleicher, 1989; Coleman, 1998; Ryan, 1995） depend on tradition, objectives, social context, legal framework and situational demands. The research data show that Slovene kindergartens have more consumer-like relationships with parents instead of partnership. Kindergartens are clear about important information concerning their pedagogical work and organization, but they do not include parents in making decisions about the developing and executing of programs. 92.3% of parents think that the information they receive is clear, understandable only 89.6% think they are frequent. More then half of the interviewed parents frequently or always participate in kindergarten life and work, only about 43% believe that they can co-influence the development or realization of the programme. Parents also think that the local community is not giving them enough information about preschool care problems, because only 10.2% are included in solving current preschool care problems in their municipality. 相似文献
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