Th e aim of our study was to fi nd out how kindergarten teachers perceive the issue of age-homogeneous and heterogeneous classes at kindergartens. A self-designed questionnaire and interview were used for measuring, which was part of the research methods used (interview, observation, questionnaire). Th e questionnaire included items aimed at fi nding out respondents' opinions on the age composition of children in kindergarten classes. Th e research sample consisted of 234 female teachers. On the basis of results it can be stated that respondents preferred age-homogeneous groups in classes. However, those teaching age-heterogeneous classes saw more advantages of such division. Research results also showed that younger respondents preferred dividing children into age-homogeneous groups more than older respondents.

The research focuses on the issue of mixed-aged children in nursery schools. The aim of the research was to find out the opinions of the nursery school teachers on the advantages and disadvantages of a heterogeneous age groups based on their practical experiences. In order to find out the opinions of the respondents, a questionnaire was constructed and used. Based on the results, it can be said that 243 respondents consider an advantage to be the better social and emotional development of children, regardless of whether the respondent prefers to work in a homogeneous or heterogeneous age group. However, they did not agree with the disadvantages of heterogeneous age groups. The respondents teaching homogeneous age groups have generally identified far more disadvantages, and the greatest disadvantage being that children in a heterogeneous age group have worse conditions for cognitive development and do not have the opportunity to compete with each other. It has also been confirmed that those respondents with more years of work experience prefer a more heterogeneous age composition of groups than respondents with fewer years of work experience. Keywords: mixed-age groups, nursery school, nursery school teacher, pre-primary education.

ResuméVýznam a potreba technického vzdelávania v Slovenskej republike sú nespochybniteľné. Práve preto je v súčasnosti nutné zdôrazňovať potrebu technického vzdelávania mladých ľudí a v čase uchádzania sa o ďalšie štúdium a vzdelávanie apelovať na fakt, že každý žiak, študent, má v rukách svoju budúcnosť. Musíme ale konštatovať, že záujem o štúdium technických odborov na stredných odborných školách je nižší, žiaci majú často problémy zvládať takýto druh štúdia a následne sa úspešne adaptovať na trhu práce. Technické vzdelávanie je náročné, hlavne pri realizácii dištančnou formou. V tomto článku budeme prezentovať získané poznatky i skúsenosti z vyučovania technických predmetov počas pandémie nového koronavírusu SARS-CoV-2. Cieľom tohoto článku je na základe realizácie krátkeho prieskumu formou dotazníka zhodnotiť technické vzdelávanie realizované formou dištančnej výučby, zhodnotiť pozitívne i negatívne stránky.

The paper focuses on the development of teachers’ competences in pre-primary education in Task-based Learning (TBL) and Project-based Learning (PBL). It presents the objectives and first results of the Learning by Doing – Attainment of Basic Competences in ECEC project supported by the ERASMUS+ Programme. The project aims to support the theoretical basis of TBL and PBL and their implementation in pre-schools in Slovenia, Slovakia, and the Czech Republic. The paper presents theoretical backgrounds and the analysis of data obtained in the pilot, which focused on pre-school teachers’ existing experience in TBL and PBL. The study shows that verbal and demonstration methods still predominate in the practice of teachers from the research sample. The PBL method was mostly used by Slovenian teachers, and many respondents showed a misunderstanding of the basis of both methods and their use. Some of the obstacles mentioned were the insufficient expertise of teachers, size and diversity of the classes, material conditions, and lack of time.

The technical education at all school levels is currently a very topical issue that is being widely discussed by professionals. It is necessary and imperative to improve the technical literacy of pupils to better prepare them for life in the new societal context. The change and development of technical thinking and skills also require fundamental changes in the pedagogical and psychological approaches in the training of the young generation. The aim of this paper is to present a part of a longitudinal research that studies the technical skills of pupils at the primary school level, the changes in the application of educational methods and strategies in the time of an unexpected pandemic, as well as the accompanied and extended remote learning in the selected Slovak schools. The research was carried out within the framework of the VEGA grant task No. 1/0383/19, "Analysis of the state of play in the technical education and the development of technical skills of pupils at the primary school level.