From obsolete to contemporary preschool education (experiences in Serbia)

Stojanović, Aleksandar; Kovačević, Zorica; Bogavac, Dragana

doi:10.1080/09575146.2018.1444584

Cited by 4 publications

(7 citation statements)

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“…This would imply the existence of a structure, a time frame for the play's duration, clarity in any activity, and the fact that the play is collaborative or competitive. This has been written about in other studies as well (Lazić et al, 2019, Mayne et al, 2018Wood, 2014), and some emphasized the fact that heterogeneity of children's groups, integrated approach in work, program diversification and other contribute to play chosen by children, considering the preschool teacher's offer (Koruga, 2000;Stojanović et al, 2018), as is confirmed by this research. When compared to other teachers, the teachers with a two-year college degree mostly choose didactic approach to play.…”

Section: Discussionsupporting

confidence: 70%

“…When compared to other teachers, the teachers with a two-year college degree mostly choose didactic approach to play. It is assumed that this is due to the notion that during play and through the play method children can learn the most (Stojanović et al, 2018). Contrastly, the least represented selection of research play with or without experimental activities by teachers from this variable indicates insufficient freedom to initiate such activities, possibly springing from the thought that children in such activities may learn little or nothing (Klemenović, 2009).…”

Section: Discussionmentioning

confidence: 99%

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Play in Direct Practice in Preschools of Vojvodina / Igra u izravnoj praksi u vrtićima Vojvodine

Lazić

Colić

Janković

2021

Croatian Journal of Education

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The paper presents the research carried out in the school year 2018-19 in preschoolsof the Autonomous Province of Vojvodina. The aim of the research was to assess therole of preschool teachers in supporting and enriching child’s play, gain insight intochildren’s actions in relation to it, as well as to ascertain the dominant perspectiveof the children and adults in the play. One hundred forty-five preschool teachershad been interviewed. The results have shown that teachers have had a shiftof focus in understanding child’s play and assessing its efficiency. Even thoughteachers in general see play as a free child’s activity, it has become apparent theyperceive it more as a learning method than a free child’s action. Play with rules wasintroduced to all age groups of children, including nursery. The play implementedin the research was assessed as successful, and the preschool teacher’s role was toguide or observe it. Even though the question of the relation in which the childenters and builds its own experiences is seen as an imperative in contemporaryeducational policies, teachers have stated that they are mostly focused on eithertheir own or the child's perspective. The research has confirmed the presence of atendency for didactisation of play and showed the need for new insights into thissignificant child's activity.Keywords: child; play; preschool teacher; relationship; perspective. - radu je prikazano istraživanje koje je provedeno u školskoj godini 2018./19. udječjim vrtićima na području Autonomne Pokrajine Vojvodine. Cilj je istraživanjaprocijeniti ulogu odgajatelja u podržavanju i obogaćivanju dječjih igara, uvid ustvaranje djece u odnosu na igru kao i percepciju dominantne perspektive djetetaili odrasle osobe u igri. Intervjuirano je 145 odgajatelja. Rezultati su pokazali da seodgajatelj usredotočio na razumijevanje dječje igre i procjenu njezine izvedbe. Iakoodgajatelji u načelu shvaćaju igru kao slobodnu dječju aktivnost, pokazalo se da jeona viđena kao metoda učenja, a ne kao slobodno dječje djelovanje. Uvodili su igrus pravilima u sve dobne skupine djece, uključujući jaslice. U procesu igre uspješno suocijenili svoju ulogu upravljanja i nadzora. Iako pitanje odnosa u koje dijete ulazii gradi vlastita iskustva vide kao imperativ u suvremenim odgojno-obrazovnimpolitikama, odgajatelji su izjavili da su uglavnom usmjereni ili na vlastitu ili nadječju perspektivu. Istraživanje je potvrdilo postojanje tendencije za didaktizacijuigre i otvorilo potrebu za novim spoznajama o ovoj značajnoj dječjoj aktivnosti.Ključne riječi: dijete; igra; odgajatelj; odnos; perspektiva.

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Section: Discussionsupporting

confidence: 70%

Section: Discussionmentioning

confidence: 99%

Play in Direct Practice in Preschools of Vojvodina / Igra u izravnoj praksi u vrtićima Vojvodine

Lazić

Colić

Janković

2021

Croatian Journal of Education

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“…According to Buđevac and Kovačević (2020) and Stojanović et al (2018), the long-standing tradition of preschool education in Serbia is reflected in the establishment of first "playschools" in which educational work was organized under the influence of the prevailing European pedagogical movements based first on Froebelian, and then on Montessori traditions. The main goal and purpose of these playschools was to educate children of preschool age (up to the age of 7 in Serbia).…”

Section: Introductionmentioning

confidence: 99%

“…After the Word War II, Soviet pedagogy provided conditions for the overall development and education of children in state educational institutions and it exerted great influence on the concept of preschool institutions. The focus was on the elements of the socio-cultural historical theory of learning, which incorporates the experience of children and the adults (Stojanović et al, 2018). Initial curriculums for children's education included some didactic-methodological instructions as a form of educational work with preschool children, and it was not earlier than 1959 that the function of the preschool institutions was defined.…”

Section: Introductionmentioning

confidence: 99%

“…This means that nowadays in Serbia we have the understanding of the child's development in the sociocultural approach in the synthesis of the ideas of Piaget, Vygotsky, and Dewey, and the perception of childhood as a worthy and visible social category (Stojanović et al, 2018). The new strategy for the development of preschool education in Serbia was adopted in 2018 (ME, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Spatial skills of preschool children from Serbia and a possible model for the typology of children’s spatial skills

Đokić,

Vorkapić

2024

Front. Educ.

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IntroductionIn their study, the authors delve into the impact of preschool curriculum on the spatial abilities development of children. They specifically explore the significance of spatial understanding through Piaget’s primacy of topological concepts and the increasing emphasis on projective geometry. The research focuses on preschoolers in Serbia, aged 5.5–6.5, as they transition to primary school.MethodsThe study involves 103 children exposed to two distinct preschool curricula: The General Foundations of the Preschool Curriculum (GFPC) and The Foundations of the Preschool Curriculum – Years of Ascent (YA). Drawing on the typology of spatial tasks in the 2 × 2 matrix, the researchers conducted individual structured interviews comprising 8 tasks. These tasks were designed to assess children’s performance across four sub-domains: Intrinsic–Static, Extrinsic–Static, Intrinsic–Dynamic, and Extrinsic–Dynamic.ResultsThe findings reveal a general poor performance in solving spatial tasks among the children. Despite inconsistent results in the cognitive structures of spatial ability, the study indicates that the type of preschool program or gender does not significantly influence preschoolers’ spatial abilities in Serbia. Notably, differences were observed in the sub-domains of Static and Dynamic. However, the analysis suggests that the 2 × 2 model may not be an appropriate fit for the Serbian sample.DiscussionThe authors acknowledge the limitations of the 2 × 2 model and propose further exploration of alternative typologies to better characterize children’s spatial skills development in Serbia. They advocate for a model that accurately describes preschoolers’ spatial abilities and can inform curriculum creators in enriching mathematics education. The study underscores the importance of spatial reasoning for success in STEM fields, as supported by meta-analyses of children’s spatial abilities.

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Primena holističkog pristupa u praksi iz perspektive vaspitača

Nedimović¹,

Đorđev²,

Stojanović³

2022

Inovacije u nastavi

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In the paper we present the results of a research on applying a holistic approach in practice from the perspective of preschool teachers. The research was conducted during the school year 2021/2022, on a sample of 229 in-service preschool teachers from Vojvodina. The subject of the research is the preschool teachers' self-evaluation of their own knowledge, skills, valye system, and motivation regarding the application of the holistic approach in teaching preschool children. The aim is to determine the current situation relative to using this approach, as well as individual actions (supporting, expanding, modeling, encouraging children's initiatives, consulting) incorporated in the new Foundations of the Preschool Education Program - Years of Ascent (Osnove programa predškolskog vaspitanja i obrazovanja - "Godine uzleta"), for early development and learning from the point of view of the preschool teachers. The obtained results indicate that preschool teachers generally agree that using the holistic approach during an early development of children contributes to children's welfare. When it comes to individual actions, the results show that preschool teachers use supporting the most and modeling the least in their everyday work. In addition, teachers evaluate modeling and expanding as the most significant, and consulting and encouraging the least significant actions based on the holistic approach in their work with children.

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From obsolete to contemporary preschool education (experiences in Serbia)

Cited by 4 publications

References 4 publications

Play in Direct Practice in Preschools of Vojvodina / Igra u izravnoj praksi u vrtićima Vojvodine

Play in Direct Practice in Preschools of Vojvodina / Igra u izravnoj praksi u vrtićima Vojvodine

Spatial skills of preschool children from Serbia and a possible model for the typology of children’s spatial skills

Primena holističkog pristupa u praksi iz perspektive vaspitača

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