The Use of the Interpretation of Works of Art in Pre-School Education

Abstract

The research focuses on examining the use of the interpretation of works of art in pre-school education in three dimensions - the current state of the use of the interpretation of works of art, the opinions of kindergarten teachers on art, and the opportunities for kindergarten teachers to acquire knowledge about the theory and history of art in their undergraduate training or in other forms of education. The aim of the research was to determine a correlation between the aforementioned variables. 366 kindergarten teachers responded to the items of the self-constructed questionnaire. It has been proven that the current state of the use of the interpretation of works of art in pre-school education can be described as below average, the opportunities for kindergarten teachers to acquire knowledge from the theory and history of art in their pre-graduate training or in other forms of education were lower than average, and the opinions of kindergarten teachers on art can also be described as below average. There is a statistically significant positive correlation between the aforementioned dimensions of the interpretation of works of art in pre-school education. Keywords: empirical experience, kindergarten teacher, pre-school education, works of art

Preschool Teachers’ Application of Visual Arts in Kindergartens

“…However, it must be led by a teacher who is competent pedagogically but equally competent artistically. Thus, one can ask whether kindergarten teachers feel competent in this regard (Rochovská, Švábová, 2021;Rochovská, Švábová, & Dolinská, 2023) and to what extent they incorporate visual art and its stimuli into educational activities in kindergarten. Therefore, the research problem has become the use of visual art in preschool education based on the self-reflection of kindergarten teachers.…”

Research on the Path of Folk Art

“…The simple and honest folk customs nourish folk art. The open-minded, optimistic, honest, and diligent characters of laborers are reflected in the art (Rochovská & Švábová, 2021).…”

The Use of Creative Drama Methods Within Kindergartens From the Perspective of the Teaching Staff

“…A common feature is that it is about education aimed at the free and comprehensive development of a child's personality, in which the child using dynamic activities has the opportunity to perceive and learn about the external and internal world through its methods (Švábová, 2013;Rochovská et al, 2021;Rochovská, & Švábová, 2022). Furthermore, it is a creative process using all kinds of art -verbal, musical, movement, visual and dramatic (Brozmanová, 2020;Rochovská et al, 2021). The holistic development of the child's personality and the orientation to his/her uniqueness, self-development are emphasized.…”

“…Dominant were the themes on creative thinking and developing creativity (Ahmadi & Nojabaee, 2014;Celume et al, 2019;Momeni et al, 2017;Ping, 2017;Po-Chi, 2016;Toivanen et al, 2013;Yaşar & Aral, 2012), and the theme on the impact of the application of creative drama on social (Azlina et al, 2021;Çetingöz & Gunhan, 2012;Öztuğ & Çiner, 2017;Ping, 2017;Tombak, 2014) and communication skills (Güleç & Macan, 2014;Özgür, 2018). Most of the papers that have been published in relation to the topic, and also included in the world database, were from researchers in Turkey (almost one-third), but there was also representation from Slovakia (Rochovská & Švábová, 2021(Rochovská & Švábová, , 2022, Czech Republic, Slovenia, Finland, Spain, France, Cyprus, China, Hong-Kong, Malaysia, and Iran.…”

“…Research has not only been carried out on children at a preschool age, but also on preschool pedagogy students (Danju, & Besim, 2020;Moral-Barrigüette & Guijarro, 2022;Öz et al, 2022;Yüksel et al, 2019). Several research studies have focused on the preschool teachers' views on the use of creative drama (Gursoy, 2019;Hornáčková, 2019;Rochovská & Švábová, 2021Rochovská & Švábová, , 2022Švábová, 2013).…”