Teachers’ Understanding of Preschool Curriculum of Cultural Practices for Children and Adult Research Activities. Part two

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Abstract

The article presents a questionnaire which was used to study the ideas of preschool teachers about the content and place of children's-adult «researches» in the educational process. The author describes indicators reflecting the quality of «researches».Every indicator is concretized in the form of a question and a set of characteristics of research activities for discussion with the respondent. Evaluation of results is carried out in points (from 0 to 7 points for each indicator). 60 teachers of Moscow state and private kindergartens took part in a survey. It showed that teachers have difficulties in understanding the possibilities of an open educational environment for developing cognitive motivation and enriching the content of researches (creating "research communities", interacting for different levels of education, attracting resources of the socio-cultural environment of the city), as well as in reflecting the risks and difficulties of introducing "researches" in educational process. The statistical analysis showed a weak connection between the teaching experience of respondents and the level of understanding of the peculiarities of the cultural practice of children's research activity. This work was supported by Federal Research Centre for Projects Evaluation and Consulting Services (project № 26.4266.2017/НМ).

General Information

Keywords: preschool, child, preschool education, teachers, questionnaire, research activity, indicators for cultural practice of children's-adult «researches»

Journal rubric: Psychology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2017090109

For citation: Alieva T.I. Teachers’ Understanding of Preschool Curriculum of Cultural Practices for Children and Adult Research Activities. Part two [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie psyedu.ru [Psychological Science and Education psyedu.ru], 2017. Vol. 9, no. 1, pp. 86–95. DOI: 10.17759/psyedu.2017090109. (In Russ., аbstr. in Engl.)

References

Information About the Authors

Tatyana I. Alieva, PhD in Education, Leading Researcher, Scientific Research Institute – Federal Research Centre for Projects Evaluation and Consulting Services, Moscow, Russia, e-mail: alievati@mail.ru

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