Preschool Teaching Staff ’s Opinions on the Importance of Preschool Curricular Fields of Activities, Art Genres and Visual Arts Fields
Keywords:
curriculum, preschool education, preschool teachers, requisite holism, visual arts activities
Abstract
This article presents preschool teachers’ and assistant teachers’ opinions on the importance of selected fields of educational work in kindergartens. The article first highlights the importance of activities expressing artistic creativity within modern curriculums. Then, it presents an empirical study that examines the preschool teachers’ and assistant teachers’ opinions on the importance of the educational fields, art genres, and visual arts fields. In research hypotheses, we presumed that preschool teachers find individual educational fields, individual art genres, and individual visual arts activities to be of different importance; consequently, education in kindergarten does not achieve the requisite holism. The study is based on the descriptive and causal-non-experimental method. We have determined that the greatest importance is attributed to movement and language, followed by nature, society, art and mathematics. Within art genres, the greatest importance is attributed to visual arts and music and the least to audio-visual activities. Within visual arts, drawing and painting are considered to be the most important and sculpting the least. These findings can support future studies and deliberation on the possible effects on practice in terms of requisitely holistically planned preschool education.Downloads
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References
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Butina, M. (1997). O slikarstvu [On painting]. Ljubljana: Debora.
ÄŒanÄer, V., & Mulej, M. (2010). The Dialectical Systems Theory’s Capacity for Multi-Criteria Decision-Making. Systems Research and Behavioral Science, 27(3), 285-300.
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Mulej, M. (1979). Ustvarjalno delo in dialektiÄna teorija sistemov [Creative work and the Dialectical Systems Theory]. Celje: Razvojni center.
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Sicherl-Kafol, B. (2001). Celostna glasbena vzgoja: Srce-um-telo [Holistic music education: heartmind-body]. Ljubljana: Deborah.
Å arotar Žižek, S. (2012). Vpliv psihiÄne blaginje na temelju posameznikove zadostne in potrebne celovitosti na uspeÅ¡nost (tranzicijske) organizacije [Impact of psychical well-being based on personal requisite holism on success of (transitional) organization]. Maribor: UM, EPF.
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ZupanÄiÄ, T. (2008). Likovni kurikul – primerjava konceptov v luÄi prenove uÄnega naÄrta za likovno vzgojo [Art Education Curricula – A comparison of the Concepts Involved in Renovating the Teaching Plan for Art Education]. Revija za elementarno izobraževanje, 1(3-4), 33-44.
ZupanÄiÄ, T. (2012). EkoloÅ¡ka problematika in Å¡tudenti predÅ¡olske vzgoja [Ecological Awareness and Preschool Education Students]. In M. Duh (Ed.), EkoloÅ¡ka in etiÄna zavest skozi edukacijski odnos do narave in družbe [The Ecological and Ethical Awareness through the Educational Attitude towards Nature and Science] (pp. 226–232). RakiÄan: Ris Dvorec.
Arnheim, R. (2009). Art and visual perception: a psychology of the creative eye. Berkeley: University of California Press.
Bahovec, E. D., Bregar GolobiÄ, K., Kranjc, S., Cvetko, I., MarjanoviÄ Umek, L., VidemÅ¡ek, M., Vonta, T., & Japelj PaveÅ¡iÄ, B. (1999). Kurikulum za vrtce [Curriculum for Kindergartens]. Ljubljana: Ministrstvo za Å¡olstvo in Å¡port. Retrieved 10 February 2015, from http://www.mizs.gov.si/fileadmin/mizs.gov.si/pageuploads/podrocje/vrtci/pdf/vrtci_kur.pdf
Berce Golob, H. (1993). Likovna vzgoja [Art education]. Ljubljana: DZS.
Bose, K. (2010). The Issue of Holistic Development of Young Children in ECE Centres of Botswana. Literacy Information and Computer Education Journal (LICEJ), 1(2), 87-94.
BraÄun Sova, R., & Kemperl, M. (2012). The Curricular Reform of Art Education in Primary School in Slovenia in Terms of Certain Components of the European Competence of Cultural Awareness and Expression. CEPS Journal, 2(2), 71-90.
Butina, M. (1997). O slikarstvu [On painting]. Ljubljana: Debora.
ÄŒanÄer, V., & Mulej, M. (2010). The Dialectical Systems Theory’s Capacity for Multi-Criteria Decision-Making. Systems Research and Behavioral Science, 27(3), 285-300.
Denac, O. (2010). TeoretiÄna izhodiÅ¡Äa naÄrtovanja glasbene vzgoje v vrtcu [Theoretical Starting Points for Planning Music Education in Kindergarten]. Ljubljana: Debora.
Devarakonda, C. (2013). India: Early Child Educators in Changing Patterns of Early Childhood Education and Care. In J. Georgeson & J. Payler (Eds.), International Perspectives on Early Childhood Education and Care (pp. 114-123). Maidenhead, Berkshire: Open University Press.
Didek, Z. (1982). Raziskovanje oblikotvornosti [Researching Design]. Ljubljana: DDU Univerzum.
Duh, M., & ZupanÄiÄ, T. (2003). Likovna vzgoja v prvi triadi devetletne osnovne Å¡ole [Visual Arts in the First Triad of the Nine-Year Primary School]. Ljubljana: Rokus.
Efland, A. D. (2002). Art and cognition: Integrating the visual arts in the curriculum. New York: Teachers College Press.
Eisner, E. W. (2002). The Arts and the Creation of Mind. New Haven: Yale University Press.
Garvis, S., & Pendergast, D. (2011). An investigation of early childhood teacher self-efficacy beliefs in the teaching of arts education. International Journal of Education & the Arts, 12(9), 1-15. Retrieved 10 February 2015, from http://www.ijea.org/v12n9/v12n9.pdf
Herne, S., Cox, S., & Watts, R. (Eds.) (2009). Reading in Primary Art Education. Bristol, UK, Chicago, USA: Intellect.
Hickman, R. (Ed.) (2008). Research in Art & Design Education. Bristol, UK: Intellect.
Hickman, R. (2010). Why We Make Art And Why is it Taught. Bristol, UK: Intellect.
Ivon, H., & KuÅ¡Äević, D. (2013). School and the Cultural-Heritage Environment: Pedagogical, Creative and Artistic Aspects. CEPS Journal, 3(2), 29-50.
Jeffrey, B., & Craft, A., (2004). Teaching creatively and teaching for creativity: distinctions and relationships. Educational Studies, 30(1), 77-87. doi: 10.1080/0305569032000159750.
Krek, J., Globokar, R., Kalin, J., Kodelja, Z., Pribac, I., & Šimenc, M. (2011). Uvod. In J. Krek & M. Metljak (Eds.), Bela knjiga o vzgoji in izobraževanju v Republiki Sloveniji [White book on education in Republic of Slovenia] (pp. 11-62). Ljubljana: Zavod RS za šolstvo.
Krek, J., & Metljak, M. (Eds.) (2011). Bela knjiga o vzgoji in izobraževanju v Republiki Sloveniji [White book on education in Republic of Slovenia]. Ljubljana: Zavod RS za šolstvo.
KrofliÄ, R. (2001). Temeljne predpostavke, naÄela in cilji kurikula za vrtce [The Fundament Assumptions, Principles and Objectives of the Curriculum for Kindergartens]. In L. MarjanoviÄ Umek & R. KrofliÄ (Eds.), Otrok v vrtcu [The Child in Kindergarten] (pp. 9-24). Maribor: Založba Obzorja.
MarjanoviÄ Umek, L., Fekonja Peklaj, U., HoÄevar, A., & LepiÄnik Vodopivec, J. (2011). Vrtci. In J. Krek & M. Metljak (Eds.), Bela knjiga o vzgoji in izobraževanju v Republiki Sloveniji [White book on education in Republic of Slovenia] (pp. 63-106). Ljubljana: Zavod RS za Å¡olstvo.
Martin Kniep, G. O., Feige, D. M., & Soodak, L. C. (1995). Curriculum integration: An expanded idea of an abused idea. Journal of Curriculum and Supervision, 10(3), 227-249.
Morley, S. (2014). Analytic and holistic approaches to Fine Art education: a comparative approach. Journal of Visual Art Practice, 13(2), 101-113.
KrofliÄ, R. (2007). Vzgojna vrednost estetske izkuÅ¡nje [Educational value of aesthetic experience]. Sodobna pedagogika, 58(3), 12–31.
Lindstrom, L. (2011). The Multiple Faces of Visual Arts Education. International Journal of Art and Design Education, 30(1), 7-17.
Ministry of Education. (2012). Nurturing Early Learners – A Curriculum Framework for Kindergarten in Singapore: A Guide for Parents. Singapore: Pre-school Education Branch, Education Services Division, Ministry of Education. Retrieved 25 April 2015, from http://www.moe.gov.sg/education/preschool/files/kindergarten-curriculum-framework-guide-for-parents.pdf
Mulej, M. (1974). DialektiÄna teorija sistemov in ljudski reki [The Dialectical system Theory and Proverbs]. NaÅ¡e gospodarstvo, 21(3-4), 207-212.
Mulej, M. (1979). Ustvarjalno delo in dialektiÄna teorija sistemov [Creative work and the Dialectical Systems Theory]. Celje: Razvojni center.
Mulej, M., & Kajzer, Å . (1998). Self-transformation and transition from a preindustrial to contemporary economy and society. In R. G. Dyck & M. Mulej (Eds.), Self-transformation of the forgotten four-fifths (pp. 325-331). Dubuque: Kendall/Hunt.
Road Map for Arts Education (2006). The World Conference on Arts Education: Building Creative Capacities for the 21st Century. Lisbon, 6-9 March. Retrieved 10 February 2015, from http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CLT/CLT/pdf/Arts_Edu_RoadMap_en.pdf
Sicherl-Kafol, B. (2001). Celostna glasbena vzgoja: Srce-um-telo [Holistic music education: heartmind-body]. Ljubljana: Deborah.
Å arotar Žižek, S. (2012). Vpliv psihiÄne blaginje na temelju posameznikove zadostne in potrebne celovitosti na uspeÅ¡nost (tranzicijske) organizacije [Impact of psychical well-being based on personal requisite holism on success of (transitional) organization]. Maribor: UM, EPF.
UNICEF. (2006). Programming Experiences in Early Child Development. New York: Early Child Development Unit. Retrieved 25 April 2015, from http://www.unicef.org/earlychildhood/files/programming%20experiences%20in%20early%20childhood.pdf
ZupanÄiÄ, T. (2008). Likovni kurikul – primerjava konceptov v luÄi prenove uÄnega naÄrta za likovno vzgojo [Art Education Curricula – A comparison of the Concepts Involved in Renovating the Teaching Plan for Art Education]. Revija za elementarno izobraževanje, 1(3-4), 33-44.
ZupanÄiÄ, T. (2012). EkoloÅ¡ka problematika in Å¡tudenti predÅ¡olske vzgoja [Ecological Awareness and Preschool Education Students]. In M. Duh (Ed.), EkoloÅ¡ka in etiÄna zavest skozi edukacijski odnos do narave in družbe [The Ecological and Ethical Awareness through the Educational Attitude towards Nature and Science] (pp. 226–232). RakiÄan: Ris Dvorec.
Published
2015-12-31
How to Cite
Zupančič, T., Čagran, B., & Mulej, M. (2015). Preschool Teaching Staff ’s Opinions on the Importance of Preschool Curricular Fields of Activities, Art Genres and Visual Arts Fields . Center for Educational Policy Studies Journal, 5(4), 9–29. https://doi.org/10.26529/cepsj.111
Section
VARIA
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