Media Education in Slovene Preschools: A Review of Four Studies

  • Mateja Rek

Abstract

In Slovenia, the concept of media literacy has been integrated into the formal education system, including early childhood education. The Preschool Curriculum sets certain goals to be followed in educating preschool
children on media-related topics. Research done in other Member States of the EU points to the conclusion that the actual implementation and delivery of media education is both fragmented and inconsistent as well as
dependent on the interests and motivation of individual preschool teachers. They are the ones who, in accordance with their professional capacity and autonomy, include the goals set in the curriculum into an actual
learning process in preschools, also determining the timing and manner of this. The aim of this article is to review, compare, and analyse the data from recent research on the media education of preschool children in Slovenia in order to better understand how preschool teachers in Slovenia assess their capacity to work with media as well as their media literacy levels, which media they use, and how the media education is conducted
in the groups of preschool children. 

References

Anand, S., & Krosnick, J. A. (2005). Demographic predictors of media use among infants, toddlers and preschoolers. American Behavioural Scientist, 48(5), 539–561.

Bahovec, E. D., & Kodelja, Z. (1996). Vrtci za današnji čas [Preschool for today]. Ljubljana: Center za kulturološke raziskave pri Pedagoškem inštitutu & Društvo za kulturološke raziskave.

Boddum, M. R. (2013). Plugged in: A focused look at parents’ use of smartphones among children 2-5 years of age. Oakland, CA: Mills College, ProQuest LLC.

Buckingham, D. (2003). Media education: Literacy, learning and contemporary culture. Cambridge, UK: Polity Press.

Ciboci, L., Kanižaj, I., & Labaš, D. (2014). Media education from the perspective of parents of preschool children: Challenges and trends in free time media use. Medijska istraživanja, 20(2), 53–69.

DeWatt M. K., & DeWatt, R. B. (2011). Participant observation: A guide for fieldworks (2nd ed.). Plymouth, UK: AltaMira Press.

Duch, H., Fisher, E. M., Ensari, I., & Harrington, A. (2013). Screen time use in children under 3 years old: A systematic review of correlates. International Journal of Behavioural Nutrition and Physical Activity, 10, 102.

Erjavec, K. (2005). Zgodnje medijsko opismenjevanje [Early media education]. Sodobna pedagogika, 56(2), 188–202.

Erjavec, K. (2010). Media literacy of schoolgirls and schoolboys in an information society. Sodobna pedagogika, 61(1), 174–191.

European Commission (2011). Report from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions on the application of the Council Recommendation of 24 September 1999 concerning the protection of minors and human dignity and of the Recommendation of the European Parliament and of the Council of 20 December 2006 on the protection of minors and human dignity and on tight of reply in relation to the competitiveness of the European audio-visual and online information services industry – protecting children in the digital world. Retrieved from http://eur-lex.europa.eu/legalcontent/EN/TXT/?uri=CELEX%3A52011DC0556

European Commission (2011a): Testing and refining criteria to assess media literacy levels in Europe: Final report. Retrieved from http://www.eavi.eu/joomla/images/stories/Publications/study_testing_
and_refining_ml_levels_in_europe.pdf

Farrel, A., Kagen, S. L., & Tisdall, M. E. K. (2016). The SAGE handbook of early childhood research. London, UK; Thousand Oaks, CA; New Delhi & Singapore: SAGE.

Genc, Z. (2014). Parents’ perceptions about the mobile technology use of preschool aged children. Procedia - Social and Behavioural Sciences, 146, 55–60.

Hesketh, K. D., Hinkley, T., & Campbell, K. J. (2012). Children’s physical activity and screen time: qualitative comparison of views of parents of infants and preschool children. International Journal of Behavioural Nutrition and Physical Activity, 9(152), 1–14.

Hobbs, R. (2010). Digital and media literacy: A plan of action. Washington DC, WA: The Aspen institute. Retrieved from https://assets.aspeninstitute.org/content/uploads/2010/11/Digital_and_Media_Literacy.pdf

Holloway, D., Green, L., & Livingstone, S. (2013). Zero to eight. Young children and their internet use. London, UK: EU Kids Online.

MIZŠ (1999). Kurikulum za vrtce [Curriculum for kindergarten]. Retrieved from http://www.mizs.gov.si/fileadmin/mizs.gov.si/pageuploads/podrocje/vrtci/pdf/vrtci_kur.pdf

Kovačič, A., & Rek, M. (2016). Factors increasing media exposure of preschool children. The New Educational Review, 45, 249–257.

Kovačič, A., Mavri, B., & Rek, M.(2016). Predšolski otroci in vpliv medijev [Preschool children and influence of the media]. Pedagoška obzorja, 31(2), 20–35.

Lemish, D. (2015). Children and media: A global perspective. Malden, UK: John Wiley & Sons.

Lepičnik Vodopivec, J. (2011). Some aspects of teaching media literacy to pre-school children in Slovenia from a perception standpoint of teachers and parents. Acta Didactica Napocensia, 4(2-3), 69–78.

Madronič, P. (2014). Medijska vzgoja v vrtcu. [Media education in preschool] (Mater’s thesis, Pedagoška fakulteta, Univerza v Ljubljani). Retrieved from http://pefprints.pef.uni-lj.si/2594/1/Medijska_vzgoja-Kon%C4%8Dna,_22._9._2014.pdf

Murchison, M. J. (2012). Ethnography essentials: designing, conducting and presenting your research. San Francisco, CA: Josse-Bass.

Ofcom (2015). Children and parents: media use and attitudes report. Retrieved from http://stakeholders.ofcom.org.uk/binaries/research/media-literacy/children-parents-nov- 15/childrens_
parents_nov2015.pdf

Rek, M., & Milanovski Brumat, K. (2016). Mediji in predšolski otroci v Sloveniji [Media and preschool children in Slovenia]. Ljubljana: Fakulteta za medije. Retrieved from http://pismenost.si/pdf/Raziskava_predsolski_otroci_Slovenija_2016_v13.7.pdf

Roine, M., Valkonen S., & Lahikainen, R. L. (2005). Television in young children’s social relationships. Finnish Yearbook of Population Research, 41, 75–96.

Suoninen, A. (2001). The role of media in peer group relations. In S. Livingstone & M. Bovill (Eds.), Children and their changing media environment. A European comparative study (pp. 201–219). Mahwah, NJ: Lawrence Erlbaum Associates.

Usar, K., & Stritar, U. (2012). Nesmiselna uporaba IK sredstev pri delu z otroki v vrtcu [Un/ reasonableness of ICT use while working with children in preschool]. Ljubljana: Zavod RS za šolstvo. Retrieved from http://www.zrss.si/pdf/010213121009_nesmiselna_uporaba_ik_sredstev_pri_neposrednem_delu_z_otroki_v_vrtcu.pdf

Vittrup, B. (2009). What parents don’t know about their children’s television use. Discrepancies between parents’ and children’s reports. Journal of Children and Media, 3(1), 51–67.

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. Ceps Journal, 5(4), 9–29.
Published
2019-03-25
How to Cite
REK, Mateja. Media Education in Slovene Preschools: A Review of Four Studies. Center for Educational Policy Studies Journal, [S.l.], v. 9, n. 1, p. 45-60, mar. 2019. ISSN 2232-2647. Available at: <https://ojs.cepsj.si/index.php/cepsj/article/view/659>. Date accessed: 21 july 2019. doi: https://doi.org/10.26529/cepsj.659.