Abstract
Abstract Introduction: The paper focuses on a narrowly specific topic of the family cooperation with an institution of pre-school education - the nursery school (or also just the nursery), concentrating on a specific topic of “media education”. It considers the determining factors and presents partial findings of a research survey aimed at the field of media education in nursery schools. Methods: The paper contains the results of our own questionnaire research, which was carried out online in nursery school teachers. It also contains a theoretical definition of media literacy and media education in the context of the target group. Results: The result is an analysis of the obtained findings and formulated proposals for measures in the given field, which are usable and applicable in practice. Discussion: The individual presented results are continuously discussed with regard to the findings from the field of media education in the nursery school. Today, the world of the media is a common part of life even for children of pre-school age, and therefore it is necessary to teach them to orient themselves in it, which should be one of the tasks of the nursery school. In the Czech Republic, this issue has not yet been addressed at a significant level or to an appropriate extent. Our results are therefore closely linked not only to the discussion comments, but also to the conclusions drawn from them. Limitations: The results of the empirical research may be influenced by the attitudes and prejudices of nursery school teachers in relation to media in pre-school children. Conclusion: An early intervention can teach children to use media for their benefit and prevent media from negatively affecting them. The negative consequences of unrestrained effects of e.g. the television or mobile phones have been empirically proven. This information about the negative consequences is very general, distorted or superficial for the general public (parents), though. We consider the implementation of media education into the “teaching” process in nursery schools to be inevitable, even with regard to a closer cooperation between the institution and parents. However, this also places increased demands on training pedagogical staff in nursery schools in the subject area, creating methodological materials, etc.
Highlights
The paper focuses on a narrowly specific topic of the family cooperation with an institution of pre-school education - the nursery school, concentrating on a specific topic of "media education"
We would like to focus only on one of them, which is important from our point of view, and that is the area of cooperation between educational institutions - the family and the nursery school
As for the cooperation between the nursery schools and children's parents, we aimed to discover whether they communicate with the parents about media issues
Summary
The paper focuses on a narrowly specific topic of the family cooperation with an institution of pre-school education - the nursery school (or just the nursery), concentrating on a specific topic of "media education". We consider the implementation of media education into the "teaching" process in nursery schools to be inevitable, even with regard to a closer cooperation between the institution and parents This places increased demands on training pedagogical staff in nursery schools in the subject area, creating methodological materials, etc. Significant (but not exclusive) variables here are the following: - the nature of the cooperation itself (determined socially, and especially by the nature of the setting/management of the nursery realized in the direct work of a teacher), - parents’ personalities, their teaching style, way of life and attitudes, - the teacher’s personality, - the level of society-wide perception of the issue of media education in the group of pre-school children. They need (should) possess the required information, and seek and use various ways of communication, cooperation and education of parents
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