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 expressingartistic 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, andvisual 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 movementand 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, drawingand 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 plannedpreschool education.
Highlights
Art genres are of crucial importance in the preschool curriculum, which determines the content and work objectives in kindergarten
The results are presented in three chapters; first, analysis of educational fields; second, analysis of art genres; and third, analysis of visual arts fields
Mathematics, which appeared in the kindergarten curriculum as an independent educational field only in the year 2000, is perhaps seen as a novelty that is still finding its way into the consciousness of teachers
Summary
Art genres are of crucial importance in the preschool curriculum, which determines the content and work objectives in kindergarten. The fields determined by the Slovenian Curriculum for Kindergartens (Bahovec et al, 1999) are language, movement, nature, society, art, and mathematics. In planning and implementing actual activities, these fields should be represented as intertwined; they should supplement one another. The UNICEF publication Programming Experiences in Early Child Development (UNICEF, 2006) emphasizes that “A holistic approach to Early Child development, first and foremost, is the child’s right” A holistic approach and integrated approach to learning and intertwining of fields are important parts of different preschool curricula (Bose, 2010; Ministry of Education, 2012; Government of Saskatchewan, 2013; Devarakonda, 2013, etc.)
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