Friendship As a Determinant of Supporting an Inclusive Approach in Kindergarten


The aim of the paper is to introduce the concept of "friendship" that promotes socialization and personalization of a child in the kindergarten environment. We attach great importance to the area due to the amended Educational Act currently in the Czech Republic (1. 9. 2016) focusing on the implementation of inclusion into a real school setting. In this paper we focus on the structuring of internalization on the basis of activities for children and their behavior. Presented issues are based on the results of applied research, which was applied a qualitative approach. For the data collection was used extensive research method such as the structured interview with open-ended answers that interpersonal contact with children of preschool age enables. On the basis of this explorative tool we found answers that were recorded and evaluated in the categorization process. The interview was focused on answering five questions related to the friendship of emphasis on joint activities, satisfy their needs and strengthen their own status. This article was written as a part of the grant project titled Social aspects of inclusion in basic education in the context of international research (the research is a part of the international project - Inclusive Education no. 4401/11 Institute for Research and Development at Faculty of Education Palacky University, Olomouc, Czech Republic).

Author Information
Dominika Provazkova Stolinska, Palacký University Olomouc, Czech Republic
Miluše Rašková, Palacký University Olomouc, Czech Republic
Eva Šmelová, Palacký University Olomouc, Czech Republic

Paper Information
Conference: ECE2017
Stream: Curriculum research and development

This paper is part of the ECE2017 Conference Proceedings (View)
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Posted by James Alexander Gordon