Since 1990, preschool education in the Czech Republic has undergone significant qualitative changes. The main focus has been on personality-oriented education of the child. In accordance with this concept, a two-tier preschool curriculum was established in 2001 including the school and the state level. After a period of verification, the curriculum was enacted in 2007. Teachers began to design the curriculum of their own school, reflecting its conditions and respecting an individualized approach to education. The curricular reform represents an important process, which is the focus of the present qualitative survey. The objective of the research was to use a holistic approach to identify the constitutive elements of the curricular reform in the context of everyday life in kindergartens, but with a deeper understanding. The aim of the study is to answer the following questions: Is the implementation of the preschool curriculum in accordance with the objectives of the curricular reform? What are the causes of the drawbacks identified? What are the prospects of the implementation of the curriculum? The basic research method was a document analysis involving research results, reports of the Czech School Inspectorate, and analyses of school educational programmes. The method of document analysis was supplemented with a semi-structured interview with kindergarten teachers and university professionals involved in the education of future teachers. Using a suspenseful procedure the authors present important knowledge relating to the curricular reform in the context of preschool education. The paper describes the effect of crucial conditions on the implementation of the reform.
Eva Šmelová, Palacky University Olomouc, Czech Republic
Stream: Curriculum Design & Development
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