Abstract
This paper presents the results of a research project that aims to interpret the differences or similarities of pre-school education (PE) in the Czech Republic and Norway. Using Bereday's methodological comparative model, this study specifically focuses on a comparison of the anchoring of the importance of digital technologies in the Czech The Framework Educational Programme for PE and the Norwegian The Framework Plan for the Content and Tasks of Kindergartens. The study highlights the notion of digital technology in PE mainly because of the educational innovations in schools from 2020 onwards in the context of the digitization triggered by the closure of schools at the time of the COVID-19 measure. With the upcoming changes in Czech education, kindergartens need to develop (not only) the basics of algorithmic, logical and computer thinking in children, but also to focus on the need for kindergartens to keep up with technical and social developments, as digital technologies are now a common part of the world around us. It should also be the intention of PE teachers that children gradually become familiar with digital technologies and learn to use them to their advantage and avoid risks. The aim of this content analysis is to provide a comparison of curricular approaches to digital technologies through an analysis of PE frameworks in the Czech Republic and Norway.
Author Information
Marie Bajnarová, Palacký University in Olomouc, Czech Republic
René Szotkowski, Palacký University in Olomouc, Czech Republic
Paper Information
Conference: IICE2024
Stream: Design
This paper is part of the IICE2024 Conference Proceedings (View)
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To cite this article:
Bajnarová M., & Szotkowski R. (2024) Digital Technologies in Pre-school Education in the Czech Republic and Norway ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2024 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2024.38
To link to this article: https://doi.org/10.22492/issn.2189-1036.2024.38
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