Název: Vliv věkového uspořádání tříd na edukaci v mateřských školách
Variantní název:
- The influence of the classroom age arrangement on preschool education
Zdrojový dokument: Studia paedagogica. 2021, roč. 26, č. 3, s. [109]-130
Rozsah
[109]-130
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2021-3-5
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/144329
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Přehledová studie si klade za cíl zmapovat výzkumy zaměřené na problematiku věkově heterogenních a homogenních tříd v mateřských školách. Této oblasti není v českém předškolním vzdělávání věnován žádný relevantní výzkum, přestože se s povinnou předškolní docházkou (od roku 2017) zvýšila četnost diskusí o vhodnosti heterogenního uspořádání tříd. Studie využívá 14 časopiseckých studií a dvou kapitol v monografiích ze šesti zemí, aby odpověděla na následující otázky: (1) Jaké cíle byly ve studiích sledovány? (2) Jaká podstatná z jištění a závěry z těchto studií vyplynuly? Shrnutí nálezů z vybraných studií naznačují směr, jakým by se mohl ubírat výzkum předškolního vzdělávání v českém prostředí mateřských škol.
The main aim of this review study is to map research that was conducted on mixed-age and same-age preschool classrooms. In the Czech Republic, very little attention has been dedicated to these settings, although after the 2017 implementation of the compulsory preschool year, more attention and discussion is being paid to this research field. A total of 14 studies and 2 chapters from 6 countries were selected and analyzed to answer following questions: (1) What aims are pursued in these studies? and (2) What are the main results of the analyzed studies? A summary of the research findings indicates the orientation of possible preschool school level research in the Czech Republic.
Reference
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[20] Gerde, H. K., Schachter, R. E., & Wasik, B. A. (2013). Using the scientific method to guide learning: An integrated approach to early childhood curriculum. Early Childhood Education, 41, 315–323. https://doi.org/10.1007/s10643-013-0579-4 | DOI 10.1007/s10643-013-0579-4
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[23] Guo, Y., Tompkins, V., Justice, L., & Petscher, Y. (2014). Classroom age composition and vocabulary development among at-risk preschoolers. Early Education and Development, 25(7), 1016–1034. https://doi.org/10.1080/10409289.2014.893759 | DOI 10.1080/10409289.2014.893759
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