The Master’s thesis discusses the “Nikola Tesla System” learning model (NTC) in perspective of theories that explain children’s development and learning, and the implementation of the model into national preschool education programme. In the theoretical part, I introduce the key theories that explain a child’s development and learning and their implications for educational practice. Moving forward, I introduce the Kindergarten Curriculum, a fundamental national programme document containing the principles and guidelines for formulating educational practice. Its open characteristics and process-based design allow the kindergarten principals to offer more programme variety and include different enrichment activities. In continuation, I introduce the NTC learning model, which some kindergartens have decided to implement into their curriculum. I conclude the theoretical part with my own interpretation of the NTC learning model in perspective of learning theories and scientific findings.
In the empirical part I present the results of a qualitative research that I carried out in a kindergarten among the kindergarten principal and three kindergarten teachers. I was researching the means of implementing the NTC learning model into educational practice on institutional level and on individual classes’ level.
The kindergarten principal has decided to implement the NTC learning model into kindergarten’s curriculum to enrich the programme and educational practice. She wanted to present new scientific literature and methods for kindergarten teachers to include into their work with their classes. Kindergarten teachers do not see the NTC learning model as a novelty, but they do agree that it supports and contributes to the Kindergarten Curriculum. They include different activities from the NTC learning model into their class practice, but they choose them with great tact and remodel them according to children’s age, objectives of learning and the content. They have positive experiences with the model which they recognize in their own professional development as well as in the children’s development and improvement.
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