Future kindergarten educators' views regarding the role of language as one of the core kindergarten curriculum areas

Petek, Tomaž (avtor)

Kindergarten educators represent the first contact of children with the institutional environment. In this article we assume that kindergarten educators have a significant impact on children's perception of their first/mother tongue and their language development. Language is one of the core kindergarten curriculum areas in which the educator needs to be adequately empowered to set an example for the children, while at the same time developing their communicative competence which is the basis for (later) efficient communication. We carried out a questionnaire-based survey involving 236 students pursuing early childhood education in all three public universities in the Republic of Slovenia which prepares students for the role of kindergarten educators in order to study their perceptions of the language. The questionnaire-based survey was answered by students in their first and third years i.e., when starting and finishing their studies. A large majority of future kindergarten educators consider their positive attitude towards language in general to be extremely important for kindergarten children as language forms the basis for all other curriculum areas. Also, when surveyed, almost all future kindergarten educators considered it essential to be proficient in the language and to encourage language development in children by following their own example. Furthermore, they believe it is important to have a well-developed linguistic capability (language knowledge), to have the capability of crafting linguistically accurate written content and to master a suitable literary expression.

• Jezik: Angleški jezik
• Ključne besede: educator’s example, future kindergarten educators, kindergarten, linguistic capability, mother tongue
• Vrsta gradiva: Članek v reviji
• Tipologija: 1.01 - Izvirni znanstveni članek
• Organizacija: PEF - Pedagoška fakulteta
• Status publikacije: Objavljeno
• Različica publikacije: Objavljena publikacija
• Leto izida: 2024
• Št. strani: Str. 835-849
• Številčenje: Vol. 13, iss. 2
• PID: 20.500.12556/RUL-154403
• UDK: 373.2.016:81
• ISSN pri članku: 2165-8714
• DOI: 10.12973/eu-jer.13.2.835
• COBISS.SI-ID: 184517379

Avtorske pravice

Podatek o licenci CC-BY 4.0 je naveden na prvi strani članka (https://pdf.eu-jer.com/EU-JER_13_2_835.pdf). (Datum opombe 13. 2. 2024)

• Datum objave v RUL: 13.02.2024

Gradivo je del revije

• Naslov: European journal of educational research
• Založnik: Eurasian Society of Educational Research
• ISSN: 2165-8714
• COBISS.SI-ID: 19227400

Licence

• Licenca: CC BY 4.0, Creative Commons Priznanje avtorstva 4.0 Mednarodna
• Povezava: http://creativecommons.org/licenses/by/4.0/deed.sl
• Opis: To je standardna licenca Creative Commons, ki daje uporabnikom največ možnosti za nadaljnjo uporabo dela, pri čemer morajo navesti avtorja.

Sekundarni jezik

• Jezik: Slovenski jezik
• Ključne besede: bodoči vzgojitelji, lingvistična zmožnost