The diploma thesis discusses the importance of systemic thinking in kindergartens, as it can significantly impact the quality of the educational process. It enables preschool teachers and professional staff to address complex situations holistically, improve activity planning, promote problem-solving, and support the development of children's critical and analytical thinking. The purpose of the thesis is to explore preschool teachers' attitudes towards the use of systems thinking and to determine how frequently and in what ways they incorporate it into their work.
In the theoretical part, we described the characteristics of systemic thinking, the traits of a good systemic thinker, and methods for its measurement and evaluation. We presented examples of good practice and the role of systemic thinking in the Kindergarten Curriculum, highlighting the key competencies that preschool teachers need to successfully apply this approach.
The empirical part is based on a study conducted using a questionnaire consisting of three sections: self-assessment of preschool teachers' and professional staff's behavior in making improvements, self-assessment of behavior in technical education, and evaluation of the importance and perception of the rules of systemic thinking according to the DSRP model. The results indicate that preschool teachers have well-developed basic aspects of systemic thinking, such as understanding cause-and-effect relationships and connections, but are less skilled in recognizing variations and multiple causes. Systemic thinking is positively influenced by the age of preschool teachers and the location of the kindergarten, with older teachers and those from rural kindergartens achieving better results. According to the DSRP model, which includes the rules of distinctions, systems, relationships, and perspectives, the rules of relationships and distinctions are the most commonly perceived and used. However, the rules of systems and perspectives could, if used more frequently, contribute to a deeper understanding and resolution of complex situations. Although systemic thinking is generally well-developed, there is room for improvement, particularly in reflection, the use of different perspectives, and a more in-depth approach.
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