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Contextual Learning in the Modern Preschool Curriculum

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Title: Contextual Learning in the Modern Preschool Curriculum
Language: English
Authors: Danica Veselinov, Ljiljana Kelemen Milojevic, Jasmina Mirkovic
Source: Research in Pedagogy. 2024 14(2):292-304.
Availability: Preschool Teacher Training College "Mihailo Palov" and Serbian Academy of Education in Belgrade. Omladinski Trg 1, Vrsac, 26300 Serbia. Tel: +381-832517; Fax: +381-832517; Web site: http://research.rs
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Preschool Education
Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Kindergarten, Preschool Curriculum, Preschool Education, Context Effect, Early Childhood Teachers, Teacher Attitudes, Physical Environment, Classroom Environment, Participative Decision Making, Student Teachers, Classroom Design
Geographic Terms: Serbia
ISSN: 2217-7337
2406-2006
Abstract: The modeling of a modern preschool curriculum is contextually conditioned and represents a complex process. Each kindergarten has its "own identity," its "DNA," just as children, preschool teachers and other participants in the educational process have their "own individual equations." Contextual learning is at the heart of contemporary theoretical and value-based principles of education, encompassing dimensions of child well-being: cognitive, conative, and social. It focuses on creating an environment that ensures a sense of connection with other social subjects, a sense of competence, and a sense of autonomy in expression and action. Modern perspectives on education and upbringing, and consequently on pedagogical and didactic implications, are based on the theoretical foundations of postmodern discourse: contemporary understandings of the philosophy of education, sociocultural theory, postmodernism, and poststructuralism. The problem that initiated this research is marked by the question: "To what extent do preschools/kindergartens provide employed preschool teacher-students with opportunities for collaborative work, autonomy, (self-)reflection, critical thinking, emancipatory approaches in creating contextual practices, and decision-making (as actors of educational policy)?" The paper presents the results of action (qualitative) research conducted with a sample of 40 preschool teachers employed in Vršac and Pancevo. The aim of the research is to determine, from the preschool teachers' perspective, the extent to which the kindergarten is a place of contextual and reflective practice and, based on these insights, to devise steps for its improvement. Through a semi-structured questionnaire, preschool teachers shared their insights regarding the context and specificities of the kindergarten and the educational group: group specificities; the greatest advantage and the greatest challenge in terms of contextual conditions; the extent to which different perspectives are respected in the institution; the extent to which preschool teachers accept perspectives differing from their own; and the extent to which preschool teachers act as decision-makers in building reflective practices. The research results highlight the importance of continuous reflection and adaptation of educational practices in preschools to better meet children's needs and support their overall development. While a desire for improvement and change is evident, challenges such as a lack of resources, organizational constraints, and the complexity of implementing new concepts and approaches remain significant. This study merely touches upon the significance of these questions and, we believe, opens new avenues for research to further improve educational practices.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1465051
Database: ERIC
FullText Text:
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  Data: Contextual Learning in the Modern Preschool Curriculum
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Danica+Veselinov%22">Danica Veselinov</searchLink><br /><searchLink fieldCode="AR" term="%22Ljiljana+Kelemen+Milojevic%22">Ljiljana Kelemen Milojevic</searchLink><br /><searchLink fieldCode="AR" term="%22Jasmina+Mirkovic%22">Jasmina Mirkovic</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Research+in+Pedagogy%22"><i>Research in Pedagogy</i></searchLink>. 2024 14(2):292-304.
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  Data: Preschool Teacher Training College "Mihailo Palov" and Serbian Academy of Education in Belgrade. Omladinski Trg 1, Vrsac, 26300 Serbia. Tel: +381-832517; Fax: +381-832517; Web site: http://research.rs
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  Data: Y
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  Data: 13
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  Label: Publication Date
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Curriculum%22">Preschool Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Environment%22">Physical Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Participative+Decision+Making%22">Participative Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Design%22">Classroom Design</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Serbia%22">Serbia</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2217-7337<br />2406-2006
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The modeling of a modern preschool curriculum is contextually conditioned and represents a complex process. Each kindergarten has its "own identity," its "DNA," just as children, preschool teachers and other participants in the educational process have their "own individual equations." Contextual learning is at the heart of contemporary theoretical and value-based principles of education, encompassing dimensions of child well-being: cognitive, conative, and social. It focuses on creating an environment that ensures a sense of connection with other social subjects, a sense of competence, and a sense of autonomy in expression and action. Modern perspectives on education and upbringing, and consequently on pedagogical and didactic implications, are based on the theoretical foundations of postmodern discourse: contemporary understandings of the philosophy of education, sociocultural theory, postmodernism, and poststructuralism. The problem that initiated this research is marked by the question: "To what extent do preschools/kindergartens provide employed preschool teacher-students with opportunities for collaborative work, autonomy, (self-)reflection, critical thinking, emancipatory approaches in creating contextual practices, and decision-making (as actors of educational policy)?" The paper presents the results of action (qualitative) research conducted with a sample of 40 preschool teachers employed in Vršac and Pancevo. The aim of the research is to determine, from the preschool teachers' perspective, the extent to which the kindergarten is a place of contextual and reflective practice and, based on these insights, to devise steps for its improvement. Through a semi-structured questionnaire, preschool teachers shared their insights regarding the context and specificities of the kindergarten and the educational group: group specificities; the greatest advantage and the greatest challenge in terms of contextual conditions; the extent to which different perspectives are respected in the institution; the extent to which preschool teachers accept perspectives differing from their own; and the extent to which preschool teachers act as decision-makers in building reflective practices. The research results highlight the importance of continuous reflection and adaptation of educational practices in preschools to better meet children's needs and support their overall development. While a desire for improvement and change is evident, challenges such as a lack of resources, organizational constraints, and the complexity of implementing new concepts and approaches remain significant. This study merely touches upon the significance of these questions and, we believe, opens new avenues for research to further improve educational practices.
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  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: EJ1465051
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1465051
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 292
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Preschool Curriculum
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Early Childhood Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Physical Environment
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Participative Decision Making
        Type: general
      – SubjectFull: Student Teachers
        Type: general
      – SubjectFull: Classroom Design
        Type: general
      – SubjectFull: Serbia
        Type: general
    Titles:
      – TitleFull: Contextual Learning in the Modern Preschool Curriculum
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          Name:
            NameFull: Danica Veselinov
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            NameFull: Ljiljana Kelemen Milojevic
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            NameFull: Jasmina Mirkovic
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              Type: published
              Y: 2024
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            – TitleFull: Research in Pedagogy
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