THE TRANSITION FROM PRESCHOOL TEACHERS’ TRADITIONAL CONCEPTS TO MODERN PERCEPTIONS WITH EMPHASIS ON EDUCATION THROUGH ARTS

Alexandra Nousia

Abstract


The present study examines in detail and presents data on the chronological evolution of the institutional framework and the purposes of preschool centers in Greece. The traditional conceptions of preschool teachers and the state from the provision of exclusive care to the education and training of infants are revealed. Using music education as a main tool, the opinions of preschool teachers today on the contribution of music to the development and education of early childhood children are explored. A Mixed Method Research (M.M.R.) was preferred to conduct the study, combining quantitative and qualitative data. Regarding the contribution of music to child all-round development, preschool teachers claimed that music enhances children's motor development by 76.3%, emotional by 73.5%, and aesthetic development by 71.2%. This was followed by the development of children's creativity through music education by 65.1%, language development by 59.6%, then social development by 56.2% and finally children's cognitive development by 48.9%.

 

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Keywords


kindergartens aims and institutional framework, arts, music education, teachers' opinions, areas of development

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DOI: http://dx.doi.org/10.46827/ejes.v10i2.4645

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