THE VIEWS OF GREEK EDUCATIONALISTS ON THE ASSESSMENT OF THE KINDERGARTEN CURRICULUM CONTENT AND FUNCTION

Maria Sakellariou, Alexandra Pappa, Anagnostopoulou Rodokleia

Abstract


High-quality education is considered as a crucial issue for every organised society since it prepares the next-to-come generation of active citizens. The assessment of the quality of education comprises the research object for a large number of researchers and members of the educational community, since through it the content and results of the assessment itself are examined. A structural feature of quality in education is the curriculum, inside which the very purpose of Kindergarten is reflected, which is no other than the wholesome development of toddlers. The objective of the present study was to investigate the views of general and special education teachers concerning the assessment of content as well as the operation of the curriculum proposed for the educational rank of Kindergarten. The study was conducted during the 2022-23 academic year, with the participation of 1204 educationalists (N: 864 general education Kindergarten teachers, N: 337 special education Kindergarten teachers) from all over Greece. The results of the research showed that the assessment of the pupils’ advancement relates to the type of education, whether, that is, the educationalists are employed within general education facilities or in special education ones, as well as to the number of pupils who attend each class. More on this, it surfaced that the dimension “Learning domains”, in which the content of the curriculum is being described, is affected by the number of pupils in each contextual class.

 

Article visualizations:

Hit counter


Keywords


assessment, Kindergarten teachers, curriculum

Full Text:

PDF

References


Agus A, Juliadharma M, Djamaluddin M, 2023. Application of the CIPP Model in Evaluation of The Inclusive Education Curriculum in Madrasah Aliyah. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 8(1), Article 1. doi: https://doi.org/10.31538/ndh.v8i1.2705

Anagnostopoulou R, 2017. Transition of the child from family environment to childcare centre and kindergarten: the educationalist’s role into the transition process. PhD Thesis, University of Ioannina.

Benz C, 2012. Attitudes of Kindergarten Educators about Math. Journal for Didactics of Mathematics, 33(2):203–232. doi: https://doi.org/10.1007/s13138-012-0037-7

Besi M, 2013. Natural Sciences in the Kindergarten: views and practices of preschool educationalists. In P. Kariotoglou, P. Papadopoulou (Ed.), the 7th Pan-Hellenic Conference: Natural Sciences in the Kindergarten. Surpassing the boundaries of typical and non-typical education in Natural Sciences and the Environment. October 19-21, 2012 (pp. 226-232). Florina, Department of Early Education, University of Western Macedonia.

Blanco-Ramírez G, Berger J, 2014. Rankings, accreditation, and the international quest for quality: Organizing an approach to value in higher education. Quality Assurance in Education, 22(1):88-104. doi: https://doi.org/10.1108/QAE-07-2013-0031

Bongaarts J, Mensch B, Blanc A, 2017. Trends in the age at reproductive transitions in the developing world: The role of education. Population Studies, 71(2):139-154. doi: 10.1080/00324728.2017.1291986

Broström S, (2017). A dynamic learning concept in early years’ education: A possible way to prevent schoolification. International Journal of Early Years Education, 25(1):3-15. doi: https://doi.org/10.1080/09669760.2016.1270196

Bull R, Yao S Y, Ng E L, 2017. Assessing Quality of Kindergarten Classrooms in Singapore: Psychometric Properties of the Early Childhood Environment Rating Scale—Revised. International Journal of Early Childhood, 49:1–20. doi: https://doi.org/10.1007/s13158-017-0180-x

Chalaris M, Gritzalis S, Maragoudakis M, Sgouropoulou C, Tsolakidis A, 2014. Improving Quality of Educational Processes Providing New Knowledge Using Data Mining Techniques. Procedia - Social and Behavioral Sciences, 147:390–397. doi: https://doi.org/10.1016/j.sbspro.2014.07.117

Dahl P, 2021. Quality Management in Education Quality Management in Education. SSRN Electronic Journal, 1-6. doi: http://dx.doi.org/10.2139/ssrn.3726921

Flore R, 2018. Kindergarten Teachers’ Beliefs about the Relationship between Music and Early Learning. Creative Education, 9(12):87373. doi: 10.4236/ce.2018.912134

Galaterou J, Antoniou A S, 2017. Teachers’ Attitudes towards Inclusive Education: The Role of Job Stressors and Demographic Parameters. International Journal of Special Education, 32(4):643 – 658.

Gelastopoulou M, 2017. The institution of parallel support within the context of inclusive education. In: M. Gelastopoulou, A. G. Moutavelis (Ed.), Educational material on parallel support and the integration of pupils with disability or/and special educational needs in school (pp. 11-42). Athens: Institute of Educational Policy (IEP).

Hardianto Herawan Hayadi B, Burhan Mayasari L, Setyanto E, Herlina, 2017. Effectiveness governance to education quality. International Journal of Research Science & Management, 4(8):1–4. doi: https://doi.org/10.5281/zenodo.845661

Hejny M, Littler G, 2006. Introduction. In P. Polechova, E. Swoboda & S. Brownhill (Eds.), Creative teaching in mathematics (pp. 11-33). Prague, Czech Republic: Univerzita Karlova v Praze, Pedagogicka fakulta.

Hellenic Ministry of Education and Religious Affairs [HMERA] - Institute of Educational Policy [IEP], 2021. Assessment of school units. Collective Programming - Internal and External Assessment of the work of the school unit - Implementation Guide. Athens.

Hillyard S, 2013. Informal assessment tools in kindergarten. Argentinian Journal of Applied Linguistics, 1:45- 55.

Janušauskienė G T, Dvorak J, 2021. Evidence-based policy and higher education quality assurance. Academy of Management, 5(3):132-153. doi: https://doi.org/10.1080/21568235.2018.1475248

Kalogiannakis M, 2016. Natural Sciences in Preschool Education: past, present and…the future. Proceedings of the 9th Pan-Hellenic Conference on Natural Sciences within Preschool Education. Modern trends and Perspectives, pp. 9-11. Rethymno, May 27-29, 2016.

Kalogiannakis M, Papadakis S, 2018. Teaching Science on preschoolers, using the Scratch. Proceedings of the 10th Pan-Hellenic Conference on Didactics of Natural Sciences and New Technologies in Education. Bridging the Gap between Natural Sciences, Community and the Educational Praxis. April 7-9, 2017. University of Crete, Rethymno: Department of Early Childhood Education.

Koutselini M, Pyrgiotakis I, 2015. Differentiation of teaching and learning, Athens, Pedio.

Lee J, Pant M D, 2017. Analyses of children’s mathematics proficiency from ECLS-K 1998 and 2010 cohorts: why early mathematics? Contemporary Issues in Early Childhood, 18(1):99-103. doi: https://doi.org/10.1177/1463949117692281

Lewis K, Sandilos L E, Hammer C S, Sawyer B E, Méndez L I, 2016. Relations among the home language and literacy environment and children’s language abilities: A study of Head Start dual language learners and their mothers. Early Education and Development, 27(4):478–494. doi: https://doi.org/10.1080/10409289.2016.1082820

Manatos M, Sarrico C, Rosa M, 2017. The integration of quality management in higher education institutions: a systematic literature review. Total Quality Management & Business Excellence, 28(1-2):159-175. doi: 10.1080/14783363.2015.1050180

Nguyen H C, Evers C, Marshall S, 2017. Accreditation of Viet Nam’s higher education: Achievements and challenges after a dozen years of development. Quality Assurance in Education, 25(4):475-488. doi: https://doi.org/10.1108/QAE-11-2016-0075

Nguyen H C, Hien Ta T T, 2018. Exploring impact of accreditation on higher education in developing countries: a Vietnamese view. Tertiary Education and Management, 24(2):154-167. doi: 10.1080/13583883.2017.1406001

Oikonomidis V, Linadrakis M, 2012. Classroom Quality in Kindergarten: Activities spots and equipment. In A. Trilianos, G. Koutroumanos, N. Alexopoulos (Ed.), the Pan-Hellenic Conference with international participation: Quality in Education: Trends and Perspectives. May 11-13, 2012 (pp. 770-781), Athens, National and Kapodistrian University of Athens.

Papadakis S, 2016. Creativity and innovation in European education. 10 years e-Twinning. Past, present, and the future. International Journal of Technology Enhanced Learning, 8(3/4):279-296. doi: http://dx.doi.org/10.1504/IJTEL.2016.10001503

Papadakis S, Kalogiannakis M, Zaranis N, 2021. Teaching mathematics with mobile devices and the Realistic Mathematical Education (RME) approach in kindergarten. Advances in Mobile Learning Educational Research, 1(1):5-18. doi: https://doi.org/10.25082/AMLER.2021.01.002

Papadogianni-Kouranti M, Anagnostopoulou Ch, 2019. Audiotactile intervention in the teaching of music, Thessaloniki: International Society for Music Education (I.S.M.E./E.E.M.E.)

Paramythiotou M, 2009. Natural Sciences in Kindergarten: Attitudes and approaches of the Kindergarten Teachers. In Ch. Grosdos (Ed.), Conference: Didactics of Natural Sciences in Education: building communication bridges between Kindergarten, Primary School, Secondary School, February 7, 2009 (pp. 178-185), Thessaloniki, Ianos.

Penteri E, Papanastasatou E, 2020. Parental involvement and literacy skills of kindergarten pupils: socio-pedagogical and developmental repercussions. Psychology: The Journal of the Hellenic Psychological Society, 27(2):80-98. doi: https://doi.org/10.12681/psy_hps.31763

Poernamawijayai L W, Sulaiman Suriansyah A, Dalle J, 2018. Contribution on supervision of supervisor, principals motivation, Kindergarten teacher performance to improving the Kindergarten quality in West Banjarmasin, Indonesia. European Journal of Alternative Education Studies, 3(2):129-146. doi: https://doi.org/10.5281/zenodo.2261031

Rentzou K, 2011. Assessment of quality of the education and care provided in preschool centres: an approach from the aspect of the researcher, the educators, and the parents. PhD Thesis, University of Ioannina.

Rojas H L, Alanya-Beltran J, de Tejada N A H P, Caballero J E A P, 2021. Descentralización Educativa en Latinoamérica: Oportunidades y Amenazas en la Calidad Educativa. Journal of Business and Entrepreneurial Studies. doi: http://dx.doi.org/10.37956/jbes.v0i0.202

Sakellariou M, Banou M, 2020. Planning and evaluating the educational process of play within Greek preschool learning environments – A comparative study on present and future educators. European Journal of Social Sciences Studies, 4(6):83-108. doi: http://dx.doi.org/10.5281/zenodo.3668359

Santa H, Solis M, 2020. Análisis de la política educativa: revisión sistemática en américa latina. Journal of Business and Entrepreneurial Studies, Extra:25–39. doi: https://doi.org/10.37956/jbes.v0i0.129

Skoumios M, Skoumbourdi C, 2014. Development of educational material in mathematics and natural sciences. In Ch. Skoumbourdi & M. Skoumios (Ed.), Proceedings of the 1st Pan-Hellenic Conference with international participation “Development of educational material for mathematics and natural sciences” October 17-18, 2014 (pp. 14-37), Rhodes.

Sofou E, Kasimati A, 2006. The analysis of metaphor as a tool for exploring the views of educationalists on the teaching of Mathematics: the case of kindergarten teachers at the Athens Teaching Centre (Didaskaleio Athinon). Gefyres, 27:54-65.

Sullivan P, 2016. The effects of music in Kindergarten lessons on student engagement and student learning. Northeastern University Boston, Massachusetts.

Supriani Y, Meliani F, Supriyadi A, Supiana S, Zaqiah Q Y, 2022. The Process of Curriculum Innovation: Dimensions, Models, Stages, and Affecting Factors. Nazhruna: Jurnal Pendidikan Islam, 5(2). doi: https://doi.org/10.31538/nzh.v5i2.2235

Tao Z, Jianhua F, 2019. Problems and Countermeasures in the Evaluation of Kindergarten Education. International Conference on Education, Economics, Humanities and Social Sciences, 315-321. doi: 10.23977/iceehss.2019.064

Thiel O, 2010. Teachers’ attitudes towards mathematics in early childhood education. European Early Childhood Education Research Journal, 18(1):105-115. doi: http://dx.doi.org/10.1080/13502930903520090

Tsakiridou H, Polyzopoulou K, 2014. Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs. American Journal of Educational Research, 2(4):208–218. doi: http://dx.doi.org/10.12691/education-2-4-6

Vareltzi E, Giavrimis P, 2018. Pupils of low academic achievement and the “labeling” theory. Educational Sciences, 1:137-151. doi: https://doi.org/10.26248/.v2018i1.311

Wahjusaputri S, Al Khuwarizmi F R, Priyono D, 2021. Online Learning Program Evaluation to Improve the Education Quality in Primary School. Al- Ishlah: Jurnal Pendidikan, 13(3):1670-1679. doi: 10.35445/alishlah.v13i3.659

Zheng H, Thomas S, 2022. The challenges of school inspection practice in demonstrating and improving education quality: stakeholder perceptions in China. Educational Assessment, Evaluation and Accountability, 34:391–422. doi: https://doi.org/10.1007/s11092-022-09390-2

Zivan M, Horowitz-Kraus T, 2020. Parent-child joint reading is related to an increased fixation time on print during storytelling among preschool children. Brain and Cognition, 143:1-8. doi: https://doi.org/10.1016/j.bandc.2020.105596

Zulfiqar S, Tahir B, 2019. Professionalism and credibility of assessors in enhancing educational quality. Universitas Iqra Buru, Maluku, Indonesia, pp. 1-11.




DOI: http://dx.doi.org/10.46827/ejsss.v9i5.1660

Copyright (c) 2024 Maria Sakellariou, Alexandra Pappa, Anagnostopoulou Rodokleia

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Copyright © 2016 - 2023. European Journal Of Social Sciences Studies (ISSN 2501-8590) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and  Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.