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Analysis of the Teacher's Didactic Activities with an Emphasis on Child Preconceptions

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dc.title Analysis of the Teacher's Didactic Activities with an Emphasis on Child Preconceptions en
dc.contributor.author Wiegerová, Adriana
dc.contributor.author Travníčková, Petra
dc.relation.ispartof 10th International Conference of Education, Research and Innovation (ICERI2017)
dc.identifier.issn 2340-1095 OCLC, Ulrich, Sherpa/RoMEO, JCR
dc.date.issued 2017
dc.citation.spage 5742
dc.citation.epage 5749
dc.event.title 10th Annual International Conference of Education, Research and Innovation (ICERI)
dc.event.location Seville
utb.event.state-en Spain
utb.event.state-cs Španělsko
dc.event.sdate 2017-11-16
dc.event.edate 2017-11-18
dc.type conferenceObject
dc.language.iso en
dc.publisher IATED- The International Academy of Technology, Education and Development
dc.identifier.doi 10.21125/iceri.2017.1500
dc.relation.uri https://library.iated.org/view/WIEGEROVA2017ANA
dc.subject beliefs en
dc.subject agency en
dc.subject preschool teachers en
dc.subject theories of diverse phenomena en
dc.description.abstract Children who come to kindergarten already have different experiences with the world and ideas about it. They have already developed their own theories of diverse phenomena, and these built-in constructs, which have their own logic and meaning, are very strong. They also often differ significantly from relevant theories of the adult world. However, they are children's own interpretations of various phenomena and therefore they are valuable for them. The emergence of these theories depends on everything that happens around the child. People, things, culture, and basically everything with which the child comes into contact. Therefore, it is necessary to perceive these preconceptions as real, equivalent theories and to approach them equally. The present study focuses on monitoring the work of kindergarten teachers. The kindergarten is considered to be a place where a typical teacher-pupil model of education does not take place. This would create a space for the use of child preconceptions for teachers' systematic educational activity. The authors of the study, through qualitatively designed research, observe and analyse how kindergarten teachers co-ordinate the questions and responses of preschool children, how they use children's experience and their personal preconceptions in educational activities. The research is based on participant observation of five preschool teachers over the course of six months and also on the interviews conducted with these teachers. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1007934
utb.identifier.wok 000429975305130
utb.source d-wok
dc.date.accessioned 2018-05-18T15:12:09Z
dc.date.available 2018-05-18T15:12:09Z
utb.contributor.internalauthor Wiegerová, Adriana
utb.contributor.internalauthor Travníčková, Petra
utb.wos.affiliation [Wiegerova, Adriana; Travnickova, Petra] Tomas Bata Univ, Fac Humanities, Dept Sch Educ, Zlin, Czech Republic
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