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Child's learning: Conceptualisations by students of pre-primary education

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dc.title Child's learning: Conceptualisations by students of pre-primary education en
dc.contributor.author Wiegerová, Adriana
dc.contributor.author Gavora, Peter
dc.relation.ispartof INTED2016: 10th International Technology, Education and Development Conference
dc.identifier.issn 2340-1079 Scopus Sources, Sherpa/RoMEO, JCR
dc.identifier.isbn 978-84-608-5617-7
dc.date.issued 2016
dc.citation.spage 4396
dc.citation.epage 4401
dc.event.title 10th International Technology, Education and Development Conference (INTED)
dc.event.location Valencia
utb.event.state-en Spain
utb.event.state-cs Španělsko
dc.event.sdate 2016-03-07
dc.event.edate 2016-03-09
dc.type conferenceObject
dc.language.iso en
dc.publisher International Technology, Education and Development (IATED)
dc.subject conceptualisation of learning en
dc.subject pre-service teachers en
dc.subject pre-primary education en
dc.subject teacher beliefs en
dc.subject teacher practices en
dc.description.abstract The purpose of this study was to shed some light on (1) how a sample of pre-school student teachers conceptualise the child ' s learning, (2) how they describe the child ' s learning in different developmental stages, (3) how they ascertain that the child has learned something, (4) how they relate teachers ' practices to the child ' s learning? The data were gathered by in-depth interviews with 35 students who were enrolled in the first semester of the pre-school education bachelor ' s programme in a university in the Czech Republic. In the participants descriptions, learning is acquisition of knowledge and skills, or better, elimination of unknowingness. The fundamental way of the pre-school learning is observation and imitation, less frequently it is trial and error learning. Adults, especially parents are ample models for observational learning. The play is an important frame for the child ' s learning and the pre-school teacher, in fact, " wraps up" the learning to the form of the play. The proof of whether something has been learned is the repetitive employment of the learned product. The pre-school period of the child ' s learning is contrasted with learning in the primary school. In the primary school the child is imparted " information" and learning becomes conscious. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1007270
utb.identifier.obdid 43874787
utb.identifier.wok 000402738404060
utb.source d-wok
dc.date.accessioned 2017-09-03T21:40:07Z
dc.date.available 2017-09-03T21:40:07Z
utb.contributor.internalauthor Wiegerová, Adriana
utb.contributor.internalauthor Gavora, Peter
utb.fulltext.affiliation Adriana Wiegerová, Peter Gavora Tomas Bata University in Zlín, Faculty of Humanities, Department of School Education, Czech Republic; e-mail: wiegerova@fhs.utb.cz Tomas Bata University in Zlín, Faculty of Humanities, Research Centre of the Faculty of Humanities, Czech Republic; e-mail: gavora@fhs.utb.cz
utb.fulltext.dates -
utb.wos.affiliation [Wiegerova, Adriana; Gavora, Peter] Tomas Bata Univ, Fac Humanities, Zlin, Czech Republic
utb.fulltext.faculty Faculty of Humanities
utb.fulltext.faculty Faculty of Humanities
utb.fulltext.ou Department of School Education
utb.fulltext.ou Research Centre
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