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Preschool attendance of very young children: Parents' choice and outcome satisfaction

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dc.title Preschool attendance of very young children: Parents' choice and outcome satisfaction en
dc.contributor.author Wiegerová, Adriana
dc.contributor.author Gavora, Peter
dc.relation.ispartof Journal of Language and Cultural Education
dc.identifier.issn 1339-4045 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2018
utb.relation.volume 6
utb.relation.issue 2
dc.citation.spage 36
dc.citation.epage 47
dc.type article
dc.language.iso en
dc.publisher Walter de Gruyter GmbH
dc.identifier.doi 10.2478/jolace-2018-0014
dc.subject preschool choice en
dc.subject enrolment en
dc.subject parental satisfaction en
dc.subject child's developmental progress en
dc.description.abstract This empirical study focused on parents who enrolled their two-year old children in preschools in the Czech Republic. Recent provision of the Ministry of Education recommended that preschools accept children who are as young as two years, in response to increased demands of mothers who want to re-enter the employment after maternity leave. The purpose of the study was to examine the reasons of parents to place their children in preschools as well as their satisfaction of the developmental progress of their children in this institution. A representative sample of parents who enrolled their children in preschool from age two was surveyed (N=520). Surprisingly, caring for the child while at work was not the most important reason. They rated it 3.66 on a five-point scale. Other reasons were rated higher: getting the child accustomed to interaction within groups of same-age children (M=4.01), acquiring cognitive skills and knowledge (M=3.89), and getting accustomed to a routine other than that found at home (M=3.75). When asked to assess the developmental progress of their children due to preschool attendance on a 3-point scale, the parents noted progress in communication ability (M=2.35), social skills (M=2.37) as well as overall progress (M=2.62). Concerning demographic characteristics, the estimate of the child's overall progress in preschool was significantly related to the mother's level of education and her marital status. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1008419
utb.identifier.obdid 43878899
utb.identifier.wok 000452559200003
utb.source j-wok
dc.date.accessioned 2019-01-31T08:59:01Z
dc.date.available 2019-01-31T08:59:01Z
dc.rights Attribution-NonCommercial-NoDerivs 3.0 Unported
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights.access openAccess
utb.contributor.internalauthor Wiegerová, Adriana
utb.contributor.internalauthor Gavora, Peter
utb.fulltext.affiliation Adriana Wiegerová, Peter Gavora Tomas Bata University in Zlín, Czech Republic wiegerova@utb.cz; gavora@utb.cz
utb.fulltext.dates -
utb.wos.affiliation [Wiegerova, Adriana; Gavora, Peter] Tomas Bata Univ Zlin, Fac Humanities, Dept Sch Educ, Stefanikova 5670, Zlin 76001, Czech Republic
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