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The perspectives of parents in relation to the concepts of the quality of pre-school education. Analysis of research discourse

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dc.title The perspectives of parents in relation to the concepts of the quality of pre-school education. Analysis of research discourse en
dc.contributor.author Majerčíková, Jana
dc.contributor.author Horníčková, Beata
dc.relation.ispartof Journal of Language and Cultural Education
dc.identifier.issn 1339-4045 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2020
utb.relation.volume 8
utb.relation.issue 2
dc.citation.spage 69
dc.citation.epage 93
dc.type article
dc.language.iso en
dc.publisher Walter De Gruyter Gmbh
dc.identifier.doi 10.2478/jolace-2020-0014
dc.relation.uri https://www.sciendo.com/article/10.2478/jolace-2020-0014
dc.subject quality of education en
dc.subject perspective of parents en
dc.subject pre-school education en
dc.subject conceptualisation en
dc.description.abstract This theoretical study analyses interpretation of quality in pre-school education with regard to the position of the children's parents. This text is supported by research papers, mostly from the last two decades, and is based on three main sub-topics. The importance and benefits of systematic pre-school education for the child and the economic development of society is initially discussed. High-quality pre-school education for children gives them a strong start in their educational career and investment into effective education during the pre-school age provides a social and economic return to the whole of society. The following section defines the term quality and its interpretation in relation to education. Quality is interpreted through structure and process, the multi-dimensionality of quality and the objectiveness and subjectiveness of the interpretation of the quality of pre-school education are reflected. The interesting but undervalued position of parents, the perspectives of which are elaborated on in subsequent passages, appear in these concepts. This paper comes to two main conclusions. The first is that the quality of education is a multi-dimensional, variable and difficult to define concept. The second is that, although the status of parents in relation to pre-school education is strong, it is not adequately taken into consideration during definition of quality. When evaluating quality the perspective of the parents is only utilised to a limited degree, because it usually has different semantics to evaluation by experts. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1010306
utb.identifier.obdid 43882114
utb.identifier.wok 000634773500005
utb.source J-wok
dc.date.accessioned 2021-04-30T19:22:35Z
dc.date.available 2021-04-30T19:22:35Z
dc.description.sponsorship Faculty of Humanities at Tomas Bata University in Zlin [IGA/FHS/2020/002]
dc.rights Attribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.access openAccess
utb.contributor.internalauthor Majerčíková, Jana
utb.contributor.internalauthor Horníčková, Beata
utb.wos.affiliation [Majercikova, Jana; Hornickova, Beata] Tomas Bata Univ Zlin, Fac Humanities, Stefanikova 5670, Zlin 67001, Czech Republic
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