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The phenomenon of institutional preschool education from the parents' perspective

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dc.title The phenomenon of institutional preschool education from the parents' perspective en
dc.contributor.author Lorencová, Soňa
dc.relation.ispartof Journal of Language and Cultural Education
dc.identifier.issn 1339-4045 Scopus Sources, Sherpa/RoMEO, JCR
dc.identifier.issn 1339-4584 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2023
utb.relation.volume 11
utb.relation.issue 1
dc.citation.spage 102
dc.citation.epage 113
dc.type article
dc.language.iso en
dc.publisher Sciendo
dc.identifier.doi 10.2478/jolace-2023-0008
dc.relation.uri https://sciendo.com/article/10.2478/jolace-2023-0008
dc.relation.uri https://doi.org/10.2478/jolace-2023-0008
dc.subject interpretative phenomenological analysis en
dc.subject kindergarten en
dc.subject preschool education en
dc.subject parenting with a preschooler en
dc.subject subjective experience en
dc.description.abstract In Slovak kindergartens, teachers are increasingly encountering increased diversity from both children and parents. This is due to the introduction of compulsory preschool education from 2021 for all 5-year-old children and the gradual implementation of the vision of inclusive education, which increases the demands on teachers' approach to children and the search for more effective strategies in mutual communication and cooperation with parents. This has received minimal consideration in the research field, despite the fact that it is the parents who can serve as important allies for teachers in the development and progress of children. The purpose of the present study was to explore parents' experiences with institutional preschool education and to discover what kindergarten teachers and directors should know about parents with preschooler. Qualitative research was conducted with 7 parents whose experiences were explored using the methods of constellation with figures, semi-structured interview and researcher's diary. The data collected were analysed and interpreted through an interpretative phenomenological analysis. The results of the research showed that parents' subjective experience of their children's preschool education in kindergarten is linked by 5 common themes, which include (1) selection of kindergarten, (2) the adaptation process, (3) teacher's personality, (4) cooperation with kindergarten, (5) the importance of preschool education, while each theme includes subthemes and quotations that further specify parents' experiences. At the same time, the research results revealed that institutional preschool education has significant relevance not only in the lives of children, but also for the parents. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1011880
utb.identifier.obdid 43884636
utb.identifier.wok 001137984900008
utb.source J-wok
dc.date.accessioned 2024-02-14T13:51:54Z
dc.date.available 2024-02-14T13:51:54Z
dc.description.sponsorship [IGA/FHS/2020/002]
dc.rights Attribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.access openAccess
utb.contributor.internalauthor Lorencová, Soňa
utb.fulltext.sponsorship This article originated with the support of the IGA/FHS/2020/002 project titled The attitudes of parents towards pre-school education under the conditions of the Czech and Slovak Republics, researched at the Faculty of Humanities at Tomas Bata University in Zlín.
utb.wos.affiliation [Lorencova, Sona] Tomas Bata Univ Zlin, Zlin, Czech Republic
utb.fulltext.projects IGA/FHS/2020/002
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