The paper focuses on the development of teachers’ competences in pre-primary education in Task-based Learning (TBL) and Project-based Learning (PBL). It presents the objectives and first results of the Learning by Doing – Attainment of Basic Competences in ECEC project supported by the ERASMUS+ Programme. The project aims to support the theoretical basis of TBL and PBL and their implementation in pre-schools in Slovenia, Slovakia, and the Czech Republic. The paper presents theoretical backgrounds and the analysis of data obtained in the pilot, which focused on pre-school teachers’ existing experience in TBL and PBL. The study shows that verbal and demonstration methods still predominate in the practice of teachers from the research sample. The PBL method was mostly used by Slovenian teachers, and many respondents showed a misunderstanding of the basis of both methods and their use. Some of the obstacles mentioned were the insufficient expertise of teachers, size and diversity of the classes, material conditions, and lack of time.
The article focuses on the development of digital literacy in preschool and younger school age through game. In the introduction, it briefly defines the concept of digital literacy and introduces the educational objectives related to the development of digital literacy in pre-primary and primary education in the Slovak and Czech Republics. It also presents suggestions for the development of different areas of digital literacy through play and accessible toys.
Bullying is a problem that already occurs in kindergartens. It is very important that preschool teachers are able to recognize its manifestations, intervene appropriately and also pay attention to its prevention. The article introduces the possibility of using a literary text as a prevention of bullying in kindergartens. It brings the results of the implementation of the educational programme. As a part of the investigation, the frequency of occurrence of manifestations of negative behavior in children of preschool age was monitored. After the implementation of the educational programme, there was a significant decrease in elements of negative behavior in the monitored children compared to the control group.
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