Curriculum design and content in Czech pre-primary education: approaches and experiences of student teachers

ABSTRACT

The aim of the research was to investigate the methods used by preschool student teachers when developing their educational programmes at pre-primary level (ISCED 02). Data were collected between 2020 and 2021 using a questionnaire with 355 part-time students from nine universities across the Czech Republic. Most of the respondents were also working as preschool teachers while studying for a bachelor's or master's degree in preschool education. The research not only highlighted different approaches to curriculum planning but also that many of the respondents preferred an approach characterised by child-centredness and teacher autonomy. However, the research also found that many respondents still plan educational content a long time in advance of their teaching and without considering the current needs and interests of children. Curriculum design and content in Czech preschools is in a process of transformation and the authors discuss the need for a more principled and consistent approach in support of high-quality provision.

KEYWORDS:

• Early childhood education
• curriculum design
• child-centred education
• planning approaches
• curriculum quality

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by The Ministry of Education, Youth and Sports - Institutional Support for Longterm Development of Research Organizations - PROGRES Q17/Cooperatio HUM/“vědní oblast” - Charles University, Faculty of Education (2023). https://pedf.cuni.cz/PEDF-2426.html.