THE REGULATORY FRAMEWORK FOR ORGANIZING THE EDUCATIONAL ACTIVITIES IN KINDERGARTEN: OBSTACLES AND SUSPENSION IN PERSONAL AND SOCIAL DEVELOPMENT OF PRESCHOOLERS

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Published: Jul 1, 2014
DOI: https://doi.org/10.12681/icw.17967
Keywords:
official curriculum correctness discipline obedience brain development social and personal
Άννα – Καλλιόπη Μαυρογιώργου (Anna - Kaliopi Mavrogiorgou)
Abstract
In this article we present some research data referring to the ideological content of values, attitudes, perceptions and norms, proposed to be framed and reflected in the goals of the educational activities. It is interesting to connect specific values and attitudes, which are reflected in kindergartens’ official curriculum to personal and social development of preschoolers. Basic research hypothesis is that the goals of the educational activities proposed in kindergartens’ official curriculum, promote certain prevailing attitudes, values, behavioral and social standards so as to reinforce discipline, "order" and conformity, and contribute to the reproduction of existing social relations. According to our research data correctness and right is an essential component of the education system of values, attitudes and standards relating to almost all the skills and attitudes that are required from preschoolers to develop. The material for analysis consists of the kindergarten curricula in use, during the survey period (2004-2006), guidance documents and all laws, presidential decrees, ministerial decisions and circulars relating to the organization and operation of the kindergarten in Greece. The technique followed is the qualitative content analysis. The main conclusion made, in connection to some interesting findings in the field of neuroscience, is that promoting correctness and the right, as the prevailing principle in organizing activities in kindergarten, obstruct, suspend or do not contribute to all-round development capabilities of the brain and therefore the social and personal development of
preschoolers.
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