Page 300 - Čotar Konrad Sonja, Borota Bogdana, Rutar Sonja, Drljić Karmen, Jelovčan Giuliana. Ur. 2022. Vzgoja in izobraževanje predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem
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ja M. Maričić and Mirjana M. Stakić
as an integrative element when teaching preschool children, and that the
choice of a specific form is determined by the specific goals a teacher wants
to acoomplish in each content area (language development and develop-
ment of mathematical concepts), we wanted to examine the actual situation
in preschool education. We examined the extent to which preschool teach-
ers integrate language development and development of mathematical con-
cepts, which literary form is used most frequently as an integrative element
and the presence of integration in each content area of preschool mathemat-
ics education.
Methodological Framework
Our survey was conducted in May 2018 on a sample (N = 200) chosen from
the population of preschool teachers working in preschool institutions in the
Republic of Serbia. The sample had characteristics of a random sample. The
preschool teachers have voluntarily agreed to the survey. Our survey encom-
passed preschool teachers with different professional experience, different
level of education and teachers working in different models of education (A
– open model of education, B – closed model of education). The highest per-
centage of respondents have between 11 and 20, and 21 to 30 years of expe-
rience (32 each), followed by preschool teachers with less than 10 years of
experience (20).
The lowest percentage of respondents have over 30 years of experience
(16). Only 30 of all respondents have a degree of a vocational college,
whereas 70 of the respondents have a university degree. 77 of the respon-
dents use model B, whereas only 23 use model A.
Our survey is based on a descriptive method. The data necessary for the
survey were collected through interviewing. We designed a closed-ended
questionnaire. Teachers responded by selecting an answer that best ex-
pressed their opinion among several available answers. The survey was
anonymous to ensure sincerity and avoid desirable answers. The value of
the Cronbach’s alpha coefficient (0.897) indicates realiability of instruments
used and justifies their acceptability.
The following characteristics of preschool teachers comprise the indepen-
dent variable: professional experience (less than 10 years, between 11 and
20 years, between 21 and 30 years, more than 30 years) and level of educa-
tion (vocational college degree, university degree). The data were processed
using the IBM SPSS Statistics 23 statistical software. Measures of descriptive
statistics used include frequencies and percenteges. We also used the chi-
square test and F-test as analysis methods enabling statistical reasoning.
300
as an integrative element when teaching preschool children, and that the
choice of a specific form is determined by the specific goals a teacher wants
to acoomplish in each content area (language development and develop-
ment of mathematical concepts), we wanted to examine the actual situation
in preschool education. We examined the extent to which preschool teach-
ers integrate language development and development of mathematical con-
cepts, which literary form is used most frequently as an integrative element
and the presence of integration in each content area of preschool mathemat-
ics education.
Methodological Framework
Our survey was conducted in May 2018 on a sample (N = 200) chosen from
the population of preschool teachers working in preschool institutions in the
Republic of Serbia. The sample had characteristics of a random sample. The
preschool teachers have voluntarily agreed to the survey. Our survey encom-
passed preschool teachers with different professional experience, different
level of education and teachers working in different models of education (A
– open model of education, B – closed model of education). The highest per-
centage of respondents have between 11 and 20, and 21 to 30 years of expe-
rience (32 each), followed by preschool teachers with less than 10 years of
experience (20).
The lowest percentage of respondents have over 30 years of experience
(16). Only 30 of all respondents have a degree of a vocational college,
whereas 70 of the respondents have a university degree. 77 of the respon-
dents use model B, whereas only 23 use model A.
Our survey is based on a descriptive method. The data necessary for the
survey were collected through interviewing. We designed a closed-ended
questionnaire. Teachers responded by selecting an answer that best ex-
pressed their opinion among several available answers. The survey was
anonymous to ensure sincerity and avoid desirable answers. The value of
the Cronbach’s alpha coefficient (0.897) indicates realiability of instruments
used and justifies their acceptability.
The following characteristics of preschool teachers comprise the indepen-
dent variable: professional experience (less than 10 years, between 11 and
20 years, between 21 and 30 years, more than 30 years) and level of educa-
tion (vocational college degree, university degree). The data were processed
using the IBM SPSS Statistics 23 statistical software. Measures of descriptive
statistics used include frequencies and percenteges. We also used the chi-
square test and F-test as analysis methods enabling statistical reasoning.
300
