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E.L. Mara

Lucian Blaga University of Sibiu (ROMANIA)
At the educational level as a whole the curricular approach takes into consideration the concordance between the program and the other national and international documents in the field, the convergent orientation towards the educational ideal of the Romanian state, the focus on the finality (at the level of early education, of the fundamental fields of development, experiential categories of learning activities included in the curriculum) and the promotion of the child-centered principle with a focus on learning through reality experience, integrated learning, differentiation and curricular individualization.

At the content level, among others, it is considered: a flexible curriculum approach by describing content in terms of framework and reference endpoints; introduction of personal development activities aimed at self-knowledge, development of communication skills, awareness and self-control of gambling, development of decision-making abilities, conflict mediation and empathic behavior; integration of formal and informal learning situations with informal and non-formal learning, a quality family-kindergarten-community partnership, the curricular content is presented in the form of integrative themes (When, how and why ?, Who are we / are ?, How was / is and will be on the earth ?, What and how do we express what we feel ?, What how do I want to be? Who and how does it plan / organize an activity?) that invites an integrated approach to knowledge with a high degree of generality, giving the teacher a great deal of decision-making power and responsibility in selecting and developing thematic projects or themes weekly independent.

The curriculum for preschool education is intended to be a useful tool that provides a consistent, coherent and convergent image at the level of curricular vision, structure and curricular practice.