About this paper

Appears in:
Pages: 3418-3421
Publication year: 2010
ISBN: 978-84-614-2439-9
ISSN: 2340-1095

Conference name: 3rd International Conference of Education, Research and Innovation
Dates: 15-17 November, 2010
Location: Madrid, Spain

ENGLISH AND GREEK PRESCHOOL EDUCATION CURRICULA: A COMPARATIVE STUDY

A. Tsiakara, D.M. Kakana

University of Thessaly (GREECE)
The aim of this study is to compare the Greek and English preschool education curricula and determine their similarities and differences. The research has been based on the analysis of the Greek curriculum of preschool education known as «Cross-thematic framework for kindergarten (2003)» and the English curriculum of preschool education known as «Statutory framework for the early years foundation stage (2008)». Based on the content analysis of both curricula we considered: a) the theoretical context, b) the content of learning, c) the goals, d) the instructive approaches, e) the assessment, f) the role of teacher, g) the parents attendance in the training process, h) the configuration of school environment and i) the ratio between teachers and children.
More precisely, the similarities included the following: both curricula are modern curriculum-type programs, based on the modern pedagogical, instructive, psychological and social theories and include: a) well formulated and precise goals of learning, b) content of learning, c) instructive approaches and d) assessment. Moreover, they incorporate elements that characterize modern preschool education curricula. In other words they: a) put children in the centre of the training process, also known as ``pedocentric``, b) promote learning through games, c) provide equal chances of learning for all children, d) pay particular attention in the configuration of school environment and e) promote the collaboration between parents- teachers etc.
On the other hand, the major difference between the two programs is that Statutory framework for the early years foundation stage is a program that regards children as future students and prepares them for the compulsory education. This results in giving more emphasis in the aims of learning by enhancing the knowledge of children in literacy and mathematics, while the Cross-thematic framework considers kindergarten as an institution for children’s socialization and its scope is to help their multilateral development, without specific emphasis on: a) learning objectives and b) basic education of literacy and mathematics.
Ιn conclusion, both preschool education curricula are modern programs that can successfully support and promote the educational process, based on of modern education requirements.

@InProceedings{TSIAKARA2010ENG,
author = {Tsiakara, A. and Kakana, D.M.},
title = {ENGLISH AND GREEK PRESCHOOL EDUCATION CURRICULA: A COMPARATIVE STUDY},
series = {3rd International Conference of Education, Research and Innovation},
booktitle = {ICERI2010 Proceedings},
isbn = {978-84-614-2439-9},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {15-17 November, 2010},
year = {2010},
pages = {3418-3421}}
TY - CONF
AU - A. Tsiakara AU - D.M. Kakana
TI - ENGLISH AND GREEK PRESCHOOL EDUCATION CURRICULA: A COMPARATIVE STUDY
SN - 978-84-614-2439-9/2340-1095
PY - 2010
Y1 - 15-17 November, 2010
CI - Madrid, Spain
JO - 3rd International Conference of Education, Research and Innovation
JA - ICERI2010 Proceedings
SP - 3418
EP - 3421
ER -
A. Tsiakara, D.M. Kakana (2010) ENGLISH AND GREEK PRESCHOOL EDUCATION CURRICULA: A COMPARATIVE STUDY, ICERI2010 Proceedings, pp. 3418-3421.
User:
Pass: