engleski

Hidden curriculum determinantes in kindergarten and in school

In addition to the content prescribed by the school curriculum, children in kindergartens and at schools, learn other things, often names as 'something else'. This is the content of the process curriculum, hidden curriculum (unwritten ; hidden curriculum). The hidden curriculum is important because it affects the course of education or appears as a set of affective results of education, which are necessary for successful social integration. The role of preschool teacher and elementary school teachers are formed in mutual relations and communication among children, parents and teachers, their ability to empathize and understanding, based on interaction, communication and preschool teachers’ and teachers’personality. Experts in the field of education and architecture believe that space needs to be taken into consideration in as an important element of the hidden curriculum in kindergartens and in schools. The study analyzes and establishes the common points and differences related to the understanding and the use of hidden curriculum in two countries, Croatia and Slovenia, and on two levels of practitioners: preschool teachers and elementary school tteachers. We focused on three dimensions of hidden curriculum: empathy, personality traits and preschool teachers and elementary school teachers attitude towards the space characteristics in kindergartens and schools. The sample consisted of 813 respondents. experience The results showed that Croatian kindergarten teachers and elementary school teachers have achieved higher marks on the subscale of fantasy, empathic concern and personal distress. In addition, based on the results, we can say that the Slovenian elementary school and kindergarten teachers are recognized as more sociable, talkative and optimistic, whereas the Croatian ones are more curious, creative, imaginative and more open. Statistically significant positive attitudes towards school space are shared among the elementary school teachers in Croatia, and it is considered more important among them than among the school teachers in Slovenia. The attitudes on the spatial features with kindergarten teachers in Croatia are more positive than among the kindergarten teachers in Slovenia. The results convey new aspects of the complexity of educational practice, adding new standpoints to to discuss about the hidden curriculum and confirmed the relevance of the need for furthe research in on the subject, on theoretical and practical level.

hidden curriculum, empathy, personality traits, attitudes towards space characteristics, preschool teacher, school teacher

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