engleski

Kindergarten Teachers As Models And Facilitators Of Socialisation In The Kindergarten

Within the social learning theory, the following goals were set: (i) to state whether kindergarten teachers apply appropriate and theoretically suitable forms of professional social behaviour through means of participatory observing, and (ii) to analyse their reflective review based on observed professional social behaviour. Ten social behaviours were observed using a form provided by the Participatory monitoring protocol, and a semi-structured reflective questionnaire was conducted with every participant after all the data were collected. Results show that warm and pleasant communication with children, clear and unambiguous instructions for activities, coherent verbal and non-verbal communication, carefulness in listening to children, and eye contact are mainly present in the behaviour of kindergarten teachers. On the other hand, activities that stimulate speech, open-ended questions, warning children discreetly, waiting for the child to finish talking, and articulate speech are less present. In terms of reflections, all three participants show self-criticism and a rational wish to improve their quality of work performance.

kindergarten teachers, social learning theory, socialisation, reflective practice, hidden curriculum

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