engleski

Some microelements of hidden curriculum and implicit cognition in (pre)school institutions.

The hidden curriculum is described in terms of the values, attitudes, norms, rules and rituals that are taught in kindergartens and schools, but its main characteristic is its unplanned and officially unorganized form. It appears in everyday life in (pre)schools, where children learn it as the official curriculum. From the psychological point of view, it comes close to implicit learning. The purpose of this paper is to observe the impacts of certain selected microelements of everyday life in (pre)schools: the empathy of a (pre)school teacher, their personality traits and their attitudes to space characteristics, so as to point out their role in children’s behavior and learning, within the social learning theory context. The object of our research is to show how the phenomenon of the hidden curriculum contributes to the significant albeit neglected importance of the interdependence of changing the culture and structure of educational organizations, as well as to provide an overview of research into the targeted elements. Researchers have shown that children learn from the empathy of their (pre)school teachers, their personality traits and attitudes: this reflects on the behavior, attitudes and interpersonal relations among children as well as those between children and adults. Thereby teachers and children become the co-creators of changes in these organizations. These officially unwritten microelements are therefore important for teachers because children learn them directly and they affect their behavior: for example, an increasing degree of children proposing, constructing, reviewing, formulating, acting, evaluating, defending or supporting some idea is a significant contribution to the (co) creation of institutional life in (pre)school.

Hidden curriculum ; Implicit learning ; Empathy ; Personality traits ; (Pre)school teachers’ attitudes to space characteristics

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