Modern Lithuanian pre-school and pre-primary education: expression of high and low quality education process
Pre-school education in Lithuania
Research on quality assurance
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AbstractWhile defining the quality of pre-school education process there are several indicators distinguished such as education directiveness, raising modern education goals (Curzon, 2006; Ebbeck 2006); innovativeness of education forms, methods and ways used by the teachers, e.g. guidance by "listening pedagogy"; positive relationships among the institution staff, between children and adults, among the children in the group, which influence the emotional education process quality (Howes, Burchinal, Pianta and others, 2008); peculiarities of children's life in a group. In 2009 VPU Childhood Study Department conducted a research, which analysed the quality of pre-school education process. Aim of research: to determine the quality of pre-school education process, analysing the cases of high and low quality education. Research methods: quantitative - educators' questionnaire survey on the Internet (501 participants) and qualitative (parents' focus groups). The data of the quantitative research revealed that majority of educators organise the education process under the guidance of modern quality criteria. On the other hand, a number of educators practice low quality education: apply academic methods, are not able to apply positive management ways to the children's behaviour in the groups and follow an inflexible and fixed day routine.