Browsing by Author "Delijeva, Gunita"

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    Actualization of Values in Pre-school Education By Implementing Competence-Based Learning Content
    (Rezekne Academy of Technologies, 2021) Delijeva, Gunita; Ozola, Aija; Lubkina, V.; Danilane, L.; Vindaca, O.
    Since 2018, competence-based learning content is being introduced in educational institutions of Latvia focusing on interdependent development of knowledge, skills, attitudes and values. If values are actualized in the educational process, the child gradually develops understanding of values from an early age. Thus, value-oriented pre-school education creates preconditions for the continuous development of a responsible and tolerant society and contributes to the common values that determine its direction. The aim of the study is to explore, based on the normative regulation of values in education, the actualization of values in the context of the implementation of competence-based learning content in educational institutions implementing pre-school education curricula. The study is based on the data analysis of the monitoring survey of the Ministry of Education and Science of the Republic of Latvia on the implementation of competence-based learning content during the 2019-2020 school year. The study combines quantitative and qualitative research methods. Data were analyzed using descriptive and inferential statistics as well as qualitative content analysis. The analysis of the survey data shows that in the educational institutions that implement pre-school education curricula, all values defined in the normative regulation, i.e., life, human dignity, freedom, family, marriage, work, nature, culture, the Latvian language and the State of Latvia, as well as other values set by educational institutions are actualized.
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    Teachers' perspectives on children's participation in early childhood education
    (Rēzeknes Tehnoloģiju akadēmija, 2023) Delijeva, Gunita; Ozola, Aija
    In democratic society, participation is child’s right from an early age. Within early childhood educational practice, teachers should create diverse and meaningful situations in which children can get experience of how to be part of a group or community. The aim of the study was to examine teachers’ perspectives on promoting children’s participation in early childhood education. A survey of teachers involved in 5- and 6-year old children’s preparation for school was conducted. 2419 teachers representing 741 educational institutions of Latvia participated in the survey. Using a 6-point Likert scale, respondents assessed different statements regarding children’s participation in early childhood education. Teachers’ preparedness to carry out the children’s participation in their educational practice was self-assessed as well. Data were analyzed using descriptive statistics. The analysis of the survey data shows that teachers consider children’s participation a significant component of the educational process. The involvement of children in the discussion of important group issues and their influence on decision-making as well as teachers’ respect of children’s questions during the play-based lesson time was ambiguously assessed. Most teachers declare appropriate self-assessed competences to promote children’s participation in their educational practice.