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Does Physical Activity of Preschool Teachers Impact the Planning and Implementation of Movement Activities in the Kindergartens?



Author(s)

Tatjana Devjak, Sanja Berčnik, Srečko Devjak

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DOI:10.17265/2161-623X/2013.09A.003

University of Ljubljana, Ljubljana, Slovenia

The authors of this paper compared the views of Slovenian and Portuguese preschool teachers about the importance of play and movement for the preschool children. In the paper, they focused on the question: Does physical activity of preschool teachers (spontaneous or planned) impact the planning and implementation of movement activities in their kindergarten group? They also analyzed the influence of subjective theories on the planning of movement activities and the realization of the curriculum objectives in the field of movement. Most of the preschool teachers in Slovenia and Portugal give priority to natural forms of movement in nature and play, allowing the movement of the fingers, palms, and hands. Research has shown a link between physical activity of preschool teachers and their views on the importance of the implementation of the movement activities of preschool children. The authors also noted that the quality of the implementation of the education process in kindergartens in the area of movement activities depends on their subjective theories to a great extent and on the level of professional competence referred to the discussed topic.

preschool education, curriculum, the area of movement, subjective theories