The Importance of Compulsory Pre-School Education from the Parents’ Perspective in the Czech Republic

Authors: Beata Horníckova, Sona Lorencova

Abstract:

The study deals with the presentation of the results of quantitatively oriented research. The research was conducted as part of a questionnaire survey with the aim to find out what are the attitudes of parents to compulsory preschool education in the Czech Republic. This research presents results from the area of importance of compulsory pre-school education from the parents’ perspective. The research method was a questionnaire, which was distributed to respondents through an online platform. The research involved 107 parents, who answered a total of 36 questions that found out their attitudes to last year’s compulsory preschool attendance. The results show that compulsory pre-school attendance has increased the importance of pre-school education. However, the results also show that the compulsory last year of preschool education is not more important according to parents than in previous years. Most participants consider compulsory pre-school attendance to be important and are happy that their child attends it. The results reveal the fact that the introduction of compulsory pre-school attendance has contributed to the importance of parents’ perceptions of pre-primary education.

Keywords: compulsory pre-school education, education of preschool children, kindergarten, parents

References:

[1] S. Akande and C. Akinbowale, “Should Early Childhood Education be Mandatory?”, retrieved from: https://www.rroij.com/open-access/should-early-childhood-education-be-mandatory.php?aid=86797#2
[2] NZHerald, “Debate: Should preschool be compulsory”, retrieved from: https://www.nzherald.co.nz/nz/politics/debate-should-preschool-be-compulsory/KCVDMW2I3WAWPYDXQL6ZCNDWXY/
[3] H. Dogrul and C. Akay, “Comparison between Syrian and Turkish parents’ opinions and expectations about pre-school education”, retrieved from: https://files.eric.ed.gov/fulltext/ED603178.pdf
[4] L. Ang, “Preschool or Prep School? Rethinking the Role of Early Years Education”, retrieved from: https://journals.sagepub.com/doi/pdf/10.2304/ciec.2014.15.2.185
[5] H. Picková, “Proč moje děti nechodí do mateřské školy. Přístup rodičů, jejichž rozhodování neomezuje socioekonomické znevýhodnění”, Orbis Scholae, vol. 11, no. 1, pp. 51-69, 2017.
[6] B. K. S. Yonca and R. Sak and I. T. S. Sak, “Paretns’ Views about Preschool Education”, Procedia – Social and Bahavioural Sciences, vol. 89, no. 10, pp. 288-292, Oct. 2013.
[7] J. Majerčíková and H. Navrátilová, “Polarities of Compulsory Education from the Perspective of Parents and Kindergarten Teachers”, European Journal of Social Science, Education and Research, vol. 5, no. 3, pp. 56-61, Sep. 2018.
[8] J. Průcha, Pedagogický slovník. Praha: Portál, 2001.
[9] N. Hayes, Základy sociální psychologie. Praha: Portál, 2013.
[10] Education Encyclopedia – StateUniversity.com, “Czech Republic – Preprimary & Primary Education”, retrieved from: https://education.stateuniversity.com/pages/350/Czech-Republic-PREPRIMARY-PRIMARY-EDUCATION.html#ixzz6loJKRbYD
[11] Národní registr výzkumů dětech a mládeži, “Účast dětí na předškolním vzdělávání”, retrieved from: http://www.vyzkum-mladez.cz/cs/statistika/indikator/87-ucast-deti-na-predskolnim-vzdelavani
[12] Commission of the European Communities, Communication from the commission to the council and to the European parliament. Efficieny and equity in European education and training system, 2006, retrieved from: https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52006DC0481&from=CS.
[13] J. J. Heckman, “Invest in Early Childhood Development: Reduce Deficits, Strengthen the Economy”, retrieved from: https://heckmanequation.org/resource/invest-in-early-childhood-development-reduce-deficits-strengthen-the-economy/
[14] M. Těthalová, “Povinná předškolní docházka. Ano, či ne?”, Informatorium 3-8, vol. 12, no. 4, pp. 14-15.
[15] T. Pavlíček, “Povinné předškolní vzdělávání smysl má. Do školek chodí víc dětí, ale ne všude, říká Valachová”, available from https://plus.rozhlas.cz/povinne-predskolni-vzdelavani-smysl-ma-do-skolek-chodi-vic-deti-ale-ne-vsude7558883.
[16] J. Simonová, E. Potužníková and J. Straková, “Poslání a aktuální problémy předškolního vzdělávání – postoje a názory ředitelek mateřských škol”, Pedagogická orientace, vol. 11, no. 1, pp. 71-91.
[17] A. M. Noel, “Perceptions of School Readiness in One Queensland Primary School”, vol. 35, no. 2, pp. 28-35, Jun. 2010.
[18] C. McBryde and J. Ziviani and M. Cuskelly, “School readiness and factors that influence decision making”, Occupational Therapy International, vol. 11, no. 4, pp. 193-208, Nov. 2004.
[19] I. T. Sahin and R. Sak and N. Tuncer, “A Comparison of Preschool and First Grade Teachers’ Views about School Readiness”, Education Sciences: Theory and Practice, vol. 19, no. 3, pp. 1708-1713, 2013.
[20] J. Kim and T. Murdock, “Investiation of parents’ beliefs about readiness for kindergarten: An examination of National Household Edcuation Survey”, Educational Research Quarterly, vol. 92, no. 2, pp. 3-17, 2005.
[21] K. E. Diamond and A. J. Reagan and J. E. Bandyk, “Parents’ conceptions of kindergarten readiness: Relationships with race, ethnicity, and development.” Journal of Education Research, vol. 94, no. 2, pp. 93-100, 2000