Hidden curriculum determinates in kindergartens and in schools.

Autor/inn/en	Jancec, Lucija; Lepicnik Vodopivec, Jurka
Titel	Hidden curriculum determinates in kindergartens and in schools.
Quelle	Hamburg: Verlag Dr. Kovac (2017), 123 S.Verfügbarkeit Dissertation, Universität Primorska, 2016.
Reihe	Schriftenreihe Didaktik in Forschung und Praxis. 87
Beigaben	Illustrationen; Literaturangaben S. 113-123
Zusatzinformation	Inhaltsverzeichnis Titelbild (1) Verlagshomepage Titelbild (2)
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	3-8300-9438-8; 978-3-8300-9438-8
Schlagwörter	Empirische Untersuchung; Fragebogenerhebung; Quantitative Forschung; Empathie; Persönlichkeitsbildung; Persönlichkeitsmerkmal; Selbsteinschätzung; Kindergarten; Grundschule; Lehrer; Schüler-Lehrer-Beziehung; Lernumgebung; Heimlicher Lehrplan; Lernort; Pädagoge; Internationaler Vergleich; Einflussfaktor; Kroatien; Slowenien
Abstract	In addition to the content prescribed by the official, e.g. school curriculum, children in kindergartens and in schools learn other things, often titled as 'something else'. This is the content of the process curriculum, the hidden (unwritten) curriculum. The hidden curriculum is important because it affects the course of education or appears as a set of affective results of education, which are necessary for successful social integration. The role of preschool and school teachers is formed in mutual relations and communication among children, parents and teachers, their ability to empathize and understand, based on interaction, communication, and preschool and school teachers' personality. Experts in the field of education and architecture believe that space needs to be taken into consideration as an important element of the hidden curriculum in kindergartens and schools. The study analyzes and establishes common points and differences related to the understanding and the use of hidden curriculum in two countries, Croatia and Slovenia, and on two levels of practitioners: preschool and school teachers. [The study] focused on three dimensions of the hidden curriculum: empathy, personality traits, and preschool teachers' and school teachers' attitudes towards the space characteristics in kindergartens and schools. The sample comprised 813 respondents. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/1