Early Literacy Education in Preschool Curriculum Reforms: The Case of Post-Communist Slovakia

This paper describes the development of preschool literacy education in Slovakia, beginning with the communist era, when the country was isolated from broader international academic discourse and early literacy research, then the period after the fall of the totalitarian regime up to the present day...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Oľga Zápotočná [verfasserIn] Zuzana Petrová [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2018

Schlagwörter:	beginning with the communist era when the country was isolated from broader international academic discourse and early literacy research then the period after the fall of the totalitarian regime up to the present day. It describes how the traditional approach to teaching literacy relying on an obsolete model of reading and writing instruction taught at primary school has resulted in preschools having limited capacity to develop children’s literacy. It also explains attempts to reform the preschool literacy curriculum after the fall of the totalitarian regime. The first of these followed Slovakia’s most comprehensive education reform act in 2008 but it underestimated the specific role of written language in children’s language and cognitive development and in subsequent academic performance. Consequently the reforms merely reproduced the traditional approach to literacy development within the new format of a decentralized curriculum. The consequences of the 2008 education reform act and the pressure exerted by the results of international student assessments resulted in a strong initiative from the academic field to reform the preschool curriculum on an evidentiary basis. The authors of this paper describe how they developed the thinking behind the new preschool literacy curriculum. The paper looks at how this became part of Slovakia’s national preschool curriculum which was implemented in 2016 including the process in which the curriculum was reviewed by the institutions of the Ministry of Education and by professional organizations involved in early childhood education in Slovakia. early literacy curriculum reform preschool teachers early literacy development Slovakia

Übergeordnetes Werk:	In: Global Education Review - Mercy College, 2013, 5(2018), 2, Seite 145-159
Übergeordnetes Werk:	volume:5 ; year:2018 ; number:2 ; pages:145-159

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Katalog-ID:	DOAJ045712433

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allfields	(DE-627)DOAJ045712433 (DE-599)DOAJc58cdc6afcce4c5096e3be203aed6abf DE-627 ger DE-627 rakwb eng LC8-6691 Oľga Zápotočná verfasserin aut Early Literacy Education in Preschool Curriculum Reforms: The Case of Post-Communist Slovakia 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper describes the development of preschool literacy education in Slovakia, beginning with the communist era, when the country was isolated from broader international academic discourse and early literacy research, then the period after the fall of the totalitarian regime up to the present day. It describes how the traditional approach to teaching literacy, relying on an obsolete model of reading and writing instruction taught at primary school, has resulted in preschools having limited capacity to develop children’s literacy. It also explains attempts to reform the preschool literacy curriculum after the fall of the totalitarian regime. The first of these followed Slovakia’s most comprehensive education reform act in 2008, but it underestimated the specific role of written language in children’s language and cognitive development and in subsequent academic performance. Consequently, the reforms merely reproduced the traditional approach to literacy development within the new format of a decentralized curriculum. The consequences of the 2008 education reform act, and the pressure exerted by the results of international student assessments, resulted in a strong initiative from the academic field to reform the preschool curriculum on an evidentiary basis. The authors of this paper describe how they developed the thinking behind the new preschool literacy curriculum. The paper looks at how this became part of Slovakia’s national preschool curriculum which was implemented in 2016, including the process in which the curriculum was reviewed by the institutions of the Ministry of Education and by professional organizations involved in early childhood education in Slovakia. beginning with the communist era when the country was isolated from broader international academic discourse and early literacy research then the period after the fall of the totalitarian regime up to the present day. It describes how the traditional approach to teaching literacy relying on an obsolete model of reading and writing instruction taught at primary school has resulted in preschools having limited capacity to develop children’s literacy. It also explains attempts to reform the preschool literacy curriculum after the fall of the totalitarian regime. The first of these followed Slovakia’s most comprehensive education reform act in 2008 but it underestimated the specific role of written language in children’s language and cognitive development and in subsequent academic performance. Consequently the reforms merely reproduced the traditional approach to literacy development within the new format of a decentralized curriculum. The consequences of the 2008 education reform act and the pressure exerted by the results of international student assessments resulted in a strong initiative from the academic field to reform the preschool curriculum on an evidentiary basis. The authors of this paper describe how they developed the thinking behind the new preschool literacy curriculum. The paper looks at how this became part of Slovakia’s national preschool curriculum which was implemented in 2016 including the process in which the curriculum was reviewed by the institutions of the Ministry of Education and by professional organizations involved in early childhood education in Slovakia. early literacy curriculum reform preschool teachers early literacy development Slovakia Special aspects of education Zuzana Petrová verfasserin aut In Global Education Review Mercy College, 2013 5(2018), 2, Seite 145-159 (DE-627)779400747 (DE-600)2758673-X 2325663X nnns volume:5 year:2018 number:2 pages:145-159 https://doaj.org/article/c58cdc6afcce4c5096e3be203aed6abf kostenfrei http://ger.mercy.edu/index.php/ger/article/view/394 kostenfrei https://doaj.org/toc/2325-663X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2446 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 5 2018 2 145-159
spelling	(DE-627)DOAJ045712433 (DE-599)DOAJc58cdc6afcce4c5096e3be203aed6abf DE-627 ger DE-627 rakwb eng LC8-6691 Oľga Zápotočná verfasserin aut Early Literacy Education in Preschool Curriculum Reforms: The Case of Post-Communist Slovakia 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper describes the development of preschool literacy education in Slovakia, beginning with the communist era, when the country was isolated from broader international academic discourse and early literacy research, then the period after the fall of the totalitarian regime up to the present day. It describes how the traditional approach to teaching literacy, relying on an obsolete model of reading and writing instruction taught at primary school, has resulted in preschools having limited capacity to develop children’s literacy. It also explains attempts to reform the preschool literacy curriculum after the fall of the totalitarian regime. The first of these followed Slovakia’s most comprehensive education reform act in 2008, but it underestimated the specific role of written language in children’s language and cognitive development and in subsequent academic performance. Consequently, the reforms merely reproduced the traditional approach to literacy development within the new format of a decentralized curriculum. The consequences of the 2008 education reform act, and the pressure exerted by the results of international student assessments, resulted in a strong initiative from the academic field to reform the preschool curriculum on an evidentiary basis. The authors of this paper describe how they developed the thinking behind the new preschool literacy curriculum. The paper looks at how this became part of Slovakia’s national preschool curriculum which was implemented in 2016, including the process in which the curriculum was reviewed by the institutions of the Ministry of Education and by professional organizations involved in early childhood education in Slovakia. beginning with the communist era when the country was isolated from broader international academic discourse and early literacy research then the period after the fall of the totalitarian regime up to the present day. It describes how the traditional approach to teaching literacy relying on an obsolete model of reading and writing instruction taught at primary school has resulted in preschools having limited capacity to develop children’s literacy. It also explains attempts to reform the preschool literacy curriculum after the fall of the totalitarian regime. The first of these followed Slovakia’s most comprehensive education reform act in 2008 but it underestimated the specific role of written language in children’s language and cognitive development and in subsequent academic performance. Consequently the reforms merely reproduced the traditional approach to literacy development within the new format of a decentralized curriculum. The consequences of the 2008 education reform act and the pressure exerted by the results of international student assessments resulted in a strong initiative from the academic field to reform the preschool curriculum on an evidentiary basis. The authors of this paper describe how they developed the thinking behind the new preschool literacy curriculum. The paper looks at how this became part of Slovakia’s national preschool curriculum which was implemented in 2016 including the process in which the curriculum was reviewed by the institutions of the Ministry of Education and by professional organizations involved in early childhood education in Slovakia. early literacy curriculum reform preschool teachers early literacy development Slovakia Special aspects of education Zuzana Petrová verfasserin aut In Global Education Review Mercy College, 2013 5(2018), 2, Seite 145-159 (DE-627)779400747 (DE-600)2758673-X 2325663X nnns volume:5 year:2018 number:2 pages:145-159 https://doaj.org/article/c58cdc6afcce4c5096e3be203aed6abf kostenfrei http://ger.mercy.edu/index.php/ger/article/view/394 kostenfrei https://doaj.org/toc/2325-663X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2446 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 5 2018 2 145-159
allfields_unstemmed	(DE-627)DOAJ045712433 (DE-599)DOAJc58cdc6afcce4c5096e3be203aed6abf DE-627 ger DE-627 rakwb eng LC8-6691 Oľga Zápotočná verfasserin aut Early Literacy Education in Preschool Curriculum Reforms: The Case of Post-Communist Slovakia 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper describes the development of preschool literacy education in Slovakia, beginning with the communist era, when the country was isolated from broader international academic discourse and early literacy research, then the period after the fall of the totalitarian regime up to the present day. It describes how the traditional approach to teaching literacy, relying on an obsolete model of reading and writing instruction taught at primary school, has resulted in preschools having limited capacity to develop children’s literacy. It also explains attempts to reform the preschool literacy curriculum after the fall of the totalitarian regime. The first of these followed Slovakia’s most comprehensive education reform act in 2008, but it underestimated the specific role of written language in children’s language and cognitive development and in subsequent academic performance. Consequently, the reforms merely reproduced the traditional approach to literacy development within the new format of a decentralized curriculum. The consequences of the 2008 education reform act, and the pressure exerted by the results of international student assessments, resulted in a strong initiative from the academic field to reform the preschool curriculum on an evidentiary basis. The authors of this paper describe how they developed the thinking behind the new preschool literacy curriculum. The paper looks at how this became part of Slovakia’s national preschool curriculum which was implemented in 2016, including the process in which the curriculum was reviewed by the institutions of the Ministry of Education and by professional organizations involved in early childhood education in Slovakia. beginning with the communist era when the country was isolated from broader international academic discourse and early literacy research then the period after the fall of the totalitarian regime up to the present day. It describes how the traditional approach to teaching literacy relying on an obsolete model of reading and writing instruction taught at primary school has resulted in preschools having limited capacity to develop children’s literacy. It also explains attempts to reform the preschool literacy curriculum after the fall of the totalitarian regime. The first of these followed Slovakia’s most comprehensive education reform act in 2008 but it underestimated the specific role of written language in children’s language and cognitive development and in subsequent academic performance. Consequently the reforms merely reproduced the traditional approach to literacy development within the new format of a decentralized curriculum. The consequences of the 2008 education reform act and the pressure exerted by the results of international student assessments resulted in a strong initiative from the academic field to reform the preschool curriculum on an evidentiary basis. The authors of this paper describe how they developed the thinking behind the new preschool literacy curriculum. The paper looks at how this became part of Slovakia’s national preschool curriculum which was implemented in 2016 including the process in which the curriculum was reviewed by the institutions of the Ministry of Education and by professional organizations involved in early childhood education in Slovakia. early literacy curriculum reform preschool teachers early literacy development Slovakia Special aspects of education Zuzana Petrová verfasserin aut In Global Education Review Mercy College, 2013 5(2018), 2, Seite 145-159 (DE-627)779400747 (DE-600)2758673-X 2325663X nnns volume:5 year:2018 number:2 pages:145-159 https://doaj.org/article/c58cdc6afcce4c5096e3be203aed6abf kostenfrei http://ger.mercy.edu/index.php/ger/article/view/394 kostenfrei https://doaj.org/toc/2325-663X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2446 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 5 2018 2 145-159
allfieldsGer	(DE-627)DOAJ045712433 (DE-599)DOAJc58cdc6afcce4c5096e3be203aed6abf DE-627 ger DE-627 rakwb eng LC8-6691 Oľga Zápotočná verfasserin aut Early Literacy Education in Preschool Curriculum Reforms: The Case of Post-Communist Slovakia 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper describes the development of preschool literacy education in Slovakia, beginning with the communist era, when the country was isolated from broader international academic discourse and early literacy research, then the period after the fall of the totalitarian regime up to the present day. It describes how the traditional approach to teaching literacy, relying on an obsolete model of reading and writing instruction taught at primary school, has resulted in preschools having limited capacity to develop children’s literacy. It also explains attempts to reform the preschool literacy curriculum after the fall of the totalitarian regime. The first of these followed Slovakia’s most comprehensive education reform act in 2008, but it underestimated the specific role of written language in children’s language and cognitive development and in subsequent academic performance. Consequently, the reforms merely reproduced the traditional approach to literacy development within the new format of a decentralized curriculum. The consequences of the 2008 education reform act, and the pressure exerted by the results of international student assessments, resulted in a strong initiative from the academic field to reform the preschool curriculum on an evidentiary basis. The authors of this paper describe how they developed the thinking behind the new preschool literacy curriculum. The paper looks at how this became part of Slovakia’s national preschool curriculum which was implemented in 2016, including the process in which the curriculum was reviewed by the institutions of the Ministry of Education and by professional organizations involved in early childhood education in Slovakia. beginning with the communist era when the country was isolated from broader international academic discourse and early literacy research then the period after the fall of the totalitarian regime up to the present day. It describes how the traditional approach to teaching literacy relying on an obsolete model of reading and writing instruction taught at primary school has resulted in preschools having limited capacity to develop children’s literacy. It also explains attempts to reform the preschool literacy curriculum after the fall of the totalitarian regime. The first of these followed Slovakia’s most comprehensive education reform act in 2008 but it underestimated the specific role of written language in children’s language and cognitive development and in subsequent academic performance. Consequently the reforms merely reproduced the traditional approach to literacy development within the new format of a decentralized curriculum. The consequences of the 2008 education reform act and the pressure exerted by the results of international student assessments resulted in a strong initiative from the academic field to reform the preschool curriculum on an evidentiary basis. The authors of this paper describe how they developed the thinking behind the new preschool literacy curriculum. The paper looks at how this became part of Slovakia’s national preschool curriculum which was implemented in 2016 including the process in which the curriculum was reviewed by the institutions of the Ministry of Education and by professional organizations involved in early childhood education in Slovakia. early literacy curriculum reform preschool teachers early literacy development Slovakia Special aspects of education Zuzana Petrová verfasserin aut In Global Education Review Mercy College, 2013 5(2018), 2, Seite 145-159 (DE-627)779400747 (DE-600)2758673-X 2325663X nnns volume:5 year:2018 number:2 pages:145-159 https://doaj.org/article/c58cdc6afcce4c5096e3be203aed6abf kostenfrei http://ger.mercy.edu/index.php/ger/article/view/394 kostenfrei https://doaj.org/toc/2325-663X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2446 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 5 2018 2 145-159
allfieldsSound	(DE-627)DOAJ045712433 (DE-599)DOAJc58cdc6afcce4c5096e3be203aed6abf DE-627 ger DE-627 rakwb eng LC8-6691 Oľga Zápotočná verfasserin aut Early Literacy Education in Preschool Curriculum Reforms: The Case of Post-Communist Slovakia 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper describes the development of preschool literacy education in Slovakia, beginning with the communist era, when the country was isolated from broader international academic discourse and early literacy research, then the period after the fall of the totalitarian regime up to the present day. It describes how the traditional approach to teaching literacy, relying on an obsolete model of reading and writing instruction taught at primary school, has resulted in preschools having limited capacity to develop children’s literacy. It also explains attempts to reform the preschool literacy curriculum after the fall of the totalitarian regime. The first of these followed Slovakia’s most comprehensive education reform act in 2008, but it underestimated the specific role of written language in children’s language and cognitive development and in subsequent academic performance. Consequently, the reforms merely reproduced the traditional approach to literacy development within the new format of a decentralized curriculum. The consequences of the 2008 education reform act, and the pressure exerted by the results of international student assessments, resulted in a strong initiative from the academic field to reform the preschool curriculum on an evidentiary basis. The authors of this paper describe how they developed the thinking behind the new preschool literacy curriculum. The paper looks at how this became part of Slovakia’s national preschool curriculum which was implemented in 2016, including the process in which the curriculum was reviewed by the institutions of the Ministry of Education and by professional organizations involved in early childhood education in Slovakia. beginning with the communist era when the country was isolated from broader international academic discourse and early literacy research then the period after the fall of the totalitarian regime up to the present day. It describes how the traditional approach to teaching literacy relying on an obsolete model of reading and writing instruction taught at primary school has resulted in preschools having limited capacity to develop children’s literacy. It also explains attempts to reform the preschool literacy curriculum after the fall of the totalitarian regime. The first of these followed Slovakia’s most comprehensive education reform act in 2008 but it underestimated the specific role of written language in children’s language and cognitive development and in subsequent academic performance. Consequently the reforms merely reproduced the traditional approach to literacy development within the new format of a decentralized curriculum. The consequences of the 2008 education reform act and the pressure exerted by the results of international student assessments resulted in a strong initiative from the academic field to reform the preschool curriculum on an evidentiary basis. The authors of this paper describe how they developed the thinking behind the new preschool literacy curriculum. The paper looks at how this became part of Slovakia’s national preschool curriculum which was implemented in 2016 including the process in which the curriculum was reviewed by the institutions of the Ministry of Education and by professional organizations involved in early childhood education in Slovakia. early literacy curriculum reform preschool teachers early literacy development Slovakia Special aspects of education Zuzana Petrová verfasserin aut In Global Education Review Mercy College, 2013 5(2018), 2, Seite 145-159 (DE-627)779400747 (DE-600)2758673-X 2325663X nnns volume:5 year:2018 number:2 pages:145-159 https://doaj.org/article/c58cdc6afcce4c5096e3be203aed6abf kostenfrei http://ger.mercy.edu/index.php/ger/article/view/394 kostenfrei https://doaj.org/toc/2325-663X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2446 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 5 2018 2 145-159
language	English
source	In Global Education Review 5(2018), 2, Seite 145-159 volume:5 year:2018 number:2 pages:145-159
sourceStr	In Global Education Review 5(2018), 2, Seite 145-159 volume:5 year:2018 number:2 pages:145-159
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	beginning with the communist era when the country was isolated from broader international academic discourse and early literacy research then the period after the fall of the totalitarian regime up to the present day. It describes how the traditional approach to teaching literacy relying on an obsolete model of reading and writing instruction taught at primary school has resulted in preschools having limited capacity to develop children’s literacy. It also explains attempts to reform the preschool literacy curriculum after the fall of the totalitarian regime. The first of these followed Slovakia’s most comprehensive education reform act in 2008 but it underestimated the specific role of written language in children’s language and cognitive development and in subsequent academic performance. Consequently the reforms merely reproduced the traditional approach to literacy development within the new format of a decentralized curriculum. The consequences of the 2008 education reform act and the pressure exerted by the results of international student assessments resulted in a strong initiative from the academic field to reform the preschool curriculum on an evidentiary basis. The authors of this paper describe how they developed the thinking behind the new preschool literacy curriculum. The paper looks at how this became part of Slovakia’s national preschool curriculum which was implemented in 2016 including the process in which the curriculum was reviewed by the institutions of the Ministry of Education and by professional organizations involved in early childhood education in Slovakia. early literacy curriculum reform preschool teachers early literacy development Slovakia Special aspects of education
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container_title	Global Education Review
authorswithroles_txt_mv	Oľga Zápotočná @@aut@@ Zuzana Petrová @@aut@@
publishDateDaySort_date	2018-01-01T00:00:00Z
hierarchy_top_id	779400747
id	DOAJ045712433
language_de	englisch
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callnumber-first	L - Education
author	Oľga Zápotočná
spellingShingle	Oľga Zápotočná misc LC8-6691 misc beginning with the communist era misc when the country was isolated from broader international academic discourse and early literacy research misc then the period after the fall of the totalitarian regime up to the present day. It describes how the traditional approach to teaching literacy misc relying on an obsolete model of reading and writing instruction taught at primary school misc has resulted in preschools having limited capacity to develop children’s literacy. It also explains attempts to reform the preschool literacy curriculum after the fall of the totalitarian regime. The first of these followed Slovakia’s most comprehensive education reform act in 2008 misc but it underestimated the specific role of written language in children’s language and cognitive development and in subsequent academic performance. Consequently misc the reforms merely reproduced the traditional approach to literacy development within the new format of a decentralized curriculum. The consequences of the 2008 education reform act misc and the pressure exerted by the results of international student assessments misc resulted in a strong initiative from the academic field to reform the preschool curriculum on an evidentiary basis. The authors of this paper describe how they developed the thinking behind the new preschool literacy curriculum. The paper looks at how this became part of Slovakia’s national preschool curriculum which was implemented in 2016 misc including the process in which the curriculum was reviewed by the institutions of the Ministry of Education and by professional organizations involved in early childhood education in Slovakia. misc early literacy misc curriculum reform misc preschool teachers misc early literacy development misc Slovakia misc Special aspects of education Early Literacy Education in Preschool Curriculum Reforms: The Case of Post-Communist Slovakia
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topic_title	LC8-6691 Early Literacy Education in Preschool Curriculum Reforms: The Case of Post-Communist Slovakia beginning with the communist era when the country was isolated from broader international academic discourse and early literacy research then the period after the fall of the totalitarian regime up to the present day. It describes how the traditional approach to teaching literacy relying on an obsolete model of reading and writing instruction taught at primary school has resulted in preschools having limited capacity to develop children’s literacy. It also explains attempts to reform the preschool literacy curriculum after the fall of the totalitarian regime. The first of these followed Slovakia’s most comprehensive education reform act in 2008 but it underestimated the specific role of written language in children’s language and cognitive development and in subsequent academic performance. Consequently the reforms merely reproduced the traditional approach to literacy development within the new format of a decentralized curriculum. The consequences of the 2008 education reform act and the pressure exerted by the results of international student assessments resulted in a strong initiative from the academic field to reform the preschool curriculum on an evidentiary basis. The authors of this paper describe how they developed the thinking behind the new preschool literacy curriculum. The paper looks at how this became part of Slovakia’s national preschool curriculum which was implemented in 2016 including the process in which the curriculum was reviewed by the institutions of the Ministry of Education and by professional organizations involved in early childhood education in Slovakia early literacy curriculum reform preschool teachers early literacy development Slovakia
topic	misc LC8-6691 misc beginning with the communist era misc when the country was isolated from broader international academic discourse and early literacy research misc then the period after the fall of the totalitarian regime up to the present day. It describes how the traditional approach to teaching literacy misc relying on an obsolete model of reading and writing instruction taught at primary school misc has resulted in preschools having limited capacity to develop children’s literacy. It also explains attempts to reform the preschool literacy curriculum after the fall of the totalitarian regime. The first of these followed Slovakia’s most comprehensive education reform act in 2008 misc but it underestimated the specific role of written language in children’s language and cognitive development and in subsequent academic performance. Consequently misc the reforms merely reproduced the traditional approach to literacy development within the new format of a decentralized curriculum. The consequences of the 2008 education reform act misc and the pressure exerted by the results of international student assessments misc resulted in a strong initiative from the academic field to reform the preschool curriculum on an evidentiary basis. The authors of this paper describe how they developed the thinking behind the new preschool literacy curriculum. The paper looks at how this became part of Slovakia’s national preschool curriculum which was implemented in 2016 misc including the process in which the curriculum was reviewed by the institutions of the Ministry of Education and by professional organizations involved in early childhood education in Slovakia. misc early literacy misc curriculum reform misc preschool teachers misc early literacy development misc Slovakia misc Special aspects of education
topic_unstemmed	misc LC8-6691 misc beginning with the communist era misc when the country was isolated from broader international academic discourse and early literacy research misc then the period after the fall of the totalitarian regime up to the present day. It describes how the traditional approach to teaching literacy misc relying on an obsolete model of reading and writing instruction taught at primary school misc has resulted in preschools having limited capacity to develop children’s literacy. It also explains attempts to reform the preschool literacy curriculum after the fall of the totalitarian regime. The first of these followed Slovakia’s most comprehensive education reform act in 2008 misc but it underestimated the specific role of written language in children’s language and cognitive development and in subsequent academic performance. Consequently misc the reforms merely reproduced the traditional approach to literacy development within the new format of a decentralized curriculum. The consequences of the 2008 education reform act misc and the pressure exerted by the results of international student assessments misc resulted in a strong initiative from the academic field to reform the preschool curriculum on an evidentiary basis. The authors of this paper describe how they developed the thinking behind the new preschool literacy curriculum. The paper looks at how this became part of Slovakia’s national preschool curriculum which was implemented in 2016 misc including the process in which the curriculum was reviewed by the institutions of the Ministry of Education and by professional organizations involved in early childhood education in Slovakia. misc early literacy misc curriculum reform misc preschool teachers misc early literacy development misc Slovakia misc Special aspects of education
topic_browse	misc LC8-6691 misc beginning with the communist era misc when the country was isolated from broader international academic discourse and early literacy research misc then the period after the fall of the totalitarian regime up to the present day. It describes how the traditional approach to teaching literacy misc relying on an obsolete model of reading and writing instruction taught at primary school misc has resulted in preschools having limited capacity to develop children’s literacy. It also explains attempts to reform the preschool literacy curriculum after the fall of the totalitarian regime. The first of these followed Slovakia’s most comprehensive education reform act in 2008 misc but it underestimated the specific role of written language in children’s language and cognitive development and in subsequent academic performance. Consequently misc the reforms merely reproduced the traditional approach to literacy development within the new format of a decentralized curriculum. The consequences of the 2008 education reform act misc and the pressure exerted by the results of international student assessments misc resulted in a strong initiative from the academic field to reform the preschool curriculum on an evidentiary basis. The authors of this paper describe how they developed the thinking behind the new preschool literacy curriculum. The paper looks at how this became part of Slovakia’s national preschool curriculum which was implemented in 2016 misc including the process in which the curriculum was reviewed by the institutions of the Ministry of Education and by professional organizations involved in early childhood education in Slovakia. misc early literacy misc curriculum reform misc preschool teachers misc early literacy development misc Slovakia misc Special aspects of education
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title	Early Literacy Education in Preschool Curriculum Reforms: The Case of Post-Communist Slovakia
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title_full	Early Literacy Education in Preschool Curriculum Reforms: The Case of Post-Communist Slovakia
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title_sort	early literacy education in preschool curriculum reforms: the case of post-communist slovakia
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title_auth	Early Literacy Education in Preschool Curriculum Reforms: The Case of Post-Communist Slovakia
abstract	This paper describes the development of preschool literacy education in Slovakia, beginning with the communist era, when the country was isolated from broader international academic discourse and early literacy research, then the period after the fall of the totalitarian regime up to the present day. It describes how the traditional approach to teaching literacy, relying on an obsolete model of reading and writing instruction taught at primary school, has resulted in preschools having limited capacity to develop children’s literacy. It also explains attempts to reform the preschool literacy curriculum after the fall of the totalitarian regime. The first of these followed Slovakia’s most comprehensive education reform act in 2008, but it underestimated the specific role of written language in children’s language and cognitive development and in subsequent academic performance. Consequently, the reforms merely reproduced the traditional approach to literacy development within the new format of a decentralized curriculum. The consequences of the 2008 education reform act, and the pressure exerted by the results of international student assessments, resulted in a strong initiative from the academic field to reform the preschool curriculum on an evidentiary basis. The authors of this paper describe how they developed the thinking behind the new preschool literacy curriculum. The paper looks at how this became part of Slovakia’s national preschool curriculum which was implemented in 2016, including the process in which the curriculum was reviewed by the institutions of the Ministry of Education and by professional organizations involved in early childhood education in Slovakia.
abstractGer	This paper describes the development of preschool literacy education in Slovakia, beginning with the communist era, when the country was isolated from broader international academic discourse and early literacy research, then the period after the fall of the totalitarian regime up to the present day. It describes how the traditional approach to teaching literacy, relying on an obsolete model of reading and writing instruction taught at primary school, has resulted in preschools having limited capacity to develop children’s literacy. It also explains attempts to reform the preschool literacy curriculum after the fall of the totalitarian regime. The first of these followed Slovakia’s most comprehensive education reform act in 2008, but it underestimated the specific role of written language in children’s language and cognitive development and in subsequent academic performance. Consequently, the reforms merely reproduced the traditional approach to literacy development within the new format of a decentralized curriculum. The consequences of the 2008 education reform act, and the pressure exerted by the results of international student assessments, resulted in a strong initiative from the academic field to reform the preschool curriculum on an evidentiary basis. The authors of this paper describe how they developed the thinking behind the new preschool literacy curriculum. The paper looks at how this became part of Slovakia’s national preschool curriculum which was implemented in 2016, including the process in which the curriculum was reviewed by the institutions of the Ministry of Education and by professional organizations involved in early childhood education in Slovakia.
abstract_unstemmed	This paper describes the development of preschool literacy education in Slovakia, beginning with the communist era, when the country was isolated from broader international academic discourse and early literacy research, then the period after the fall of the totalitarian regime up to the present day. It describes how the traditional approach to teaching literacy, relying on an obsolete model of reading and writing instruction taught at primary school, has resulted in preschools having limited capacity to develop children’s literacy. It also explains attempts to reform the preschool literacy curriculum after the fall of the totalitarian regime. The first of these followed Slovakia’s most comprehensive education reform act in 2008, but it underestimated the specific role of written language in children’s language and cognitive development and in subsequent academic performance. Consequently, the reforms merely reproduced the traditional approach to literacy development within the new format of a decentralized curriculum. The consequences of the 2008 education reform act, and the pressure exerted by the results of international student assessments, resulted in a strong initiative from the academic field to reform the preschool curriculum on an evidentiary basis. The authors of this paper describe how they developed the thinking behind the new preschool literacy curriculum. The paper looks at how this became part of Slovakia’s national preschool curriculum which was implemented in 2016, including the process in which the curriculum was reviewed by the institutions of the Ministry of Education and by professional organizations involved in early childhood education in Slovakia.
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