The perspectives of parents in relation to the concepts of the quality of pre-school education. Analysis of research discourse
This theoretical study analyses interpretation of quality in pre-school education with regard to the position of the children’s parents. This text is supported by research papers, mostly from the last two decades, and is based on three main sub-topics. The importance and benefits of systematic pre-s...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Sciendo
2020-11-01
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| Series: | Journal of Language and Cultural Education |
| Subjects: | |
| Online Access: | https://doi.org/10.2478/jolace-2020-0014 |
| _version_ | 1818001681434017792 |
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| author | Majerčíková Jana Horníčková Beata |
| author_facet | Majerčíková Jana Horníčková Beata |
| author_sort | Majerčíková Jana |
| collection | DOAJ |
| description | This theoretical study analyses interpretation of quality in pre-school education with regard to the position of the children’s parents. This text is supported by research papers, mostly from the last two decades, and is based on three main sub-topics. The importance and benefits of systematic pre-school education for the child and the economic development of society is initially discussed. High-quality pre-school education for children gives them a strong start in their educational career and investment into effective education during the pre-school age provides a social and economic return to the whole of society. The following section defines the term quality and its interpretation in relation to education. Quality is interpreted through structure and process, the multi-dimensionality of quality and the objectiveness and subjectiveness of the interpretation of the quality of pre-school education are reflected. The interesting but undervalued position of parents, the perspectives of which are elaborated on in subsequent passages, appear in these concepts. This paper comes to two main conclusions. The first is that the quality of education is a multi-dimensional, variable and difficult to define concept. The second is that, although the status of parents in relation to pre-school education is strong, it is not adequately taken into consideration during definition of quality. When evaluating quality the perspective of the parents is only utilised to a limited degree, because it usually has different semantics to evaluation by experts. |
| first_indexed | 2024-04-14T03:37:27Z |
| format | Article |
| id | doaj.art-1b62e2869c0f45ae81dd38b12294d664 |
| institution | Directory Open Access Journal |
| issn | 1339-4584 |
| language | English |
| last_indexed | 2024-04-14T03:37:27Z |
| publishDate | 2020-11-01 |
| publisher | Sciendo |
| record_format | Article |
| series | Journal of Language and Cultural Education |
| spelling | doaj.art-1b62e2869c0f45ae81dd38b12294d6642022-12-22T02:14:42ZengSciendoJournal of Language and Cultural Education1339-45842020-11-0182699310.2478/jolace-2020-0014The perspectives of parents in relation to the concepts of the quality of pre-school education. Analysis of research discourseMajerčíková Jana0Horníčková Beata1Tomas Bata University, Czech RepublicTomas Bata University, Czech RepublicThis theoretical study analyses interpretation of quality in pre-school education with regard to the position of the children’s parents. This text is supported by research papers, mostly from the last two decades, and is based on three main sub-topics. The importance and benefits of systematic pre-school education for the child and the economic development of society is initially discussed. High-quality pre-school education for children gives them a strong start in their educational career and investment into effective education during the pre-school age provides a social and economic return to the whole of society. The following section defines the term quality and its interpretation in relation to education. Quality is interpreted through structure and process, the multi-dimensionality of quality and the objectiveness and subjectiveness of the interpretation of the quality of pre-school education are reflected. The interesting but undervalued position of parents, the perspectives of which are elaborated on in subsequent passages, appear in these concepts. This paper comes to two main conclusions. The first is that the quality of education is a multi-dimensional, variable and difficult to define concept. The second is that, although the status of parents in relation to pre-school education is strong, it is not adequately taken into consideration during definition of quality. When evaluating quality the perspective of the parents is only utilised to a limited degree, because it usually has different semantics to evaluation by experts.https://doi.org/10.2478/jolace-2020-0014quality of educationperspective of parentspre-school educationconceptualisation |
| spellingShingle | Majerčíková Jana Horníčková Beata The perspectives of parents in relation to the concepts of the quality of pre-school education. Analysis of research discourse Journal of Language and Cultural Education quality of education perspective of parents pre-school education conceptualisation |
| title | The perspectives of parents in relation to the concepts of the quality of pre-school education. Analysis of research discourse |
| title_full | The perspectives of parents in relation to the concepts of the quality of pre-school education. Analysis of research discourse |
| title_fullStr | The perspectives of parents in relation to the concepts of the quality of pre-school education. Analysis of research discourse |
| title_full_unstemmed | The perspectives of parents in relation to the concepts of the quality of pre-school education. Analysis of research discourse |
| title_short | The perspectives of parents in relation to the concepts of the quality of pre-school education. Analysis of research discourse |
| title_sort | perspectives of parents in relation to the concepts of the quality of pre school education analysis of research discourse |
| topic | quality of education perspective of parents pre-school education conceptualisation |
| url | https://doi.org/10.2478/jolace-2020-0014 |
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