A Sociological Approach to Painting Teaching according to the Contemporary Greek Kindergarten Curriculum

By Gerasimos Koustourakis.

Published by The International Journal of Early Childhood Learning

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This study, using Basil Bernstein’s theory on pedagogical practice and instruction approaches the official contemporary Greek kindergarten curriculum focusing on the teaching of painting. This curriculum is part of the Greek compulsory education curricula that were introduced in 2003 in order to implement the decisions of the European Leaders in Lisbon 2000 in an attempt to establish a European knowledge society. The method of content analysis was applied to investigate both the kindergarten curriculum and the ‘Kindergarten Teacher’s Guide’, which comprises the official commentary on this curriculum in Greek kindergarten education. In addition, the following research questions were explored and discussed: a) What is the knowledge selection for the teaching of painting? b) What are the didactic/interactive relationships between kindergarten teachers and their pupils during the teaching of painting? And c) How are pupils’ paintings evaluated?

Keywords: Painting Teaching, Kindergarten Curriculum and Instruction, School Knowledge

The International Journal of Early Childhood Learning, Volume 20, Issue 1, pp.23-37. Article: Print (Spiral Bound). Article: Electronic (PDF File; 785.713KB).

Dr. Gerasimos Koustourakis

Assistant Professor, Department of Educational Science and Early Childhood Education, University of Patras, Patras, Achaia, Greece

Dr. Gerasimos S. Koustourakis is an assistant professor in sociology of education and school knowledge at the Department of Educational Science and Early Childhood Education, University of Patras, Greece. He, also, is a tutor in the Faculty of Humanities of Hellenic Open University teaching Open and Distance Learning. His research interests center on historical and comparative sociology of education, sociology of school knowledge and pedagogical practices, open and distance learning, and sociological approaches of the Information communication technologies in education.