Consistency between Teaching Practice and Curriculum Guidelines in a Preschool Classroom: A Case Study

By Paraskevi Kavalari, Domna Kakana and Vasilia Christidou.

Published by The International Journal of Early Childhood Learning

Format Price
Article: Print $US10.00
Published online: July 17, 2014 $US5.00

A number of previous studies have expressed the concern that teachers often show difficulty in changing their practices, remaining attached to familiar and well-established teaching methods and techniques. The present study is motivated by this concern. The purpose of this study is to investigate the consistency between teaching practice and curriculum guidelines during a teaching session of the science concept “Sinking/Floating”. Data was collected through in-classroom observation of the “Sinking/Floating” lesson and a semi-structured interview with the classroom teacher, where they were asked to describe the way they usually approach teaching “Sinking/Floating”. Results show a level of inconsistency between curriculum guidelines and teaching intentions and practices, as well as an attachment by the teacher to traditional practices and previous curricula.

Keywords: Science Learning, Science Teaching, Early Education, Curriculum Implementation

The International Journal of Early Childhood Learning, Volume 20, Issue 4, July 2014, pp.1-10. Article: Print (Spiral Bound). Published online: July 17, 2014 (Article: Electronic (PDF File; 677.579KB)).

Paraskevi Kavalari

PhD Student, Department of Early Childhood Education, University of Thessaly, Volos, Greece

Prof. Domna Kakana

Professor, Department of Early Childhood Education, University of Thessaly, Volos, Greece

Dr. Vasilia Christidou

Professor, Department of Early Childhood Education, University of Thessaly, Volos, Greece