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Child´s learning: conceptualisations by students of pre-primary education
Title Child´s learning: conceptualisations by students of pre-primary education Author info Adriana Wiegerová, Peter Gavora Author Wiegerová Adriana (50%)
Co-authors Gavora Peter (50%)
Source document INTED 2016 : conference proceedings, 10th international technology, education and development conference, Valencia (Spain), 07-09 March 2016. S. 4396-4401. - Valencia : IATED Academy, 2016 ; INTED 2016 international technology, education and development conference Keywords active learning conceptualisation pre-service teachers Language English Country Spain systematics 37 Annotation The purpose of this study was to shed some light on (1) how a sample of pre-school student teachers conceptualise the child ' s learning, (2) how they describe the child ' s learning in different developmental stages, (3) how they ascertain that the child has learned something, (4) how they relate teachers ' practices to the child ' s learning? The data were gathered by in-depth interviews with 35 students who were enrolled in the first semester of the pre-school education bachelor ' s programme in a university in the Czech Republic. In the participants descriptions, learning is acquisition of knowledge and skills, or better, elimination of unknowingness. The fundamental way of the pre-school learning is observation and imitation, less frequently it is trial and error learning. Adults, especially parents are ample models for observational learning. The play is an important frame for the child ' s learning and the pre-school teacher, in fact, " wraps up" the learning to the form of the Public work category AFC No. of Archival Copy E4205 Catal.org. BB301 - Univerzitná knižnica Univerzity Mateja Bela v Banskej Bystrici Database xpca - PUBLIKAČNÁ ČINNOSŤ 
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