CONTEXTUAL LEARNING IN THE MODERN PRESCHOOL CURRICULUM
CONTEXTUAL LEARNING IN THE MODERN PRESCHOOL CURRICULUM

Summary/Abstract: The modeling of a modern preschool curriculum is contextually conditioned and represents a complex process. Each kindergarten has its own identity, its DNA, just as children, preschool teachers and other participants in the educational process have their own individual equations. Contextual learning is at the heart of contemporary theoretical and value-based principles of education, encompassing dimensions of child well-being: cognitive, conative, and social. It focuses on creating an environment that ensures a sense of connection with other social subjects, a sense of competence, and a sense of autonomy in expression and action. Modern perspectives on education and upbringing, and consequently on pedagogical and didactic implications, are based on the theoretical foundations of postmodern discourse: contemporary understandings of the philosophy of education, sociocultural theory, postmodernism, and poststructuralism. The problem that initiated this research is marked by the question: To what extent do preschools/kindergartens provide employed preschool teacher-students with opportunities for collaborative work, autonomy, (self-)reflection, critical thinking, emancipatory approaches in creating contextual practices, and decision-making (as actors of educational policy)? The paper presents the results of action (qualitative) research conducted with a sample of 40 preschool teachers employed in Vršac and Pančevo. The aim of the research is to determine, from the preschool teachers' perspective, the extent to which the kindergarten is a place of contextual and reflective practice and, based on these insights, to devise steps for its improvement. Through a semi-structured questionnaire, preschool teachers shared their insights regarding the context and specificities of the kindergarten and the educational group: group specificities; the greatest advantage and the greatest challenge in terms of contextual conditions; the extent to which different perspectives are respected in the institution; the extent to which preschool teachers accept perspectives differing from their own; and the extent to which preschool teachers act as decision-makers in building reflective practices. The research results highlight the importance of continuous reflection and adaptation of educational practices in preschools to better meet children’s needs and support their overall development. While a desire for improvement and change is evident, challenges such as a lack of resources, organizational constraints, and the complexity of implementing new concepts and approaches remain significant. This study merely touches upon the significance of these questions and, we believe, opens new avenues for research to further improve educational practices.

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