DOMINANT ATTITUDES OF PRESCHOOL TEACHERS TOWARDS NURTURING, PROMOTING AND ENHANCING TRADITIONAL VALUES WITHIN THE INTEGRATED APPROACH TO PRESCHOOL EDUCATION

Abstract

During the preschool period, activities designed for children
should foster the initiation of friendly relationships based on
mutual understanding and the acquisition of traditional values
that promote togetherness and encourage individual
responsibility. This can be achieved by nurturing customs and
music, which, in this context, serve as natural channels of
communication. These practices help to instil behavioural
norms, strengthen connections, and promote mutual respect. In
this article, the authors analyse the dominant attitudes of
preschool teachers towards methods for promoting traditional
values in preschool-aged children within the integrated
approach to education. This is the primary focus of the
conducted research. The instrument used was a questionnaire
specifically designed for this study, titled Questionnaire on the
opinions of preschool teachers on promoting traditional values
within the integrated approach to preschool education. The
research sample consisted of 116 preschool teachers (N = 116).
The selected factors were interpreted as follows: Nurturing
traditional values through educational activities; Challenges
associated with activities/projects related to traditional values;
Development and strengthening of competencies for conducting
activities/projects related to traditional values and Local
community as a resource for promoting traditional values