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Teaching strategies of kindergarten in personalized learning situations in the context of informal learning (Master thesis)

Λιούνη, Μαγδαληνή/ Liouni, Magdalini

The aim of this study is to investigate the teaching strategies which were used by a nursery teacher, in order to transfer knowledge to a trainee in a particular teaching situation. In other words, it seeks to explore the practices that applies in the course of pedagogical and didactic processes that are directly related to the kind of learning the child is expected to acquire. At a theoretical level, the study is based on the socio-cultural approach of learning and development, according to which the development of the child is achieved not only for the sake of it’s biological heritage but also for it ’s interaction with other people and the environment in which it grows . The way in which the two factors contribute to the child's development, depends on how they are combined within a cultural-historical context. For this purpose, fifteen sessions were planned, in the development of which the nursery teacher helps the infant to solve the problem he proposes by providing him with learning through support. The subjects of the survey are a kindergarten and thirteen preschool children, from 4 to 6 years old. The methodological tools used to collect the data were camera observation to control the structure and functionality of teaching strategies, and interview with the nurse in order to understand its rationale. The processing of the data revealed that the nursery teacher used various roles and mentoring strategies, assessing the needs of the teaching session each time. Its main objective was to support and guide the child to reach a more advanced level than the one he had when he started.