Alma Tasevska


In the recent period, the preschool education in R. Macedonia was faced with a streak of reforms, changes, and influences, which were aimed at systematic, conceptual, program, and content innovations. As a significant sub-system in which the first organized and systematic influences are placed upon the development of one’s personality, great significance is given to how its reformation is going to be approached. The main tendency was directed towards overcoming the weaknesses that were noticeable in the approaches concerning the planning, programming, and realizing of the educational process. In this sense there followed a streak of changes that mainly initiated differences in the program ordering, as well as in the contemporary conceptual ordering of the evaluation and instigation of the personality development of every child between 0 and 6 years of age. The thematic approach, being the foundation of the period up to then, was overcome with the implementation of the integrated approach, whose analytic nature moves one step further in the direction of horizontal and vertical coverage of the program areas. Such a modernized didactic-methodic determination in fact promoted a holistic approach, which in its core includes consistency and comprehensiveness in the process of stimulating all the aspects of the development of the child’s personality. The reforms defined in such a manner initiate conceptual-program changes, which should be used as the base for a didactic-methodic series of combinations of every teacher, i.e. they can leave a mark on one’s personal educational creations and practical reflections of these documents, as the most significant segment of the reforms in preschool education. Keywords: holistic approach, conceptual and program reforms, preschool education.

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