PLANNED LEARNING SITUATIONS IN PRESCHOOL

Abstract

Planned learning in preschool involves situations based on a social process in which children and adults jointly explore possible solutions and negotiate them. The educator plays a key role in supporting and organizing these situations by creating an inspiring learning environment, fostering relationships, and continuously developing through reflection and practice. Given that the concept of planned learning in the current framework differs from that in previous frameworks, the aim of this research was to examine the ways in which educators provide support in planned learning situations and the extent to which such practices align with the current curriculum. The research used the method of content analysis of pedagogical documentation. The study examined educator support in 50 thematic/project-based stories. The findings indicate that the support methods used by educators are predominantly aligned with the curriculum but vary in their frequency: educators largely apply support strategies that were, to a greater or lesser extent, present in previous frameworks, while strategies aligned with the current framework are less frequently implemented. These results point to the need for educators to understand the differences between planned learning in various conceptual frameworks and to apply work strategies consistent with the current framework, which implies the necessity of professional development for educators, from initial training to ongoing professional engagement in this domain.