Vasileios Papavasileiou1*, Eleni Nikolaou2, Yota Xanthacou3, Dimitrios Matzanos4, Ioannis Papadomarkakis5, Maria Kaila6

1Assist. Prof. Dr., University of the Aegean, Greece,

2Lecturer Dr., University of the Aegean, Greece,

3Prof. Dr., University of the Aegean, Greece,

4Dr., University of the Aegean, Greece,

5Dr., University of the Aegean, Greece,

6Prof. Dr., University of the Aegean, Greece,

*Corresponding author



The aim of the present research is to explore students' views about the social/organizational framework of the operation of the sustainable kindergarten. The research was conducted between March to May 2017. Case study was chosen as the main method, employing a questionnaire as the main methodological tool. The research population was the fourth year students of the Department of Preschool Education Sciences and Educational Design of the University of the Aegean in Rhodes (Greece). The sample was selected by random sampling.

The results of this research study indicate that the majority of students consider the "sustainable school" identical to "ecological school" and "bioclimatic school", as they emphasize the infrastructure. It is also noted that the majority of students of the research sample disagrees with the view that a sustainable kindergarten is sometimes governed democratically and sometimes in an authoritarian way. However, the total number of students who express the opposite view or respond that they do not know, are more than half.

Moreover, research data indicate that the majority of students agree with the participation of pupils in decision-making regarding the operation of a sustainable kindergarten. They also agree with the view that the local community participates in the activities-actions of a sustainable kindergarten. However, the percentages of the participants expressing the opposite view or not expressing opinion are very high. In addition, as far as the management of a sustainable kindergarten is concerned, the majority of the respondents state that the role of the head of the kindergarten is dominant, while the role of important agents, such as the students, teachers' association, parents' association and the local community, is underestimated.

Keywords: Preschool education, sustainable kindergarten, social/organizational framework


CITATION: Abstracts & Proceedings of ADVED 2017 - 3rd International Conference on Advances in Education and Social Sciences, 9-11 October 2017- Istanbul, Turkey

ISBN: 978-605-82433-0-9