THE SOCIAL/ORGANIZATIONAL FRAMEWORK OF THE OPERATION OF SUSTAINABLE KINDERGARTEN: STUDENT PRESCHOOL TEACHERS' VIEWS

Vasileios Papavasileiou^1*, Eleni Nikolaou², Yota Xanthacou³, Dimitrios Matzanos⁴, Ioannis Papadomarkakis⁵, Maria Kaila⁶

¹Assist. Prof. Dr., University of the Aegean, Greece, vpapavasileiou@rhodes.aegean.gr

²Lecturer Dr., University of the Aegean, Greece, enikolaou@rhodes.aegean.gr

³Prof. Dr., University of the Aegean, Greece, xanthakou@rhodes.aegean.gr

⁴Dr., University of the Aegean, Greece, matzanos@rhodes.aegean.gr

⁵Dr., University of the Aegean, Greece, papadomarkakis@rhodes.aegean.gr

⁶Prof. Dr., University of the Aegean, Greece, kaila@rhodes.aegean.gr

*Corresponding author

 

Abstract

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