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Innovations and developments - Greece

Nowadays we are reaching a better understanding of how children develop and learn, and the roles that parents, teachers, and other children play in the process. Children actively construct knowledge within a social context that affects how and what they learn.

Education aims at both the well adjusted development of the pupils, personality and their successful integration in society through developing new values and cognitive, affective and psycho-kinetic skills and abilities. These values and skills will enable pupils to function as informed, responsible and active citizens in continuously changing and highly demanding social settings. This effort should focus on the following:

  • To develop pupils skills, abilities and interests.
  • To provide equal opportunities for learning for all pupils.
  • To reinforce the pupils cultural and linguistic identity within the framework of a multicultural society.
  • To develop environmental awareness and foster relevant patterns of behaviour.
  • To prepare pupils to explore new information and communications technologies.  

Curriculum goals and content, learning processes, instructional strategies and assessment are interrelated. Inclusion of children with special needs increases the diversity in early childhood classrooms. Assessing their strengths and needs requires flexible assessment practices that include a child’s functioning in everyday life.

Factors contributing to current changes in Assessment:

  • changing concepts of the primary purpose of assessment
  • changing concepts of how children develop and learn
  • changes in educational goals, curricula and instructional strategies
  • the limitations and inadequacies of traditional testing

Assessment techniques include written or oral exams with closed or open type questions; semi structured dynamic dialogue among the participants in the learning process; synthetic creative exploratory tasks (projects); systematic observation; pupil portfolios; self-assessment or peer assessment and combinations of different techniques (e.g. written test and oral exam together) etc.

These techniques help both parents and pupils to become aware not only of the pupils’ weaknesses and difficulties but, more importantly, of positive the aspects of their performance, including effort, involvement and active participation.

Before the beginning of the school year, teachers prepare the curricula and the programme that will be used for the registered children in collaboration with the school advisor.

During the school year, seminars and continual meetings are organised by the teachers’ council for the follow up of the programme. At the end of the year the teaching personnel meets in order to evaluate the performance and improvement of the children, the outcomes of the teaching process, plus, the feed back of the resolutions undertaken in the beginning of the school year. All this material is registered, reconsidered and resubmitted for use in the following years programme. During the school year, on the initiative of the school advisors and in collaboration with the district’s authorities, teachers of all pre-schools of the district may meet in order to examine issues concerning the organisation of cultural activities as well as issues related to the quality of life of the children in the district.

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