Qualitative approach in the analysis of the process of meaning making in pre-schools The following paper seeks to present the use of qualitative strategies in the analysis of the pre-school environment according to a constructivist analytical framework, which is not a commonly applied approach in such studies. The subject of this analysis were the conditions for constructing scientific and social knowledge during in-class activities. The aim of the analysis was to determine which natural and social connotations, occurring during in-class activities are teacher-motivated and which knowledge is considered valid for pre-schoolers in the process of teacher-monitored communication. The results obtained were presented in the form of a diagnostic survey and interpreted according to the analytical requirements regarding a nonpositivist methodological paradigm. These results do not however show the educational curriculum that is covered during classes in pre-schools, rather it is yet another attempt at ‘unveiling’ the educational process that children are subject to.
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.