CURRICULUM REFORM IN EARLY EDUCATION: REPRESENTATIONS OF TEACHERS

The Early Education curriculum reform project (2018) brings an improved view of education for this age segment and is a complex approach that capitalizes on previous contributions, experience and successful practices in early education in Romania, which have been conducted over the last ten years. The design of curriculum documents is based on the following characteristics: the adaptability of the curriculum to the characteristics of today's child; curriculum extension by reporting to 6-year-old children through learning experiences in as many experiential areas as possible; balance in the approach of each field (knowledge, experience, competence); relevance, being appropriate both to the present and future needs of pre-school and pre-school children, contributing to the optimization of their understanding of the world they live in and their own person; differentiation to allow the development and manifestation of individual characteristics even in children of the same age; progression and continuity in order to facilitate the optimal transition from one level of study to another and from one learning cycle to another or from one educational institution to another. In this context, we investigate the opinion of the teachers about the acceptance or rejection of the requirements imposed by the new curriculum for early education from the perspective of the curricular concepts with which it operates, the adaptation of learning contents to everyday reality, as well as the preoccupations, interests, inclinations the child's skills. (C) 2019 Published by Future Academy www.FutureAcademy.org.UK