20.500.12556/DKUM-50599 Theory and practice of experimental learning of the future preschool teachers in Slovenia The present article illustrates the problem of a hidden curriculum in kindergartens. It is presented as an important part of the overt curriculum. The empathy of kindergarten teachers is shown within the scope of a hidden curriculum. The second part discusses the results of the research on empathy of preschool teachers as an important element of the hidden curriculum in kindergartens. Four dimensions of empathy were identified: social self-confi dence, calmness, sensitivity and non-conformism. Each of these dimensions contributes on its own and together with the others to a better understanding of empathy of kindergarten teachers, which undoubtedly influences and encourages the development of emphatic communication among preschool teachers, children and parents.In this contribution, we attempt to answer the question of how experimental learning is implemented in the educational program for future preschool teachers. At the same time, it is important to know that the ideas of experimental learning represent a consequence of searching a closer connection between theory and practice; in particular, in the processes of educating teachers/preschool teachers its beginnings date back to the era of reform pedagogy. In the fi rst part, we will introduce the grounds of the experimental learning of preschool teachers. In the second part, we will present the fi ndings of a survey on implementing the experimental learning in the educational program for future teachers of preschool children. We were interested in the assessment of representation of experimental learning in the undergraduate educational studies from the point-of-view of future preschool teachers, in the assessment of expected knowledge gained during the studies and in the evaluation of expected communication skills during the studies. The contribution reveals new questions about the possibilities of experimental learning of future preschool teachers; such possibilities are necessary so that the appropriate integration of experimental learning would contribute to higher professionalism of preschool teachers. pre-school education kindergartens preschool teachers Slovenia predšolska vzgoja vrtci vzgojiteljice Slovenija true true true Faculty of Education Angleški jezik Slovenski jezik Znanstveno delo 2015-07-10 12:42:06 2015-07-10 12:42:06 2025-04-18 03:08:48 2019-07-10 21:53:49 2012 0 Olomouc 0 str. 47-61 št. 2 Letn. 12 2012 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2(497.4) 19479816 1213-7758 URN:SI:UM:DK:R7VU8I9O https://epedagogium.upol.cz/en/artkey/epd-201202-0005.php 0 https://dk.um.si/Dokument.php?lang=slv&id=75158 RAZ_Lepicnik-Vodopivec_Jurka_2012.pdf RAZ_Lepicnik-Vodopivec_Jurka_2012.pdf 1 E1B88C00374DDC0E9B0BA62089647CD6 9df655375d5b38248ad7d867f10b7f69788fa6e03df2a8be81c56bef321a5762 741b8828-1b6a-11f0-a1d4-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=190369 Pedagoška fakulteta 0 0 0