Eureka! Institutional Repository

In modern times more than ever, the encounter with art in the context of an educational design makes it necessary for children to experience experiential-empirical learning for the arts and the arts in order to give them the opportunity to experiment and research and to interconnect many cognitive objects through a holistic approach. In this endeavor, the role of the teacher emerges as important, since he is the one who has the ultimate responsibility of cultivating fertile ground for the child's encounter with the art phenomenon. The main objective of the present study was to investigate the views and attitudes of pre-school teachers for the use and contribution of the arts in modern Preschool Education environments and the opportunities they offer for the achievement of learning goals. The methodological design of the research was conducted according to the standards of quantitative research. An anonymous structured questionnaire was used as the basic research tool for conducting the survey. The participants were 151 educators working in pre-school, public kindergarten and nursery schools in various municipalities in Greece. The results of the research have shown that the educated teachers consider the contribution of the arts to the educational process very important and they express a positive attitude and a high degree of satisfaction from the achievement of their educational goals and the academic achievements of the infants. The main factors hampering the integration of the arts are the negative attitude and the culture of the pedagogues, while the positive attitude and the knowledge of them are factors that favor it. The practices they use in the dialogue with the arts are quite limited. They state that they have a modest theoretical background for the teaching of the arts and consider it necessary to train them in the teaching of art