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Greece:Teaching and Learning in Programmes for Children under 4 years

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Overview Greece

Contents

Greece:Political, Social and Economic Background and Trends

Greece:Historical Development

Greece:Main Executive and Legislative Bodies

Greece:Population: Demographic Situation, Languages and Religions

Greece:Political and Economic Situation

Greece:Organisation and Governance

Greece:Fundamental Principles and National Policies

Greece:Lifelong Learning Strategy

Greece:Organisation of the Education System and of its Structure

Greece:Organisation of Private Education

Greece:National Qualifications Framework

Greece:Administration and Governance at Central and/or Regional Level

Greece:Administration and Governance at Local and/or Institutional Level

Greece:Statistics on Organisation and Governance

Greece:Funding in Education

Greece:Early Childhood and School Education Funding

Greece:Higher Education Funding

Greece:Adult Education and Training Funding

Greece:Early Childhood Education and Care

Greece:Organisation of Programmes for Children under 4 years

Greece:Teaching and Learning in Programmes for Children under 4 years

Greece:Assessment in Programmes for Children under 4 years

Greece:Organisation of Programmes for Children over 4 years

Greece:Teaching and Learning in Programmes for Children over 4 years

Greece:Assessment in Programmes for Children over 4 years

Greece:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Greece:Primary Education

Greece:Organisation of Primary Education

Greece:Teaching and Learning in Primary Education

Greece:Assessment in Primary Education

Greece:Organisational Variations and Alternative Structures in Primary Education

Greece:Secondary and Post-Secondary Non-Tertiary Education

Greece:Organisation of General Lower Secondary Education

Greece:Teaching and Learning in General Lower Secondary Education

Greece:Assessment in General Lower Secondary Education

Greece:Organisation of General Upper Secondary Education

Greece:Teaching and Learning in General Upper Secondary Education

Greece:Assessment in General Upper Secondary Education

Greece:Organisation of Vocational Upper Secondary Education

Greece:Teaching and Learning in Vocational Upper Secondary Education

Greece:Assessment in Vocational Upper Secondary Education

Greece:Organisation of Post-Secondary Non-Tertiary Education

Greece:Teaching and Learning in Post-Secondary Non-Tertiary Education

Greece:Assessment in Post-Secondary Non-Tertiary Education

Greece:Higher Education

Greece:Types of Higher Education Institutions

Greece:First Cycle Programmes

Greece:Bachelor

Greece:Short-Cycle Higher Education

Greece:Second Cycle Programmes

Greece:Programmes outside the Bachelor and Master Structure

Greece:Third Cycle (PhD) Programmes

Greece:Adult Education and Training

Greece:Distribution of Responsibilities

Greece:Developments and Current Policy Priorities

Greece:Main Providers

Greece:Main Types of Provision

Greece:Validation of Non-formal and Informal Learning

Greece:Teachers and Education Staff

Greece:Initial Education for Teachers Working in Early Childhood and School Education

Greece:Conditions of Service for Teachers Working in Early Childhood and School Education

Greece:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Greece: Initial Education for Academic Staff in Higher Education

Greece:Conditions of Service for Academic Staff Working in Higher Education

Greece:Continuing Professional Development for Academic Staff Working in Higher Education

Greece:Initial Education for Teachers and Trainers Working in Adult Education and Training

Greece:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Greece:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Greece:Management and Other Education Staff

Greece:Management Staff for Early Childhood and School Education

Greece:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Greece:Education Staff Responsible for Guidance in Early Childhood and School Education

Greece:Other Education Staff or Staff Working with Schools

Greece:Management Staff for Higher Education

Greece:Other Education Staff or Staff Working in Higher Education

Greece:Management Staff Working in Adult Education and Training

Greece:Other Education Staff or Staff Working in Adult Education and Training

Greece:Quality Assurance

Greece:Quality Assurance in Early Childhood and School Education

Greece:Quality Assurance in Higher Education

Greece:Quality Assurance in Adult Education and Training

Greece:Educational Support and Guidance

Greece:Special Education Needs Provision within Mainstream Education

Greece:Separate Special Education Needs Provision in Early Childhood and School Education

Greece:Support Measures for Learners in Early Childhood and School Education

Greece:Guidance and Counselling in Early Childhood and School Education

Greece:Support Measures for Learners in Higher Education

Greece:Guidance and Counselling in Higher Education

Greece:Support Measures for Learners in Adult Education and Training

Greece:Guidance and Counselling in a Lifelong Learning Approach

Greece:Mobility and Internationalisation

Greece:Mobility in Early Childhood and School Education

Greece:Mobility in Higher Education

Greece:Mobility in Adult Education and Training

Greece:Other Dimensions of Internationalisation in Early Childhood and School Education

Greece:Other Dimensions of Internationalisation in Higher Education

Greece:Other Dimensions of Internationalisation in Adult Education and Training

Greece:Bilateral Agreements and Worldwide Cooperation

Greece:Ongoing Reforms and Policy Developments

Greece:National Reforms in Early Childhood Education and Care

Greece:National Reforms in School Education

Greece:National Reforms in Vocational Education and Training and Adult Learning

Greece:National Reforms in Higher Education

Greece:National Reforms related to Transversal Skills and Employability

Greece:European Perspective

Greece:Legislation

Greece:Institutions

Greece:Glossary


Steering Documents and Types of Activities

Pursuant to Law 2880/2001, Child (Paidikoi Stathmoi) and Infant/Child Centers (Vrefonipiakoi Stathmoi) fall under the competence of Local Government Organisations (OTA), while operating as legal entities, based on a ‘Standard Regulation’ (Joint Ministerial Decision 16065/17-4-2002 of the Ministry of Interior, Public Administration and Decentralisation and of the Ministry of Health and Welfare), which is in force since the date of publication in the Official Government Gazette.The provisions of the Standard Regulation of Operation constitute the minimum requirements for drawing up the Regulation Operation for each one of them. Child and Infant Centers are managed by the Board of Directors where a Representative of hosted children’s parents and an Employees’ representative in the respective center participate, besides Municipal and Town councilors.

According to the aforementioned regulatory text (Model Regulation) governing the operation of Day Nurseries and Baby Nurseries everywhere in the territory, the daily schedule implemented is flexible and varies in terms of the learning activities and the time devoted to each of them, based on the relevant Rules of Operation of each Nursery. Nevertheless, certain points in time included in the “Model Regulation” are steadily kept in all of them, such as the arrival and departure of children, eating times, break times and rest periods.

The daily schedule includes music-movement-rhythmic activities and space exercise, as well as simultaneous or individual workshops of painting, masking, puppetry, dramatic play, water, clay, gardening, cooking, ecological experimentation and other pedagogical activities of the same nature. Moreover, team games are also organized in the classroom and the yard, psychomotor activities are performed while pre-reading, pre-writing and pre-numbering are encouraged.

Teaching Methods and Materials

In Child (Paidikoi Stathmoi) and Infant/Child Centers (Vrefonipiakoi Stathmoi), the daily Programme, drawn up in accordance with the ‘Standard Regulation’, includes hours dedicated to individual programmes of child development and free activities as well as hours for meals and rest. 

As far as infants are concerned, individualized programmes are organized aiming at the child’s social, emotional, mental and motion development and at assisting it in acquiring its autonomy.

As regards children, the educator urges and encourages children to engage in game groups or in activity groups in the symbolic ‘pedagogical corners of activities’ and in the corners of knowledge; children are also encouraged to get involved with building-construction or other educational material. After the departure of early leaving children, quiet activities follow, such as listening to music, narrating a fairy tale, fiction, singing, reading a book, speech-based games and games to develop children’s perceptual ability, pantomime and improvisation.

The daily schedule of creative employment applicable to Day and Baby Nurseries aims to achieve the socialization and smooth interaction of children among them, strengthen their development progress and establish an environment of freedom and security ensuring the harmonious psychosomatic development of children. The teacher’s goal is to give children the ability to concentrate, have self-motivation, confidence in themselves and their abilities. Children should be approached with affection, dialogue, explanation and trust. The Staff of the Nurseries is expressly prohibited from forcefully imposing views or corporal punishment; the violation of this prohibition constitutes a serious disciplinary offense.