DOMINANT ATTITUDES OF PRESCHOOL TEACHERS TOWARDS NURTURING, PROMOTING AND ENHANCING TRADITIONAL VALUES WITHIN THE INTEGRATED APPROACH TO PRESCHOOL EDUCATION

During the preschool period, activities designed for children should foster the initiation of friendly relationships based on mutual understanding and the acquisition of traditional values that promote togetherness and encourage individual responsibility. This can be achieved by nurturing customs and music, which, in this context, serve as natural channels of communication. These practices help to instil behavioural norms, strengthen connections, and promote mutual respect. In this article, the authors analyse the dominant attitudes of preschool teachers towards methods for promoting traditional values in preschool-aged children within the integrated approach to education. This is the primary focus of the conducted research. The instrument used was a questionnaire specifically designed for this study, titled Questionnaire on the opinions of preschool teachers on promoting traditional values within the integrated approach to preschool education. The research sample consisted of 116 preschool teachers (N = 116). The selected factors were interpreted as follows: Nurturing traditional values through educational activities; Challenges associated with activities/projects related to traditional values; Development and strengthening of competencies for conducting activities/projects related to traditional values and Local community as a resource for promoting traditional values