Abstract
The text of the contribution has the character of overview study structured into stages covering changes in the function of nursery schools since 1989. The aim is to describe and explain the transformations and the subsequent changes of transformation processes using selected evaluation tools - individual phases of transformation (Kotasek, based on Fullan and Birzea and for orientation in the internal changes in nursery schools and for comparison of the direction of their development in different stages Scenarios for the Future of Schooling (2003) will also be used.
The development of the transformation in the first decade was characterized by the emergence of school autonomy, activity of teachers and effort to bring education closer to the individuality of the child. In the following decade, problems concerning the public came to the forefront.
Political support for schools and for the specific aspects of educational work with preschool children was minimal. After the first decade of the new milennium, the centralist decisions of the Ministry of Education began to be applied, with little concern for the needs of preschool practice.