Abstract
The science education of teachers of preschool children is an interesting research topic, which has attracted the attention of scientific community. The paper presents the experience with the implementation of the recently innovated subject Didactical Approaches to Natural Science Education, which is intended for the students of the post-secondary pedagogy.
Teaching is done in the form of a combination of blended learning and practice: attendance is supported by a distance support in Moodle, an important the component of the course consists of tasks that students perform with children in the kindergarten in which they are teach and then discuss with teachers. In the accompanying questionnaire the survey investigated whether teachers / teachers were aware of and respected developmental specifics.
The basis of the survey was Piaget's attempts and videotape, on which his role is solved by a child of pre-school age. Questionnaire survey attended by 71 teachers who are professionally engaged in pre-school and younger school children.
The results show that a significant part of the MŠ teachers he / she does not have sufficient theoretical knowledge regarding children's developmental specifics. pre-school age. There is a distinction between teachers with high school education and higher education (university educated teachers have a much greater understanding of the specificities associated with ontogenetic development children).
What is alarming is the fact that graduation from the pedagogical school (medium or high school) high) does not guarantee that graduates will be acquainted with the basic development theories and will respect the developmental stages of children / pupils (more Jančaříková, 2015)