Magister

Czech preschool education is defined primarily by the principles and foundations enshrined in the Framework Educational Program for Preschool Education (RVP PV), which is based on long-term stable theories of child development and learning. These theoretical foundations have not changed significantly in recent years, but changes in practice are evident in connection with new social demands – digitization, inclusion, and the integration of foreign children and two-year-olds into kindergartens. This paper presents the results of a survey among students of the Preschool Education program, focusing on whether they are determined to enter the profession after graduation and in which areas they feel the need for further education. The results show that most students plan to enter the profession, but emphasize the need for further professional development, particularly in the areas of communication, dealing with problem behavior in children, creating school educational programs, and playing the piano. The stability of the theoretical framework based on the RVP PV is perceived ambivalently by students – as support and certainty, but also as a lack of innovation. The findings may be an impetus for innovation in the university preparation of future kindergarten teachers and for planning their further professional development.