Hidden Curriculum Determinants in (Pre)School Institutions: Implicit Cognition in Action

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Author(s): Lucija Jančec (Society “Our Children” Opatija, Croatia), Sanja Tatalović Vorkapić (University of Rijeka, Croatia)and Jurka Lepičnik Vodopivec (University of Primorska, Slovenia)
Copyright: 2019
Pages: 28
Source title: Early Childhood Development: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-7507-8.ch007

Keywords: Education / Information Science Reference / K-12 Education / Sociology

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Abstract

The hidden curriculum is described in terms of values, attitudes, norms, rules, and rituals that are taught in school, but its main characteristic is its unplanned and officially unorganized form. It appears in every day kindergarten and school routine where children and pupils learn it as the official curriculum. From the psychological aspect, it comes close to implicit learning. In this chapter, the authors argue that the influence of the hidden curriculum and the implicit learning deserve far more attention and scientific research because of their significant contribution to the learning outcomes and for their constant presence in the education process: in a learning organization that means all the time and for all the participants.

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Hidden Curriculum Determinants in (Pre)School Institutions: Implicit Cognition in Action

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