The Paradigm and Interdisciplinary Field of Training Management - A Managerial and Curricular Approach


  • Claudia Aldea University of Craiova



early education, training management, integrative-explicit design paradigm, curricular and managerial approach to training, managerial activities, training situation


Early education, as a dimension of lifelong learning, has undergone an extensive process of curricular reconstruction, with reference to key competencies (premises of competences: knowledge, skills and attitudes manifested in the five areas of development). In order to optimally implement the Curriculum for Early Education, training management in early education aims at applying the general functions of educational management and capitalizing on specific managerial activities by reference to the principles of curriculum design.
The article promotes the opportunity to approach training management, as an interdisciplinary field, in early education from the perspective of two dimensions: curricular and managerial, presenting the theoretical bases and good practices in this field. Being in a functional connection, the two dimensions lead to the facilitation of the learning process and favor the learning opportunities of preschoolers, by increasing the receptivity and the degree of assimilation of knowledge. It also emphasizes the use of managerial activities in the training process and the construction of training situations through which the premises of competencies are planned and formed, which leads to increasing the quality and efficiency of training.
The theoretical foundations presented will be the basis for developing tools to be tested in future research that will analyze the design-implementation-evaluation of the training process in early education, by building training situations focused on cognitive development of preschoolers.




How to Cite

Aldea, C. (2023). The Paradigm and Interdisciplinary Field of Training Management - A Managerial and Curricular Approach. Advances in Education Sciences, 2(2), 59–73.