Contemporary curricula of preschool education are the result of the improvement of pedagogical and didactic theories. They imply a technical plan with which it is possible to achieve measurable objectives of preschool education. The curriculum is also defined as a tool for quality and equal education for all. It represents a reflection of the time, society and culture in which it exists, but also a model for future society and education. Thus an important research question arises as to what extent we recognize traditional ideas about learning and the development of a preschool child in contemporary preschool programs. Are traditional ideas about educating young children unjustly neglected or do we recognize them in contemporary pedagogical theory even today, at the same time forgetting about the past and declaring them innovations? This paper deals with the starting points for the development of a curriculum. The goal of the research was to determine to what extent can the starting points for the development of preschool children, which have existed in the first preschool programs in Serbia in the late 19th century, be recognized in contemporary preschool programs. A descriptive method was applied as well as a procedure for content analysis of program documents. Research results confirm that the elements of the first preschool programs, which remain relevant until today, can be recognized in contemporary preschool programs. They are related to target orientations, principles and functions of preschool education. However, these ideas are defined as contemporary tendencies, and the fact that they existed in preschool programs that were developed a long time ago is unjustly ignored.
In the present days, education has a crucial role for development of contemporary society, because, in this way, it can perpetuate itself and can transmit, from a generation to the next one, the accumulated experience about humanity and reality. Considerate as a “Key-factor” for progress, the educational process from learning institutions can provide well-prepared labour work for all domains of activity and stimulate the intellectual curiosity, adapted capacity, creativity and innovation as well. Unfortunately, not every pupil (and their family) could understand the importance of formal education for their personal / professional development and for the progress of society. But from personal, social or economical reasons, many pupils prefer to leave the school before to graduate it with diploma. In the present study, we intend to analyze the pupils’ attitude regarding to formal education in connection with teaching / learning activity, inter-personal relationship with colleagues or professors, so on and also, we try to identify some solutions for helping pupils to remain in school until they graduate with diploma. The sample was composed by 500 pupils who study in secondary level from 5 schools from Bihor county, Romania. The instrument was represented by a questionnaire composed from 37 items and the period of research was during the present academic year (2011 / 2012). The results of our study prove that, if pupils would be more involved in taking decision at their school level, or in didactic process and if they get any economic support, are increasing the chance for them to stay in educational system and be able to invest personal effort and material resources in their life development.