Tata mbugua

Executive Editors:

Zachary Casey, Rhodes College, Memphis, US
Ondrej Kaščák, Trnava University in Trnava, SVK (Lead Editor)
Iveta Kovalčíková, Prešov University in Prešov, SVK
Branislav Pupala, Slovak Academy of Sciences in Bratislava, SVK
Marek Tesar, The University of Auckland, NZ
Andrew Wilkins, University of East London, UK

Editorial Advisory Board:

Stephen Ball, University of London, UK
Jean­‑Louis Derouet, Institut National de Recherche Pédagogique, Lyon, France
Francesca Gobbo, University of Turin, Italy
Tomáš Janík, Masaryk University, Brno, Czech Republic
Alison Jones, University of Auckland, NZ
Mary Koutselini, University of Cyprus, Nicosia
Ivan Lukšík, Trnava University in Trnava, SVK
Tata Mbugua, University of Scranton, US
Peter McLaren, Chapman University, US
Sudarshan Panigrahi, The Maharaja Sayajirao University of Baroda, India
Michael A. Peters, University of Waikato, Hamilton, NZ
Sally Power, Cardiff University, Wales, UK
Norbert Ricken, The University of Bremen, Germany
Patricia Scully, University of Maryland, US
Klára Šeďová, Masaryk University, Brno, Czech Republic
Martin Strouhal, Charles University, Prague, Czech Republic
Stanislav Štech, Charles University, Prague, Czech Republic
Richard Tabulawa, University of Botswana, Gaborone
Ikechukwu Ukeje, Kennesaw State University, US
Isabella Wong Yuen Fun, National Institute of Education, Singapore
Christoph Wulf, Freie Universität Berlin, Germany
Oľga Zápotočná, Slovak Academy of Sciences in Bratislava, SVK
Jörg Zirfas, Friedrich­‑Alexander University Erlangen­‑Nürnberg, Germany

Editorial Assistant:

Zuzana Daniskova, Trnava University in Trnava, SVK

Language Editor:

Catriona Menzies

The school system in the Slovak Republic, as in other post-communist countries, was first reformed at the beginning of the 1990s. It was not until 2008, when an education law was adopted to set out new parameters for creating a national curriculum at all levels, that fundamental curricular reforms were made. Thus the law also meant that preschool educational institutions could be fully incorporated into the school system and that an entirely new national curriculum could be developed for these schools (nursery schools). The ten-year national Education Programme for Nursery Schools ceased to be valid and nursery schools were faced with the task of implementing the new 2008 national programme. The national curriculum soon began to exhibit fundamental flaws and so a new version had to be produced in 2013. Within a short period of time, teachers were faced with the pressures of having two new national curriculums. This study captures the way in which teachers dealt with this process when first encountering the 2013 national curriculum. This was accomplished by intentionally using Facebook as a con- textual platform alternative to face-to-face research; as a unique research tool, and as data source. The data collected and analysed from the Facebook platform was based on discussion topics created by teachers. The discussion platform provided access to the emotional side of teachers’ reactions to the changes taking place, which must be considered a significant factor in implementing reform. The article describes the various emotional states preschool teachers experience while accepting or resisting the various forms of the national curriculum.