The divide between attitudes and practical implementation of the ‘Preschool of the Future’ model through the lens of Israeli preschool teachers

This article explores educators' attitudes towards the 'Preschool of the Future' reform in Israel and its implementation. Focusing on preschool teachers, it investigated their perspectives and adoption of the reform, revealing a gap between attitudes and practices. Quantitative data from 208 teachers underscored the emphasis on social-emotional learning, while cognitive skills were considered less vital. The study highlights teachers' desire to incorporate more activities enhancing 21st-century skills than they currently do. It also indicates that pedagogical anchors positively influence children's skill and value development. Strategies are recommended to promote increased integration of activities fostering social-emotional, cognitive skills, and values.