Kindergarten teacher's changes of pedagogy practice through stages of innovation process

In current times of constant change every preschool teacher must be able to change their teaching practices in a planned and careful manner. This master's thesis deals with introducing changes in the educational practice on the example of the December for Values project. The purpose of the project was to cause a shift from materialism, which traditionally dominates December in the eyes of children, to non-materialism, which promotes socialisation, interpersonal relations and experience. The theoretical background of innovation and change implementation is based on a review of domestic and foreign literature. As for the empirical part, it describes the December for Values project and provides all the lesson plans and related materials. The project, which lasted for one month and a half, was conducted in a group of 24 children aged from 5 to 6 years. It was assessed from the perspective of acceptability (response from parents, staff, and management). General findings indicate that people are in favour of concrete changes and innovation in the educational process. The final step of the action research was to devise guidelines for the introduction of the process in educational work, which included instructions provided to interested education professionals