The study investigates the emotional competencies of preschool teachers and intergenerational learning in preschool institutions. In this quantitative empirical research study, which utilizes both ...descriptive and regression analysis, our primary objective was to investigate how well preschool teachers' emotional competencies predict their ability to facilitate intergenerational learning within Slovenian preschool institutions. The survey and scaling techniques used in this study were conducted online and involved two distinct surveys, each employing a five-point Likert scale known for its reliability. The study included a total of 110 participants who were preschool teachers from the Republic of Slovenia. A standard form of multiple regression analysis was used to determine which of the educators' emotional competencies predict the factors of intergenerational cooperation and learning in the preschool institution. The results of the study through three regression models, indicate the existence of predictions of some emotional competencies of preschool teachers (adaptability and emotionally-based communication) for intergenerational learning in kindergarten.
The early childhood is the period when parents have the greatest influence on the upbringing of their child. In order to act positively in the upbringing of their own child, parents must be ...competent. Being competent means to have knowledge, be efficient and skilled in realizing certain forms of behaviour and to achieve results that are expected of it. Parents are expected to develop all socially desirable and positive traits in the child. In this process, parents are seeking support from the preschool teachers because they have the greatest interaction with them when they leave the child in the educational institution. That was exactly the point in this research i.e. we wanted to see whether future educational workers are trained and whether parents make mistakes in the upbringing of their children. 347 students of the preschool education studies in Pula, Koper and Maribor were questioned. The results indicate that our respondents noticed that parents have problems in the relationships with their children because they do not have enough knowledge to access their own child and 'blame' the TV/media and the peers for it.
Encouraging Self-Regulated Learning in Kindergarten Lepicnik Vodopivec, Jurka; Gomerčić, Ljiljana
International Journal of cognitive research in science, engineering and education,
08/2022, Letnik:
10, Številka:
2
Journal Article
Odprti dostop
This paper presents a part of the research carried out among educators in Slovenian kindergartens on the self-regulated learning of children in kindergarten and the role of educators in this process. ...The aim of the research was to find out how educators self-assess their knowledge of self-regulated learning in relation to their level of education, workplace (educator and assistant educator), and work experience. The research was conducted in June and July 2021 via the 1Ka website for online surveys. The questionnaire was sent by e-mail to the kindergarten directors throughout Slovenia. One-way analysis of variance indicates that there are no significant differences on the scale of knowledge about self-regulation and self-regulated learning in relation to the level of education, F (4, 494) = 0.96, p> 0.05. One-way analysis of variance indicates that there are statistically significant differences on the scale of knowledge about self-regulation and self-regulated learning in relation to work experience, F (3, 495) = 3.20, p = 0.023. LSD post hoc test was applied to examine the differences between individual groups. Educators and assistants with more than 31 years of service (AS = 3.62) have significantly higher results on the scale compared to those with up to 10 years of service (AS = 3, 40). as well as in relation to those with work experience from 11 to 20 years (AS = 3.39). Educators and assistants with more than 31 years of service (AS = 3.62) have significantly higher results on the scale compared to those with up to 10 years of service (AS = 3,40). ) as well as in relation to those with work experience from 11 to 20 years (AS = 3.39).
The central point of the article is the study of interculturalism in preschool. The latter is given special attention, as it is the framework within which the authors present the importance of ...preschool teacher's approach to intercultural communication, both with children and with parents. The empirical part is the presentation of the results of a study about preschool teachers' preparation for a conversation with parents of children who are part of a minority. The authors find that before introducing a child with a different cultural or national background to the group, the majority of preschool teachers talked to the group about the culture, religion, traditions and the mother tongue of the child, so they knew how to face someone different and were ready for a conversation with the parents of that child.
Education for sustainable development is one of the key components of the 2030 Agenda. Previous research emphasizes the importance of access to education as early as possible in accordance with the ...goals and contents of sustainable development. It is assumed that educational policies have incorporated education for sustainable development (ESD) into key documents regulating the early childhood education (ECE), although the existence of legislation is not a guarantee that the practice follows the educational policy. Preschool teachers are key persons who can integrate content that promotes and encourages acceptance of the concept of sustainability into the ECE setting. In order to determine ECE teachers’ understanding of the concept of sustainability and contents that promote a sustainable lifestyle, an empirical study with a qualitative approach was conducted, where 91 ECE teachers from Bosnia and Herzegovina, Croatia and Slovenia participated. The participants presented their views on the socio-cultural, economic and environmental dimensions of sustainability, as well as gave many practical examples that, in their view, promote a sustainable lifestyle. They evaluated the efficacy of the researched segments of sustainability as well. Deductive content analysis was used for the analysis of the ECE teachers’ answers. In order to get a real image of sustainability in ECE practices, responses were coded using the SOLO Taxonomy and the OMEP ESD Rating Scale. The empirical study showed that ECE teachers often understand sustainability differently from that described in educational policy documents but also pointed to creative approaches to implementation.
The aim of this study is to address the key topical challenges in modern teaching from the perspective of competences. A special focus is placed on examining innovative early childhood education, ...which is defined as the basis - acquired through innovative methods - for quality development of hereditary motor skills and performance of body movement patterns. The study looks at which factors the respondents consider important in terms of innovative teaching of motor skills, which teaching practices they apply in their work, and the correlation between the reported importance rating of individual factors and the common practice in this particular area. The study included 132 preschool teachers, 73 (55.3%) of whom work in Slovenian and 59 (44.7%) in Croatian preschools, who completed an online questionnaire. The results show that the preschool teachers believe the most important factor in innovative teaching of motor skills is coherence of the child's overall development and that the child-oriented practice has been rated as the most important self-reported innovative teaching practice. The highest correlation (r = 0.679) was obtained between creativity and innovativeness and implementing child-oriented practice and between practising innovative approaches and practising professional competences (r = 0.673).
In the present article we present the views of teachers and parents on the task of environmental education in preschool in socio-emotional area. We have found that both with teachers and with parents ...of children included in preschool it is for the most part possible to empirically identify the theoretical structure of the tasks of environmental education in preschool in socio-emotional area (cooperation, conflict resolution, self-determination, independence, and positive self-image). On the sample of 164 teachers and 245 parents we applied the procedure of factor analysis to examine the dimensions of socioemotional area of environmental education. We found parents prefer the following tasks: cooperation, positive self-image, subordination to adults, and orientation to success. In teachers’ opinion in this area the following tasks are important: cooperation, positive self-image, encouraging independence, and self-determination.
In the paper we discuss primary school teachers' views of their own autonomy. In the introduction we present the theoretical premises and the views of different authors. In spite of the different ...views on understanding teacher's autonomy, it can be summed up it is a complex, multi-layered and important factor of teacher's activities. It appears at different levels and relations in the education process. Here we highlight the significance of decentralisation of school that influences teacher's authority and tasks, as with decentralisation the power and responsibility of decision-making is transferred from the national to the school level, which means the significance of school autonomy -- and thus also of teachers' autonomy -- is strengthened. In the second part the results of an empirical study carried out on the sample of 104 primary school teachers from 30 randomly selected basic schools in Slovenia are presented. We found primary school teachers estimate they are autonomous in their work. To the largest extent teacher's autonomy is influenced by regulation in education, by the curriculum, and by professional qualifications, and the least by parents. They link their own autonomy to independence in making decisions about choosing the methods of teaching and the selection of teaching resources they use at the performance level of teaching. According to the estimate of surveyed teachers they have less autonomy in selecting textbooks, which can be attributed to enforcing the policy of joint procurement and to the decisions of school authorities regarding the introduction of the latter into school practice.
In this paper, the authors explore the methodical approach in Catholic religious education in kindergartens in Bosnia and Herzegovina. The theoretical framework is represented by the concept of ...holistic education. It also includes spiritual education, in the case of this study, religious education. The aim of the empirical part of the research is to determine the methodical elements of religious education in preschool institutions in Bosnia and Herzegovina (types of religious educational activities in religious education of preschool children and their representation, religious climate) and to compare public kindergartens with Catholic kindergartens. The results indicate that practical and spontaneous religious activities are often used in the introduction of children to faith, while artistic activities are moderately used that religious activities are more often realized with the whole group, and average individualization, and that there is no statistically significant difference in the investigated elements of religious education between public and Catholic kindergartens.
U radu se istražuje metodički pristup katoličkom vjerskom odgoju u dječjim vrtićima u Bosni i Hercegovini. Koncept holističkog odgoja teorijski je okvir koji uključuje duhovni odgoj, u ovom istraživanju religijski odgoj. Cilj empirijskog istraživanja je utvrđivanje metodičkih elemenata religijskog odgoja u predškolskim ustanovama Bosne i Hercegovine (vrste odgojno-obrazovnih aktivnosti u religijskom odgoju predškolske djece i njihovu zastupljenost, religijsku klimu) te ih usporediti između javnih i katoličkih vrtića. Rezultati upućuju na to da se često provode praktične i spontane vjerske aktivnosti kada se djeca upoznaju s vjerom, dok su umjetničke aktivnosti osrednje zastupljene; češće se religijske aktivnosti ostvaruju s cijelom grupom, a osrednje se individualizira odgojni rad, te da nema statistički značajne razlike u istraživanim elementima vjerskog odgoja između javnih i katoličkih vrtića.
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