engleski

Afirmation of the Concept of New Professionalism in the Education of Preschool Teachers: Croatian Experience

Contemporary scientific cognizance on the development of children and the possibilities of their education has altered the image of the child to such an extent that the majority of scholars speak of a New Paradigm. This paradigm defines the child as a unique, singular, complete and complex being who realizes his personality through self-construction as a developmental action, and who is a key factor in this process. These cognitions are significantly reflected upon the issues of the cultivation, socialization and education of children in early childhood and of preschool age. With due consideration to the fact that we are dealing with complex multivariable factors, much attention is paid to the role and relevance of the adult as a creator of an encouraging environment in which early childhood is realized. Attention is also paid to institutional childhood and to the educator as a professional, a representative and a key predictor of the quality of educational influences. We consider that each educational action in early childhood and preschool education requires a competent approach based on a high level of professional responsibility. Therefore we are affirmatively determined to the idea of new professionalism as a qualitative breakthrough in the contemporary perception of the profession of an educator in early childhood and preschool education. We strive towards achieving an educational profession as defined as a complex profession that implies reflective thinking, a continuous professional development, autonomy, responsibility, creativity of research and personal judgment. This idea is realized with the creation of a new concept of initial education, a concept that applies a competency approach as a new paradigm in which theoretical and practical dimensions are balanced in the function of achieving a quality educational action. This aim is achieved in the manner of educating educators as critically-minded intellectuals and contemplative, reflective practitioners.

competency approach; new professionalism; initial education; educator; early childhood.

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