Inclusive Pedagogical Practice as a Predictor of Quality Early Childhood Education

The quality of the educational process within the humanistic concept and holistic-developmental approach is interpreted as the optimal adaptation to the individual needs and abilities of children, while inclusiveness presupposes equal inclusion and participation of all children. This article explore...

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Autor principal:	Ivana Visković*
Formato:	article
Lenguaje:	EN
Publicado:	RU Publications 2021
Materias:	children at risk children's right to participate children's well-being sustainable education professional development of teachers. Education L
Acceso en línea:	https://doaj.org/article/27e7242be1a74b5eaef4bdc135af88ca
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id	oai:doaj.org-article:27e7242be1a74b5eaef4bdc135af88ca
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spelling	oai:doaj.org-article:27e7242be1a74b5eaef4bdc135af88ca2021-11-11T08:19:08ZInclusive Pedagogical Practice as a Predictor of Quality Early Childhood Education2165-871410.12973/eu-jer.10.4.1711https://doaj.org/article/27e7242be1a74b5eaef4bdc135af88ca2021-10-01T00:00:00Z https://eu-jer.com/EU-JER_10_4_1711.pdf https://doaj.org/toc/2165-8714The quality of the educational process within the humanistic concept and holistic-developmental approach is interpreted as the optimal adaptation to the individual needs and abilities of children, while inclusiveness presupposes equal inclusion and participation of all children. This article explores the opinions of teachers as bearers of pedagogical-educational process. The aim of this research was to determine how much importance teachers attach to certain dimensions of the educational process, and the procedures of inclusive practice. Empirical research included teachers in 5 preschool institutions (N=146). The research instrument was constructed based on relevant literature. Teachers in this sample recognize the importance: of individualized support to all children; of respecting the diversity; of collaboration with parents, and personal professional development. At the same time, the level of formal education and in-service teacher training is positively correlated with the assessment of importance towards child-oriented practice, and respect for diversity. Teachers with a higher level of education significantly value the importance of additional vocational training in the field of developmental and social risks, the use of community resources, and involvement of parents in planning individual support for children.Ivana Visković*RU Publicationsarticlechildren at risk children's right to participate children's well-being sustainable education professional development of teachers.EducationLENEuropean Journal of Educational Research , Vol 10, Iss 4, Pp 1711-1725 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	children at risk children's right to participate children's well-being sustainable education professional development of teachers. Education L
spellingShingle	children at risk children's right to participate children's well-being sustainable education professional development of teachers. Education L Ivana Visković* Inclusive Pedagogical Practice as a Predictor of Quality Early Childhood Education
description	The quality of the educational process within the humanistic concept and holistic-developmental approach is interpreted as the optimal adaptation to the individual needs and abilities of children, while inclusiveness presupposes equal inclusion and participation of all children. This article explores the opinions of teachers as bearers of pedagogical-educational process. The aim of this research was to determine how much importance teachers attach to certain dimensions of the educational process, and the procedures of inclusive practice. Empirical research included teachers in 5 preschool institutions (N=146). The research instrument was constructed based on relevant literature. Teachers in this sample recognize the importance: of individualized support to all children; of respecting the diversity; of collaboration with parents, and personal professional development. At the same time, the level of formal education and in-service teacher training is positively correlated with the assessment of importance towards child-oriented practice, and respect for diversity. Teachers with a higher level of education significantly value the importance of additional vocational training in the field of developmental and social risks, the use of community resources, and involvement of parents in planning individual support for children.
format	article
author	Ivana Visković*
author_facet	Ivana Visković*
author_sort	Ivana Visković*
title	Inclusive Pedagogical Practice as a Predictor of Quality Early Childhood Education
title_short	Inclusive Pedagogical Practice as a Predictor of Quality Early Childhood Education
title_full	Inclusive Pedagogical Practice as a Predictor of Quality Early Childhood Education
title_fullStr	Inclusive Pedagogical Practice as a Predictor of Quality Early Childhood Education
title_full_unstemmed	Inclusive Pedagogical Practice as a Predictor of Quality Early Childhood Education
title_sort	inclusive pedagogical practice as a predictor of quality early childhood education
publisher	RU Publications
publishDate	2021
url	https://doaj.org/article/27e7242be1a74b5eaef4bdc135af88ca
work_keys_str_mv	AT ivanaviskovic inclusivepedagogicalpracticeasapredictorofqualityearlychildhoodeducation
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Inclusive Pedagogical Practice as a Predictor of Quality Early Childhood Education

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