Readiness of preschool educators for professional development and training

Aim: To investigate early childhood teachers’ readiness for professional development. Methods: We surveyed 150 early childhood educators from Croatia through an online two-part questionnaire. The first part collected general information about the respondents, while the second focused on the self-assessment of readiness for professional development. We analyzed the data with descriptive statistics. Results: Overall, respondents had a high level of readiness for professional development (mean = 4.21 [range = 1–5], standard deviation = 0.54). There were no statistically significant age or work experience-based differences in educators’ readiness for professional development. Educators who were in permanent employment and had completed a graduate degree appeared readier for professional development. Conclusion: Early childhood teachers showed readiness for professional development and training regardless of age, employment status, work experience, or educational attainment

Gifted child in the family context - challenges

Djecu koja nas iznenađuju svojim izuzetnim postignućima i sposobnostima opisujemo kao darovitu djecu. Mnoge su definicije i pogledi na darovitost, međutim ono što je zajedničko svima jest da su ta djeca iznadprosječna djeca, imaju mnoge karakteristične osobine te su im za razvoj njihovih sposobnosti potrebni dodatni poticaji. Od iznimne važnosti je prepoznati tu darovitost te djetetu omogućiti sve što mu je potrebno za usavršavanje svojih potencijala. Obitelj je neizostavna kada je u pitanju razvijanje sposobnosti, stoga je na njoj velika odgovornost. Optimalna obiteljska sredina u kojoj se darovito dijete može razvijati jest ona koja je skrbna i zahtjevna. To se odnosi na roditelje koji prihvaćaju i razumiju dijete, ali isto tako imaju i kontrolu nad njim. Darovito dijete velik je izazov, te se roditelji moraju moći nositi s tim. Odgojni problemi koji se često javljaju su discipliniranje djeteta, odnosno stjecanje samodiscipline kod djeteta te razmjena osjećaja. U istraživačkom dijelu, prikazani su izazovi s kojima se suočavaju dva roditelja djece predškolske dobi s utvrđenom darovitošću. Ispitanici potvrđuju važnost podrške šire obiteljske i lokalne zajednice, što se posebno odnosi i na ulogu dječjeg vrtića i odgojitelja.Children that surprise us with their extraordinary achievements and abilities we describe as talented children. There are a lot of definitions and views on talents, however the one thing that is common to all of them is that those children are above average, they have characteristic personalities and they need extra support. It is very important to recognize childs talents and to enable everything that they need to develop them to potential. Family is unavoidable when it comes to developing capability, so the big responsibility is on the family. Optimal family atmosphere in which a talented child can develop is one that is careful and demanding. By that we mean on the parents that accept and understand their child, but at the same time, they have control above them. Talented child is a big challenge so the parents must know how to handle them. Problems with raising the child often show when it comes to discipline of the child, or better said, self-discipline that the child must reach and with exchanging emotions. In my research part, some challenges are presented where two parents deal with preschool children with established talent. Examinees confirm the importance of support of the whole family and local community, which also especially relates to the role of the kindergarten and the kindergarten teacher

Preschool Teacher's Willingness for Professional Development and Professional Training

Percepcija odgojiteljskog zanimanja mijenjala se tijekom povijesti. Iz današnje per-spektive odgojitelji se promatraju kao stručno osposobljene osobe za odgojno-obrazovno dje-lovanje s djecom u dječjem vrtiću te se brojne zadaće i obveze povezuju s tim određenjem. No, unatoč složenosti poslova još uvijek se javlja pitanje: je li odgojiteljsko zanimanje profesija ili nije? U teorijskom dijelu pobliže je objašnjena odgojiteljska profesija te jedan od važnijih od-gojiteljskih zahtjeva, a to je profesionalni razvoj. Profesionalni razvoj podrazumijeva razvoj kompetencija koje odgojitelju omogućavaju kvalitetno djelovanje i odgovaranje na svakod-nevne izazove. Ostvaruje se kroz različite oblike stručnog usavršavanja, kritičkog promišljanja, istraživanja i iščitavanja literature. Glavno pitanje kojim se vodi ovaj diplomski rad je koliko sebe odgojitelji procjenjuju spremnima na taj zahtjevni, kontinuirani proces. Stoga cilj istraži-vanja je utvrditi samoprocjenu spremnosti odgojitelja na profesionalni razvoj i stručno usavr-šavanje. U istraživanju je sudjelovalo 150 odgojitelja koji su ispitani online anketnim upitni-kom. Rezultati istraživanja pokazali su kako je među ispitanicima prisutna visoka razina spre-mnosti na profesionalni razvoj, dok se analizom rezultata dobivenih testiranjem hipoteza utvr-dilo da ne postoji statistički značajna razlika u samoprocjeni spremnosti odgojitelja na profesi-onalni razvoj s obzirom na životnu dob i radno iskustvo, ali postoji s obzirom na radni status te razinu obrazovanja odgojitelja. Oni odgojitelji koji su u stalnom radnom odnosu i imaju završenu diplomsku razinu obrazovanja procjenjuju se spremnijima na profesionalni razvoj i stručno usavršavanje.The perception of pre-school teachers’ profession, has changed throughout history. From today’s perspective pre-school teachers are observed as individuals professionally trained for educational activities with children in kindergarten, and many tasks and responsibilities are associated with that definition. But, despite the complexity of the job the question still arises: is the preschool teacher occupation a profession or not? In the theoretical part the educational profession, and one of the most important educational requirements, professional development, is explained in more detail. Professional development implies development of the competen-cies that enable the educator to act with quality and respond to everyday challenges. It is real-ized through the various forms of professional development, critical reflection, research and reading of the literature. The main question that guides this thesis is how much the educators find themselves ready for this demanding, continuous process. Therefore, the aim of the re-search is to determine the self-assessment of readiness of pre-school teachers for professional development. The survey involved 150 educators who were surveyed by an online survey ques-tionnaire. The results of the research showed that there is a high level of readiness for profes-sional development among the respondents, while the analysis of the results obtained by testing hypotheses showed that there is no statistically significant difference in the readiness of edu-cators for professional development with regard to age and work experience, but it exists with regard to the employment status and level of education of the educator. Those educators who are in permanent employment and have completed a graduate level of education are assessed as more ready for professional development

Preschool Teacher's Willingness for Professional Development and Professional Training

Percepcija odgojiteljskog zanimanja mijenjala se tijekom povijesti. Iz današnje per-spektive odgojitelji se promatraju kao stručno osposobljene osobe za odgojno-obrazovno dje-lovanje s djecom u dječjem vrtiću te se brojne zadaće i obveze povezuju s tim određenjem. No, unatoč složenosti poslova još uvijek se javlja pitanje: je li odgojiteljsko zanimanje profesija ili nije? U teorijskom dijelu pobliže je objašnjena odgojiteljska profesija te jedan od važnijih od-gojiteljskih zahtjeva, a to je profesionalni razvoj. Profesionalni razvoj podrazumijeva razvoj kompetencija koje odgojitelju omogućavaju kvalitetno djelovanje i odgovaranje na svakod-nevne izazove. Ostvaruje se kroz različite oblike stručnog usavršavanja, kritičkog promišljanja, istraživanja i iščitavanja literature. Glavno pitanje kojim se vodi ovaj diplomski rad je koliko sebe odgojitelji procjenjuju spremnima na taj zahtjevni, kontinuirani proces. Stoga cilj istraži-vanja je utvrditi samoprocjenu spremnosti odgojitelja na profesionalni razvoj i stručno usavr-šavanje. U istraživanju je sudjelovalo 150 odgojitelja koji su ispitani online anketnim upitni-kom. Rezultati istraživanja pokazali su kako je među ispitanicima prisutna visoka razina spre-mnosti na profesionalni razvoj, dok se analizom rezultata dobivenih testiranjem hipoteza utvr-dilo da ne postoji statistički značajna razlika u samoprocjeni spremnosti odgojitelja na profesi-onalni razvoj s obzirom na životnu dob i radno iskustvo, ali postoji s obzirom na radni status te razinu obrazovanja odgojitelja. Oni odgojitelji koji su u stalnom radnom odnosu i imaju završenu diplomsku razinu obrazovanja procjenjuju se spremnijima na profesionalni razvoj i stručno usavršavanje.The perception of pre-school teachers’ profession, has changed throughout history. From today’s perspective pre-school teachers are observed as individuals professionally trained for educational activities with children in kindergarten, and many tasks and responsibilities are associated with that definition. But, despite the complexity of the job the question still arises: is the preschool teacher occupation a profession or not? In the theoretical part the educational profession, and one of the most important educational requirements, professional development, is explained in more detail. Professional development implies development of the competen-cies that enable the educator to act with quality and respond to everyday challenges. It is real-ized through the various forms of professional development, critical reflection, research and reading of the literature. The main question that guides this thesis is how much the educators find themselves ready for this demanding, continuous process. Therefore, the aim of the re-search is to determine the self-assessment of readiness of pre-school teachers for professional development. The survey involved 150 educators who were surveyed by an online survey ques-tionnaire. The results of the research showed that there is a high level of readiness for profes-sional development among the respondents, while the analysis of the results obtained by testing hypotheses showed that there is no statistically significant difference in the readiness of edu-cators for professional development with regard to age and work experience, but it exists with regard to the employment status and level of education of the educator. Those educators who are in permanent employment and have completed a graduate level of education are assessed as more ready for professional development

Gifted child in the family context - challenges

Djecu koja nas iznenađuju svojim izuzetnim postignućima i sposobnostima opisujemo kao darovitu djecu. Mnoge su definicije i pogledi na darovitost, međutim ono što je zajedničko svima jest da su ta djeca iznadprosječna djeca, imaju mnoge karakteristične osobine te su im za razvoj njihovih sposobnosti potrebni dodatni poticaji. Od iznimne važnosti je prepoznati tu darovitost te djetetu omogućiti sve što mu je potrebno za usavršavanje svojih potencijala. Obitelj je neizostavna kada je u pitanju razvijanje sposobnosti, stoga je na njoj velika odgovornost. Optimalna obiteljska sredina u kojoj se darovito dijete može razvijati jest ona koja je skrbna i zahtjevna. To se odnosi na roditelje koji prihvaćaju i razumiju dijete, ali isto tako imaju i kontrolu nad njim. Darovito dijete velik je izazov, te se roditelji moraju moći nositi s tim. Odgojni problemi koji se često javljaju su discipliniranje djeteta, odnosno stjecanje samodiscipline kod djeteta te razmjena osjećaja. U istraživačkom dijelu, prikazani su izazovi s kojima se suočavaju dva roditelja djece predškolske dobi s utvrđenom darovitošću. Ispitanici potvrđuju važnost podrške šire obiteljske i lokalne zajednice, što se posebno odnosi i na ulogu dječjeg vrtića i odgojitelja.Children that surprise us with their extraordinary achievements and abilities we describe as talented children. There are a lot of definitions and views on talents, however the one thing that is common to all of them is that those children are above average, they have characteristic personalities and they need extra support. It is very important to recognize childs talents and to enable everything that they need to develop them to potential. Family is unavoidable when it comes to developing capability, so the big responsibility is on the family. Optimal family atmosphere in which a talented child can develop is one that is careful and demanding. By that we mean on the parents that accept and understand their child, but at the same time, they have control above them. Talented child is a big challenge so the parents must know how to handle them. Problems with raising the child often show when it comes to discipline of the child, or better said, self-discipline that the child must reach and with exchanging emotions. In my research part, some challenges are presented where two parents deal with preschool children with established talent. Examinees confirm the importance of support of the whole family and local community, which also especially relates to the role of the kindergarten and the kindergarten teacher

Gifted child in the family context - challenges

Djecu koja nas iznenađuju svojim izuzetnim postignućima i sposobnostima opisujemo kao darovitu djecu. Mnoge su definicije i pogledi na darovitost, međutim ono što je zajedničko svima jest da su ta djeca iznadprosječna djeca, imaju mnoge karakteristične osobine te su im za razvoj njihovih sposobnosti potrebni dodatni poticaji. Od iznimne važnosti je prepoznati tu darovitost te djetetu omogućiti sve što mu je potrebno za usavršavanje svojih potencijala. Obitelj je neizostavna kada je u pitanju razvijanje sposobnosti, stoga je na njoj velika odgovornost. Optimalna obiteljska sredina u kojoj se darovito dijete može razvijati jest ona koja je skrbna i zahtjevna. To se odnosi na roditelje koji prihvaćaju i razumiju dijete, ali isto tako imaju i kontrolu nad njim. Darovito dijete velik je izazov, te se roditelji moraju moći nositi s tim. Odgojni problemi koji se često javljaju su discipliniranje djeteta, odnosno stjecanje samodiscipline kod djeteta te razmjena osjećaja. U istraživačkom dijelu, prikazani su izazovi s kojima se suočavaju dva roditelja djece predškolske dobi s utvrđenom darovitošću. Ispitanici potvrđuju važnost podrške šire obiteljske i lokalne zajednice, što se posebno odnosi i na ulogu dječjeg vrtića i odgojitelja.Children that surprise us with their extraordinary achievements and abilities we describe as talented children. There are a lot of definitions and views on talents, however the one thing that is common to all of them is that those children are above average, they have characteristic personalities and they need extra support. It is very important to recognize childs talents and to enable everything that they need to develop them to potential. Family is unavoidable when it comes to developing capability, so the big responsibility is on the family. Optimal family atmosphere in which a talented child can develop is one that is careful and demanding. By that we mean on the parents that accept and understand their child, but at the same time, they have control above them. Talented child is a big challenge so the parents must know how to handle them. Problems with raising the child often show when it comes to discipline of the child, or better said, self-discipline that the child must reach and with exchanging emotions. In my research part, some challenges are presented where two parents deal with preschool children with established talent. Examinees confirm the importance of support of the whole family and local community, which also especially relates to the role of the kindergarten and the kindergarten teacher

Preschool Teacher's Willingness for Professional Development and Professional Training

Percepcija odgojiteljskog zanimanja mijenjala se tijekom povijesti. Iz današnje per-spektive odgojitelji se promatraju kao stručno osposobljene osobe za odgojno-obrazovno dje-lovanje s djecom u dječjem vrtiću te se brojne zadaće i obveze povezuju s tim određenjem. No, unatoč složenosti poslova još uvijek se javlja pitanje: je li odgojiteljsko zanimanje profesija ili nije? U teorijskom dijelu pobliže je objašnjena odgojiteljska profesija te jedan od važnijih od-gojiteljskih zahtjeva, a to je profesionalni razvoj. Profesionalni razvoj podrazumijeva razvoj kompetencija koje odgojitelju omogućavaju kvalitetno djelovanje i odgovaranje na svakod-nevne izazove. Ostvaruje se kroz različite oblike stručnog usavršavanja, kritičkog promišljanja, istraživanja i iščitavanja literature. Glavno pitanje kojim se vodi ovaj diplomski rad je koliko sebe odgojitelji procjenjuju spremnima na taj zahtjevni, kontinuirani proces. Stoga cilj istraži-vanja je utvrditi samoprocjenu spremnosti odgojitelja na profesionalni razvoj i stručno usavr-šavanje. U istraživanju je sudjelovalo 150 odgojitelja koji su ispitani online anketnim upitni-kom. Rezultati istraživanja pokazali su kako je među ispitanicima prisutna visoka razina spre-mnosti na profesionalni razvoj, dok se analizom rezultata dobivenih testiranjem hipoteza utvr-dilo da ne postoji statistički značajna razlika u samoprocjeni spremnosti odgojitelja na profesi-onalni razvoj s obzirom na životnu dob i radno iskustvo, ali postoji s obzirom na radni status te razinu obrazovanja odgojitelja. Oni odgojitelji koji su u stalnom radnom odnosu i imaju završenu diplomsku razinu obrazovanja procjenjuju se spremnijima na profesionalni razvoj i stručno usavršavanje.The perception of pre-school teachers’ profession, has changed throughout history. From today’s perspective pre-school teachers are observed as individuals professionally trained for educational activities with children in kindergarten, and many tasks and responsibilities are associated with that definition. But, despite the complexity of the job the question still arises: is the preschool teacher occupation a profession or not? In the theoretical part the educational profession, and one of the most important educational requirements, professional development, is explained in more detail. Professional development implies development of the competen-cies that enable the educator to act with quality and respond to everyday challenges. It is real-ized through the various forms of professional development, critical reflection, research and reading of the literature. The main question that guides this thesis is how much the educators find themselves ready for this demanding, continuous process. Therefore, the aim of the re-search is to determine the self-assessment of readiness of pre-school teachers for professional development. The survey involved 150 educators who were surveyed by an online survey ques-tionnaire. The results of the research showed that there is a high level of readiness for profes-sional development among the respondents, while the analysis of the results obtained by testing hypotheses showed that there is no statistically significant difference in the readiness of edu-cators for professional development with regard to age and work experience, but it exists with regard to the employment status and level of education of the educator. Those educators who are in permanent employment and have completed a graduate level of education are assessed as more ready for professional development