The Role and Attitudes of Kindergarten Educators in ICT-Supported Early Childhood Education

In this paper we analyze the role and attitudes of kindergarten educators in the early ICT education. Our kindergarten survey among educators in Croatia showed the positive attitude towards ICT literacy in general, but it also showed that more than one third of educators has neither positive nor negative attitude towards the issue of early ICT education. The research results are compared to the most recent findings for other countries – Turkey, Hawaii, Sweden, Belgium, China, Greece, Portugal, UK, Australia, Israel, Chile, Slovakia, Singapore and Malaysia. The conclusion is that educators in countries that are still not obliged to use ICT in the preschool classroom, generally understand the necessity of their own ICT education and motivation to transfer their knowledge to the youngest learners

Causal Bayes Model of Mathematical Competence in Kindergarten

In this paper authors define mathematical competences in the kindergarten. The basic objective was to measure the mathematical competences or mathematical knowledge, skills and abilities in mathematical education. Mathematical competences were grouped in the following areas: Arithmetic and Geometry. Statistical set consisted of 59 children, 65 to 85 months of age, from the Kindergarten Milan Sachs from Zagreb. The authors describe 13 variables for measuring mathematical competences. Five measuring variables were described for the geometry, and eight measuring variables for the arithmetic. Measuring variables are tasks which children solved with the evaluated results. By measuring mathematical competences the authors make causal Bayes model using free software Tetrad 5.2.1-3. Software makes many causal Bayes models and authors as experts chose the model of the mathematical competences in the kindergarten. Causal Bayes model describes five levels for mathematical competences. At the end of the modeling authors use Bayes estimator. In the results, authors describe by causal Bayes model of mathematical competences, causal effect mathematical competences or how intervention on some competences cause other competences. Authors measure mathematical competences with their expectation as random variables. When expectation of competences was greater, competences improved. Mathematical competences can be improved with intervention on causal competences. Levels of mathematical competences and the result of intervention on mathematical competences can help mathematical teachers