Dimensions of the Preschool Education Environment in Montenegro / Dimenzije predškolskog odgojnog ozračja u Crnoj Gori

Abstract

Within the project "Effects of the Reform Changes on the Preschool Education Context in Montenegro", the observations of education process were conducted in preschools, in three regions, on the total sample of 99 units (educational groups). This paper highlights the positive effects that are a result of the reform process in the Montenegrin preschool education, but it also identifies problems/challenges in realizing the programme objectives and activities. In order to objectively assess practical activities in different age groups, the Scale for observing the education process in preschool institutions was used, with a focus on the identification of indicators of more complex categories (interaction, diversity and democratic values, teaching strategies, learning environment, planning). With the intention of collecting relevant information about the current state of the kindergarten in the domain of educational work, a series of interviews were conducted, and then the teachers' opinions and suggestions regarding the possible ways of improving teaching methodology practices in preschool institutions in Montenegro were marked. The study shows that the largest number of indicators is on the level of quality practices (on the scale 1=inadequate to 4= a step forward), so the measures towards the improvement of practice are suggested. It is necessary to adjust the number of children in educational groups with pedagogical standards, provide continuous training of professional staff, and improve educators' teamwork in order to ensure much better life quality in preschool institutions.

Communication Skills of Three-Years-Old: Environmental and Demographic Influences

“…The curriculum predicts that a teacher of preschool education: creates an environment suitable and stimulating for the development of speech, encourages children to participate, making activities pleasant and entertaining for children, chooses games and activities for which children are motivated and interested, systematically monitor the speech development of individual children (records notices in a list of observations), creates conditions for research and problem learning, etc. However, research shows that the Montenegrin preschool system faces a number of practical difficulties, which refer to the fact that in some groups the number of children exceeds the planned standards, there is a lack of spatial capacity, as well as a lack of support systems, especially when it comes to better inclusion and the continuous professional development of educators (Mićanović & Novović, 2015;Novović, 2017). Namely, it is legally envisaged that in groups of 3-6 year old there may be a maximum of 24 children (which we estimate as too large number in relation to the age to which it relates), but it is often the situation that groups of 35 and more children are enrolled.…”