Inclusive Pedagogical Practice as a Predictor of Quality Early Childhood Education

Abstract

<p style="text-align: justify;">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.</p>

Documenting the development and achievements of early and preschool children: Different curricular approaches

“…Documentation becomes "powerful" only when it initiates a discussion about the possibilities of development, paradigm change and pedagogical approaches. Strong documentation is also the result of participatory documentation when all process stakeholders are equally involved in the process (Biffi, 2019;Biffi et al, 2021;Lindh & Mansikka;Visković, 2021). This can be partially seen in the findings of this research, in which participants believe that documentation about children can be a starting point for collaborative conversations between preschool teachers and parents.…”

“…The belief that quality documentation of children's development and achievements is one of several dimensions of the quality of pedagogical practice, points to the need to research preschool teachers' opinions about existing documentation practices (Visković, 2021). This problem is recognized in the relationship between educational policy and practice, this problem is recognized, but there is a lack of research.…”

“…Acknowledging the fact that well-managed documentation, regardless of the type and methods of data collection, can contribute to the development process and outcomes of children and the quality of the educational process (Visković, 2021) points to (re)defining outcomes. It is possible that the expected outcome should not be normative "goal" but the starting point for new learning and development processes.…”

“…The Global Agenda 2030 (United Nations, 2015;UNESCO, 2016) puts learning outcomes at the center of the international education monitoring framework. Learning outcomes are related to the quality of the educational process and the relationships between the stakeholders of that process, as well as the professional competencies of preschool teachers (Visković, 2021;Wood & Hedges, 2016). Some research indicates that the outcomes are best if they combine pedagogical aspects, a stimulating social and material environment with set high and achievable goals (Mullis et al, 2020).…”

Integrating Living Values Education into Indonesian Islamic Schools: An Innovation in Character Building

“…Character education is not just about teaching what is right and what is wrong; more than that, character education through LVE instills good habits so that students understand what is right and wrong (cognitive domain), can feel the values of goodness (affective domain), and can apply good values in the learning process (psychomotor domain) (Visković, 2021). Learning character values continues at all levels of education, including formal and non-formal education.…”