engleski

Early childhood educators' perspectives on their own child-centred competences - the Croatian context

Child-centredness has become one of the fundamental notions when discussing ECEC practice. After conducting a small-scale research on child-centredness with early childhood educators in Croatia, it could be said that they see their practice as a balance between their own attempts to listen and follow children’s incentives and a burden they feel about making learning ‘visible’ in every single early childhood experience. They displayed a general idea about what child-centred practice should look like, however they indicated a level of uncertainty as to their own position in it, which instigates a need for further research on child-centered competences.

child-centredness, educator perspectives, competences

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