prikaz prve stranice dokumenta Perceived Quality Educational Practice for Children at Risk of Social Exclusion and Its Relation to Teachers' Training
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Scientific paper - Original scientific paper
Perceived Quality Educational Practice for Children at Risk of Social Exclusion and Its Relation to Teachers' Training
European Journal of Contemporary Education, 11 (2022), 3; 846-957. https://doi.org/10.13187/ejced.2022.3.846
Skočić Mihić, Sanja; Romstein, Ksenija; Sunko, Esmeralda

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Skočić Mihić, S., Romstein, K. & Sunko, E. (2022). Perceived Quality Educational Practice for Children at Risk of Social Exclusion and Its Relation to Teachers' Training. European Journal of Contemporary Education, 11. (3), 846-957. doi: 10.13187/ejced.2022.3.846

Skočić Mihić, Sanja, et al. "Perceived Quality Educational Practice for Children at Risk of Social Exclusion and Its Relation to Teachers' Training." European Journal of Contemporary Education, vol. 11, no. 3, 2022, pp. 846-957. https://doi.org/10.13187/ejced.2022.3.846

Skočić Mihić, Sanja, Ksenija Romstein and Esmeralda Sunko. "Perceived Quality Educational Practice for Children at Risk of Social Exclusion and Its Relation to Teachers' Training." European Journal of Contemporary Education 11, no. 3 (2022): 846-957. https://doi.org/10.13187/ejced.2022.3.846

Skočić Mihić, S., Romstein, K. and Sunko, E. (2022) 'Perceived Quality Educational Practice for Children at Risk of Social Exclusion and Its Relation to Teachers' Training', European Journal of Contemporary Education, 11(3), pp. 846-957. doi: 10.13187/ejced.2022.3.846

Skočić Mihić S, Romstein K, Sunko E. Perceived Quality Educational Practice for Children at Risk of Social Exclusion and Its Relation to Teachers' Training. European Journal of Contemporary Education [Internet]. 2022 November [cited 2024 July 04];11(3):846-957. doi: 10.13187/ejced.2022.3.846

S. Skočić Mihić, K. Romstein and E. Sunko, "Perceived Quality Educational Practice for Children at Risk of Social Exclusion and Its Relation to Teachers' Training", European Journal of Contemporary Education, vol. 11, no. 3, pp. 846-957, November 2022. [Online]. Available at: https://urn.nsk.hr/urn:nbn:hr:141:309651. [Accessed: 04 July 2024]

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Metadata
Title (english)Perceived Quality Educational Practice for Children at Risk of Social Exclusion and Its Relation to Teachers' Training
AuthorSanja Skočić Mihić
AuthorKsenija Romstein
AuthorEsmeralda Sunko
Author's institutionJosip Juraj Strossmayer University of Osijek
Faculty of Education
Scientific / art field,
discipline and subdiscipline		INTERDISCIPLINARY AREAS OF KNOWLEDGE
Educational Sciences (Child and Educational Psychology, Sociology of Education, Political Science of Education, Economics of Education, Anthropology of Education, Neurosciences and Early Learning, Educational Disciplines)
Abstract (english)
The benefits of high-quality Early Childhood Education and Care (ECEC) as a prerequisite and opportunity for development, especially for children and families at risk of social exclusion, are widely recognized. High-quality educational practices for children at risk of social exclusion (RSE) should be flexible and aligned with their individual needs. This study uses a national stratified random sample of 1,142 Croatian preschool teachers to examine how they perceive the quality of educational practices regarding children at RSE. Preschool teachers perceive conditions and opportunities for quality education of children at RSE in ECEC by providing activities that promote diversity, building partnerships with parents, and children's development and learning. Perceived conditions and opportunities for children with RSE were related to teachers' formal education level: their master's degree and prior participation in training on developmentally appropriate practices for children with RSE. Only one-fifth of the teachers had recently participated in in- service training on children with RSE, indicating the need for high-quality teacher in-service training to acquire skills to support this group of children and their parents. Teacher in-service training can improve the perception of better conditions and opportunities for quality pedagogical practice that addresses the individual needs of each child at risk of social exclusion.
Keywords (english)
Languageenglish
Publication typeScientific paper - Original scientific paper
Publication statusPublished
Peer reviewPeer review - international
Publication versionPublished version
Journal titleEuropean Journal of Contemporary Education
Numberingvol. 11, no. 3, pp. 846-957, 14
e-ISSN2305-6746
DOIhttps://doi.org/10.13187/ejced.2022.3.846
URN:NBNurn:nbn:hr:141:309651
Publication2022-11
ProjectNumber: IP-2019-04-2011
Title (croatian): Modeli odgovora na odgojno-obrazovne potrebe djece izložene riziku socijalne isključenosti u ustanovama ranog i predškolskog odgoja i obrazovanja
Title (english): Models of Response to Educational Needs of Children at Risk of Social Exclusion in Early and Childhood Education and Care Institutions
Acronym: MORENEC
Leader: Dejana Bouillet
Jurisdiction: Croatia
Funding stream: Research Projects
Document URLhttps://ejce.cherkasgu.press/journals_n/1664480936.pdf
Type of resourceText
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2024-05-27 12:27:12