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ICT use in early childhood education from parents’ and educators’ perspectives
Nina Krmac, Petra Furlan, 2026, original scientific article

Abstract: The study aimed to investigate the use of information and communication technology (ICT) by pre-school children as perceived by parents and educators. By analyzing the perceptions of both groups, we wanted to understand how frequently and in what context ICT is used in children's daily lives and in the educational process. The results showed that educators use ICT only occasionally, typically a few times a year, while parents reported a much higher average weekly use of ICT by children. Statistical analyses revealed significant differences in how parents and educators perceive the impact of ICT on children's development, particularly in the areas of knowledge, creativity, and originality, with educators rating the developmental potential of ICT higher. The most commonly used technology among preschool children was television, followed by smartphones, tablets and computers. The discussion also highlighted differences in the use of applications and emphasized the need for greater professional support in the selection and use of ICT for children's development.
Keywords: information and communication technology, preschool children, educators, parents, development, creativity, educational technology
Published in RUP: 08.04.2026; Views: 102; Downloads: 6
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Validation of the inclusive competences scale for educators (InComSEdu)
Tina Štemberger, Vanja Riccarda Kiswarday, 2016, original scientific article

Abstract: The study aimed to construct and validate the Inclusive Competences Scale for Educators (InComSEdu). The basis for item generation was the "Profile of Inclusive Teachers", a document developed by the European Agency for Special Needs and Inclusive Education. Items were measured on a 5-point Likert scale. In order to test the validity and internal consistency of the scale, item analysis, exploratory and confirmatory factor analysis and Cronbach's - were used. On a sample of Slovenian educators factor analyses proved the InComSEdu had seven subscales: Team working and cooperation with others, Implementing knowledge about inclusive education and support, Reflecting on and learning from inclusive practice, Optimising challenges and approaching interdisciplinary, Accepting professional responsibility for each child's development, Promoting resilience and professionality, and Empowering children's life skills. Results indicate that InComSEdu is a valid and reliable instrument for the evaluation of inclusive competences among educators.
Keywords: vzgojitelji, inkluzija, preschool educators, inclusive competences, scale, factor analysis, internal consistency, validation
Published in RUP: 08.08.2016; Views: 4636; Downloads: 685
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