1. ICT use in early childhood education from parents’ and educators’ perspectivesNina Krmac, Petra Furlan, 2026, izvirni znanstveni članek Opis: 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.
Ključne besede: information and communication technology, preschool children, educators, parents, development, creativity, educational technology
Objavljeno v RUP: 08.04.2026; Ogledov: 161; Prenosov: 7
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2. Predictors of Preschool Teachers’ Environmental Activities in Kindergarten : A Path to a Sustainable FutureMarina Semiz, 2025, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Opis: In line with the priorities of the United Nations 2030 Agenda and the growing emphasis on competencies for sustainable development in education, early childhood and preschool education are increasingly recognized as critical stages for fostering environmental awareness and designing sustainable curricula. As key educational agents, preschool teachers play a central role in implementing environmental initiatives in kindergartens and nurturing environmentally responsible attitudes and behaviours in young children. This paper presents findings from a study examining the predictors of preschool teachers’ engagement in environmental activities, with a focus on selected personal and sociodemographic variables: years of service, education level, teaching group, and the development of environmental competencies. The study involved a sample of 101 preschool teachers from four administrative districts in Serbia. Data were collected using two instruments: one measuring the development of environmental competencies and another assessing the frequency of environmental activities implemented in kindergartens. The results indicate that teachers’ environmental competencies have a direct and moderately positive influence on their engagement in environmental practices. Strengthening these competencies increases the likelihood of preschool teachers’ involvement in environmentally sustainable practices. Other examined variables did not emerge as significant predictors of participation in environmental initiatives. The multiple regression analysis accounted for approximately 31% of the variance in the frequency of environmental activities, highlighting the need for future research to explore additional predictive factors. Based on the findings, the development and implementation of targeted training and professional development programmes are recommended to further enhance preschool teachers’ environmental competencies.
Ključne besede: sustainable development, environmental education, environmental well-being, environmental skills, preschool teachers
Objavljeno v RUP: 26.01.2026; Ogledov: 313; Prenosov: 0
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3. A study of motivational strategies in arts activities for preschool children in special education unitsBarbara Kopačin, Ana Kovačič, Eda Birsa, 2026, izvirni znanstveni članek Opis: Among preschool children with special educational needs, art can open additional pathways to expression, safe exploration and experimentation, and it can foster motivation for creation. The purpose of the study was to determine which strategies educators in developmental departments use to encourage the active participation of preschool children in artistic activities (RQ1), and how motivation is expressed among these children during artistic creation (RQ2). A qualitative methodology was employed, using semi-structured interviews and observations of preschool children during interdisciplinary artistic activities. The results showed that educators use diverse and tailored strategies, such as linking art with play, taking children’s interests into account, and creating a supportive and safe environment. Musical activities proved particularly effective, as they stimulated intrinsic motivation and acted as a bridge to visual/artistic expression. Children’s motivation manifested itself in active engagement, curiosity and persistence, especially in activities that allowed for choice and sensory-adapted approaches. The findings emphasise the importance of individualisation, a process-oriented approach and interdisciplinarity for fostering intrinsic motivation in children with special needs.The study originally examines the integration of musical and visual activities as a strategy for promoting the motivation of preschool children with special needs in developmental departments. In doing so, it opens up a new research and pedagogical area and offers practical guidelines for encouraging motivation through the effective incorporation of interdisciplinary approaches into special-educational practice.
Ključne besede: artistic activities, visual arts, music education, interdisciplinary integration, motivation, developmental department, preschool children
Objavljeno v RUP: 09.01.2026; Ogledov: 405; Prenosov: 16
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4. Different approaches to early childhood education for sustainability from the preschool teacher’s perspectiveAleksandra Šindić, Adrijana Višnjić-Jevtić, Jurka Lepičnik-Vodopivec, 2025, izvirni znanstveni članek Ključne besede: education for sustainable development, early childhood education, social sustainability, preschool teachers, macro-level approach, micro-level approach
Objavljeno v RUP: 11.09.2025; Ogledov: 729; Prenosov: 2
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5. The importance of recognizing roles in teams for higher-quality work in preschools and schoolsJurka Lepičnik-Vodopivec, Maja Hmelak, 2015, objavljeni znanstveni prispevek na konferenci Ključne besede: vzgojiteljice, vloge, timsko delo, sodelovanje, komunikacija, preschool teacher, roles, team work, collaboration, communication
Objavljeno v RUP: 03.04.2017; Ogledov: 5291; Prenosov: 142
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6. Validation of the inclusive competences scale for educators (InComSEdu)Tina Štemberger, Vanja Riccarda Kiswarday, 2016, izvirni znanstveni članek Opis: 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.
Ključne besede: vzgojitelji, inkluzija, preschool educators, inclusive competences, scale, factor analysis, internal consistency, validation
Objavljeno v RUP: 08.08.2016; Ogledov: 4661; Prenosov: 685
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