A New Image of Preschool Institutions in Slovenia: Conceptual, Systemic and Curricular Backgrounds

Ljubica Marjanovič Umek

doi:10.26529/cepsj.1036

Ljubica Marjanovič Umek Professor emeritus, University of Ljubljana

DOI: https://doi.org/10.26529/cepsj.1036

Keywords: sociocultural theories, quality of preschool, preschool curriculum, efficiency and equity

Abstract

Until their conceptual, systemic and substantive reform in the 1990s, preschool institutions in Slovenia were recognised predominantly as care institutions, on the one hand, and as “preparatory institutions” for school or pre-primary school, on the other. This paper presents an analysis of preschool education in Slovenia based on theoretical starting points, international comparative analyses of quality indicators for preschool education and curricular documents, as well as the results of Slovenian and foreign empirical research on early child development and learning. The analysis was conducted from the viewpoint of conceptual, systemic and curricular solutions. In particular, we emphasise the need to update the Curriculum for Preschool and resolve any professional dilemmas related to the efficiency and equity of preschool. In conclusion, we specifically highlight certain possibilities for improvements in Slovenian preschool education.

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