Page 112 - Ana Mlekuž in Igor Ž. Žagar, ur. • Raziskovanje v vzgoji in izobraževanju: Digitalizacija vzgoje in izobraževanja – priložnosti in pasti. Ljubljana: Pedagoški inštitut, 2023. Digitalna knjižnica, Dissertationes 46
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r aziskovanje v vzgoji in izobr aževanju: digitalizacija vzgoje in izobr aževanja ...
The institutional context is of great importance for young children, par-
ticularly since they spend a significant amount of time in ECEC settings,
making the settings a vital source of stability and attachment. As already
mentioned, centre-based provision can be organized in two types of set-
tings: unitary or separate. In separate systems children (usually at the age
of 3) transition from one type of setting to another, with a focus on child-
care for younger children and an orientation towards educational goals
for older children. Moving from one type of setting to another also often
means a change in group format/size, different staff, new rules and differ-
ent types of activities. A period of adaptation is therefore essential for chil-
dren. Unitary systems, on the other hand, integrate care and education for
the whole age range, up until the start of primary education, with no transi-
tions between settings (Bertram & Pascal, 2016). Although unitary settings
are more balanced, most European countries have predominantly separate
ECEC settings (European Commission/EACEA/Eurydice, 2019). The de-
gree of integration suggests that children have quite different early learning
experiences, as they face different ECEC environments across the EU. On
the premise of this, Eraut (1994) also states that the significance of profes-
sional knowledge acquisition is not only determined by the type of knowl-
edge but also by the context in which it is acquired and the educational eco-
system in which teachers have their professional development experiences.
Furthermore, authors (Urban et al., 2011) claim that only a combination of
initial and ongoing professional development allows practitioners to effec-
tively carry out their professional responsibilities.
ECEC staff’s continuing professional development (CPD) is being giv-
en increasing importance in countries throughout the world (Oberhuem-
er, 2013), as it is associated with many desirable outcomes. CPD promotes
structural quality, high-quality provision (Slot et al., 2015) and pedagogical
quality (Jensen & Rasmussen, 2016) as teachers acquire new skills and im-
prove their educational practices (European Commission/EACEA/Eury-
dice, 2019; Oberhuemer et al., 2010; Urban et al., 2011). By promoting an
individual’s confidence and self-efficacy, CPD enhances reliance and sup-
ports the motivation to gain further professional knowledge (Fonsén &
Ukkonen-Mikkola, 2019). In addition, professional development can cre-
ate optimism and may help empower practitioners to fulfil their capaci-
ty to contribute to society (Fonsén & Ukkonen-Mikkola, 2019) and was
also shown to have positive effects on children (i.e., socio-emotional skills;
Jensen & Rasmussen, 2016).
112
The institutional context is of great importance for young children, par-
ticularly since they spend a significant amount of time in ECEC settings,
making the settings a vital source of stability and attachment. As already
mentioned, centre-based provision can be organized in two types of set-
tings: unitary or separate. In separate systems children (usually at the age
of 3) transition from one type of setting to another, with a focus on child-
care for younger children and an orientation towards educational goals
for older children. Moving from one type of setting to another also often
means a change in group format/size, different staff, new rules and differ-
ent types of activities. A period of adaptation is therefore essential for chil-
dren. Unitary systems, on the other hand, integrate care and education for
the whole age range, up until the start of primary education, with no transi-
tions between settings (Bertram & Pascal, 2016). Although unitary settings
are more balanced, most European countries have predominantly separate
ECEC settings (European Commission/EACEA/Eurydice, 2019). The de-
gree of integration suggests that children have quite different early learning
experiences, as they face different ECEC environments across the EU. On
the premise of this, Eraut (1994) also states that the significance of profes-
sional knowledge acquisition is not only determined by the type of knowl-
edge but also by the context in which it is acquired and the educational eco-
system in which teachers have their professional development experiences.
Furthermore, authors (Urban et al., 2011) claim that only a combination of
initial and ongoing professional development allows practitioners to effec-
tively carry out their professional responsibilities.
ECEC staff’s continuing professional development (CPD) is being giv-
en increasing importance in countries throughout the world (Oberhuem-
er, 2013), as it is associated with many desirable outcomes. CPD promotes
structural quality, high-quality provision (Slot et al., 2015) and pedagogical
quality (Jensen & Rasmussen, 2016) as teachers acquire new skills and im-
prove their educational practices (European Commission/EACEA/Eury-
dice, 2019; Oberhuemer et al., 2010; Urban et al., 2011). By promoting an
individual’s confidence and self-efficacy, CPD enhances reliance and sup-
ports the motivation to gain further professional knowledge (Fonsén &
Ukkonen-Mikkola, 2019). In addition, professional development can cre-
ate optimism and may help empower practitioners to fulfil their capaci-
ty to contribute to society (Fonsén & Ukkonen-Mikkola, 2019) and was
also shown to have positive effects on children (i.e., socio-emotional skills;
Jensen & Rasmussen, 2016).
112
