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r aziskovanje v vzgoji in izobr aževanju: digitalizacija vzgoje in izobr aževanja ...
CPD programmes are organised in a variety of ways, covering a mul-
titude of topics and delivered by a variety of (public or private) institutions.
Many CPD programmes still use the frontal teaching format (i.e., semi-
nars) for delivering generalised knowledge and information, while others
focus on social, intellectual and practical involvement (Gregoriadis et al.,
2018). There is also an increase in innovative approaches to CPD, which can
potentially enhance teachers’ learning (e.g., coaching, mentoring, counsel-
ling and supervision, collegiality and co-learning; e-learning or blended
learning approaches; research-based initiatives, conferences, networking,
excursions, reflexivity; Baumeister & Grieser, 2011; Urban et al., 2011; Von-
ta & Jager, 2017; Zaslow et al., 2010). Due to great differences in education
systems, initial professional qualifications and specific roles of practition-
ers within early childhood services, the CPD providers also vary between
countries. Frequently, primary providers of CPD include national institutes
affiliated with the Ministry of Education, universities and higher education
institutions, non-profit and private organizations, research centres, region-
al centres of local authorities, as well as freelance consultants and trainers
(OECD, 2001; Vonta & Jager, 2017; Bove & Cescato, 2017; Oberhuemer &
Schreyer, 2017). Furthermore, CPD content most often listed in studies gen-
erally focuses on theoretical and practical knowledge related to children´s
development, appropriate pedagogical approaches, and creating stimulat-
ing learning environments. This includes guidelines on providing quali-
ty care and support, examples of good practices, and alternative practic-
es. However, the specific content of CPD programs can vary based on the
ECEC system of the country, perceived needs, providers of CPD, and inter-
nal resources. For example, topics such as computer literacy and inclusive
educational practices for diverse children and families may be included de-
pending on the country (Bove & Cescato, 2017; European Commission/EA-
CEA/Eurydice, 2019; Vonta & Jager, 2017).
On this note, it is necessary to mention that ECEC proves to be most
beneficial for disadvantaged children, such as those belonging to low so-
cio-economic and migrant backgrounds, as well as those with special needs
or disabilities, including autism spectrum disorders (Drabble, 2013), which
we will focus on in this article. Autism Spectrum Disorder (ASD) is char-
acterized by impairment in social interaction, communication or the use
of verbal and non-verbal language, and a stereotyped, restricted or repeti-
tive pattern of behaviour, interests and activities (Fuentes et al., 2012). It is
a complex lifelong disability that usually appears in childhood. ASD can
114
CPD programmes are organised in a variety of ways, covering a mul-
titude of topics and delivered by a variety of (public or private) institutions.
Many CPD programmes still use the frontal teaching format (i.e., semi-
nars) for delivering generalised knowledge and information, while others
focus on social, intellectual and practical involvement (Gregoriadis et al.,
2018). There is also an increase in innovative approaches to CPD, which can
potentially enhance teachers’ learning (e.g., coaching, mentoring, counsel-
ling and supervision, collegiality and co-learning; e-learning or blended
learning approaches; research-based initiatives, conferences, networking,
excursions, reflexivity; Baumeister & Grieser, 2011; Urban et al., 2011; Von-
ta & Jager, 2017; Zaslow et al., 2010). Due to great differences in education
systems, initial professional qualifications and specific roles of practition-
ers within early childhood services, the CPD providers also vary between
countries. Frequently, primary providers of CPD include national institutes
affiliated with the Ministry of Education, universities and higher education
institutions, non-profit and private organizations, research centres, region-
al centres of local authorities, as well as freelance consultants and trainers
(OECD, 2001; Vonta & Jager, 2017; Bove & Cescato, 2017; Oberhuemer &
Schreyer, 2017). Furthermore, CPD content most often listed in studies gen-
erally focuses on theoretical and practical knowledge related to children´s
development, appropriate pedagogical approaches, and creating stimulat-
ing learning environments. This includes guidelines on providing quali-
ty care and support, examples of good practices, and alternative practic-
es. However, the specific content of CPD programs can vary based on the
ECEC system of the country, perceived needs, providers of CPD, and inter-
nal resources. For example, topics such as computer literacy and inclusive
educational practices for diverse children and families may be included de-
pending on the country (Bove & Cescato, 2017; European Commission/EA-
CEA/Eurydice, 2019; Vonta & Jager, 2017).
On this note, it is necessary to mention that ECEC proves to be most
beneficial for disadvantaged children, such as those belonging to low so-
cio-economic and migrant backgrounds, as well as those with special needs
or disabilities, including autism spectrum disorders (Drabble, 2013), which
we will focus on in this article. Autism Spectrum Disorder (ASD) is char-
acterized by impairment in social interaction, communication or the use
of verbal and non-verbal language, and a stereotyped, restricted or repeti-
tive pattern of behaviour, interests and activities (Fuentes et al., 2012). It is
a complex lifelong disability that usually appears in childhood. ASD can
114
