Challenges of child-oriented education to teacher’s competence

Abstract

In a big number of countries pre-school education systems have already faced or are undergoing a transition from pedagogy of children’s academic education to construction of children’s education from child’s perspective. Child-oriented education requires new competences from teachers: different value attitudes, establishment of education goals considering child’s perspective, pedagogical technologies based on child-oriented education paradigm. The goal of the article is to identify what teachers (in terms of their educational background and working experience) understand and accept challenges of child-oriented educational paradigm best. A number of challenges of child-oriented education have been chosen for analysis: setting up of education goals from child’s perspective; organisation of life in children’s group considering their needs, opinion and individual rhythm of life; practicing forms of individual, project and experiential self-education of children; consultation with children and their parents regarding content and process of education.