Paradigm Shift in Early Learning In Montenegro

Abstract

In this paper, we try to look at the dimensions of the educational context in Montenegro, from the perspective of reform goals/changes that have occurred in the past decade in the field of preschool education. Objective: To determine the extent to which the upbringing and education process in pre-school institutional context Montenegro corresponds to the fundamental reform requirements /tasks in the field of: educational process (learning), curriculum, competencies, educators /teachers, organizational conditions governing the upbringing and education work (environment) and cooperation with family. Starting from the key research fields (active learning/child interaction in the process of education; holistic approach to child development and learning; open curriculum and integrated planning; opening the institution to family and community), we structured a questionnaire for educators and implemented it in selected sample areas in Montenegro. We surveyed 484 respondents from the three regions, and the interviews were conducted in the focus groups. Our respondents claim that the quality of preschool education in Montenegro, in general, is at a relatively high level, but it is necessary to stimulate further research practices, and to make cooperation with the family and environment more diverse and interactive, to change the attitudes of the participants in the preschool context towards the necessity of a permanent change of the kindergarten into a "learning organization".

DOI: 10.5901/mjss.2014.v5n22p201