Pedagogical Response to the Needs of Preschool Children in a Disadvantaged Situation

Abstract

The aim of this article is to analyse the pedagogical response of Croatian ECEC teachers to the needs of preschool children in a disadvantaged situation. The quality of pedagogical practise to prevent unfavourable developmental trajectories in children in a disadvantaged situation, particularly in the Croatian system, is poorly researched. A vignette describing an imaginary child in a disadvantaged situation was used and 35 preschool teachers from 15 ECEC institutions described in writing in an online application how they would support the child in his or her development. The qualitative thematic analysis was conducted according to the five components of the strengths-based approach (relationships, empowerment, collaboration, strengths and focus on change). This approach assumes that through reciprocal relationships between children, parents and teachers, previously agreed goals are achieved and personal resources, motivation and belief in the possibility of achieving sustainable change are unleashed. The results show that ECEC teachers are predominantly oriented towards individual components of the strengths-based approach (quality of relationships, focus on children's strengths), while the implementation of the entire strengths-based approach in its entirety is lacking. It is emphasised that the strengths-based approach needs to be more strongly affirmed in Croatian ECEC system so that its principles are recognisable in the pedagogical practise of all ECEC teachers.