Lead country partner

ERI – Educational Research Institute

Project duration

January 2018 – November 2020

Keywords professional identity, educare, collaboration, continuous professional development

Kindergarten Kekec Grosuplje is located in Grosuplje (near of the capital Ljubljana) and is a public school. It operates in 9 units where approximately 722 children aged 1-6 are enrolled in 38 classrooms and 89 education staff are employed. More than a half of staff has qualification for assisting practitioner (an upper secondary vocational qualification) but in need of additional professional support in their work.

VALUE learning path Grosuplje

A so-called “developmental group” was formed, consisting of eleven leaders of PLCs (leaders of PLCs were both core practitioners and assisting practitioners), and their five mentors (management staff, kindergarten principals, vice principals and kindergarten counsellors). Facilitators worked with this developmental group, in which the mentors had the role of inner consultants for PLC leaders, reflecting together the PLCs’ working processes.

The work of the PLCs was based on the kindergarten’s priority theme, “creativity”, combining this content area with ISSA principles of quality. Instead of the transmission perspective, in which the educators are usually told what to do, the constructivist view of the education profession is nurtured in the PLC. This meant that the educators researched their practice in the content field of creativity, created action plans to develop new situations where new understanding emerged.

Kindergarten Krkine Lučke is located in Vavta Vas in the Municipality of Straža (70 km south-east of the capital). It operates at three locations and has 24 educational staff employed (11 assisting practitioners, 12 core practitioners, 1 assistant of a physically disabled child) and 1 deputy director. The kindergarten includes little more than 171 children, of which approximately 65 are included in the dislocated unit Straža.

VALUE learning path Vavta Vas

Facilitators and the leaders’ team reflected these processes altogether, supported with new/additional methods for development of shared understanding and leadership skills as well as new strategies for providing a safe environment, where professionals could express their differing views and understandings.

One PLC led by three leaders was formed on the level of kindergarten, which consisted of both core and assisting practitioners. The work of the PLC was based on the ISSA principles of quality, the field of Inclusion, diversity and the values of democracy. Professionals thoroughly researched their practice in this area developing action plans, implementing them back to school and reflecting upon it at the next PLC meeting.

Both schools are located in socioeconomic middle-class neighbourhoods but, in one of them, there is growing number of immigrant families and, in neighbouring area of another, there are Romani settlements.

Both schools have also been involved in the Step-by-Step Network for changing quality and the implementation of a child-centred approach.

To learn more about the Slovenia pilot see the factsheet.