From Personal Competence to a “Competent System.” Competence of a Preschool Education Teacher in Light of the Competence Requirements in Early Childhood Education and Care Report (2011)
From Personal Competence to a “Competent System.” Competence of a Preschool Education Teacher in Light of the Competence Requirements in Early Childhood Education and Care Report (2011)

Summary/Abstract: The objective of this article is to make the reader better acquainted with the new standpoint regarding the competences of an early education teacher contained in the report entitled Competence Requirements in Early Childhood Education and Care. This document was based on research into the organisation and the quality of care, upbringing and education provided for the youngest children in selected countries of Europe conducted in the years 2010–2011 by an international team of scientists. The authors of the document in question recommend a comprehensive presentation of individuals and institutions in charge of children, perceiving them as parts of the so-called competent system. This system is to be composed of traditional nurseries and kindergartens, and also of the institutions of medical care, social care and state administration, possessing knowledge, practical abilities, and also a shared system of values, guaranteeing the highest quality of services with which the youngest and their families are provided. This conception is based upon the conviction that the needs of a child have to be approached in a holistic manner, and that a system-based organisation of services involved in fulfilling these needs to be established. The creators of the competent system of early childhood education also place emphasis upon the significance of a reflective way of thinking in the case of all those involved in the system, taking under consideration a constant improvement of qualifications and occupational competences as well as a constant updating of tasks in accordance with the dynamics of social changes.

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