PEDAGOGICAL QUALITY IN PRESCHOOL INSTITUTIONS, EDUCATION AND CARE: THE ISSUE OF MEASUREMENT INDICATORS AND THE SEARCH FOR MEANING IN THEIR

Abstract

In the era of the establishment of the system framework of preschool education in Republic of Srpska walking quickly to catch up with the decade-long backlog of institutional preschool education, the question of pedagogical quality seems unnecessary controversy, and luxury. On the one hand, it can seem as an attempt to immediately fly from horse drawn carts in the space shuttle with the unprepared and untrained drivers who are yet to review and restructure, not only a century of social practice, but also to take a difficult effort to overcome understanding and knowledge of the form "universe" that they have so far studied, gathering valuable experience of their predecessors, all with the "support" command station that has required, a bit outdated technology and the lack of trained logistics and clear financial background. On the other hand, the need for pedagogical quality may be called into question or whether it is really necessary at this point, at this level of development of preschool education, if the system can and does speak in the substantial, but the formal sense, what we learn from the latest strategy of education development in Republic of Srpska where the preschool education starts from the age of five? The concept of "pedagogical quality" in the last decade of the twentieth century transformed and today it goes from the area of measuring to the area of finding meaning and value in what we are doing. Thus the institutional preschool education becomes slippery area where one should be particularly cautious, keeping in mind that this is about the welfare of the citizens whose rights have only recently been proclaimed, and whose learning and development characteristics, when taken from their perspective, are little known (eg education at an early age). As the system of education, even at the preschool level is "a good, silent and humble" polygon for "overnight – under the table" "reforms," and a testing ground for experiments in vivo, it is worthwhile to examine contemporary approaches to this problem and use the knowledge others have reached. Even more so, because the question of pedagogical quality, or at least question of the effects in terms of achievement of its actors - children (depending on arbitrary decisions and the effects of happiness), quickly come to the repertoire of preschool education in Republic of Srpska especially when you begin to seriously study and implement legislation and a number of pedagogical rules that are either already announced or are expected to release their procedures.