A reform of preschool education in preschools? Yes – towards greater equity and higher quality for all toddlers and children

Ljubica Marjanovič Umek, Janja Bogataj, Jana Flego, Andreja Hočevar, Branka Kovaček, Alenka Močnik and Sonja Rutar and Urška Fekonja

Summary:  The main task of preschool education is to provide all toddlers and children with opportunities for a wholesome development, age-appropriate learning, well-being, inclusion and safety. Many foreign as well as Slovenian studies confirm the significantly positive (compensatory) impact of preschool in various areas of toddler and child development, while emphasizing the importance of preschool quality, both at the structural, indirect and process levels. This manuscript presents the results of a qualitative study involving eight Slovenian preschools selected according to various criteria (e.g., geographic location, size, bilingual environment). Focus groups with management, professional and advisory staff as well as parents were used to define the challenges preschools face today. The analysis of the responses collected in the focus groups showed that the most important challenges in preschools are inadequate normative requirements referring to the number of children in a gorup (both in the first and second age period) and spatial conditions; work with children with special needs, children whose native language is not Slovenian and Roma children; curriculum activities and transition from preschool to school. Based on developmental theories, current research in the field of promoting early development and learning, and comparative studies, we have proposed possible solutions to selected challenges aimed at ensuring greater equity and higher quality for all toddlers and children in preschools.