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Qualification: Diploma in pre-school teaching (no legal status)

Diploma in pre-school teaching (no legal status)

Qualification Information

Students will be able to: 

(general competences)

  • communicate effectively with children and develop a positive atmosphere in the group,
  • develop children's ability to communicate in Slovene,
  • express themselves adequately in writing and orally in different communication situations,
  • adequately argue a position and present views,
  • encourage the development of children's social skills and demonstrate understanding of and proficiency in conversation as a universal means of communication with children,
  • create a safe and encouraging learning environment in which children feel accepted, where diversity and social, cultural, linguistic and religious backgrounds are respected and autonomy and responsibility are encouraged,
  • (co-)formulate clear rules of behaviour and discipline,
  • use suitable strategies to prevent and eliminate inappropriate behaviour,
  • demonstrate awareness of the ethical values of own actions and observe these values, 
  • demonstrate mastery of basic principles and processes for the planning, implementation and evaluation of the learning process,
  • adequately integrate and coordinate objectives, content, learning methods and approaches in the concretisation of the curriculum, taking into account modern insights into curriculum teaching methods,
  • take into account the developmental characteristics and individual specificities of children and the principles and factors of successful learning when planning and implementing activities,
  • establish an effective learning environment by employing a broad repertoire of learning methods and strategies to encourage mental activity in learners,
  • connect content to children in an interesting and attractive interdisciplinary manner,
  • use effective methods to ensure a healthy learning environment and encourage the development of a healthy lifestyle,
  • adequately incorporate information and communication technologies into work,
  • adapt work to the individual specificities of children in terms of their physical, social, emotional and intellectual development,
  • identify children with special needs, adapt work to their needs and cooperate with other teachers and experts, 
  • demonstrate proficiency in organisational and administrative tasks relating to the planning, implementation, monitoring and evaluation of learning activities (spatial and time planning, rational selection and use of aids and materials),
  • lead children effectively,
  • communicate effectively and cooperate with teachers and other staff in an educational institution (teamwork),
  • cooperate effectively with parents and other people who are important to children,
  • establish partnerships with other nursery schools (schools) and institutions in the school environment and with experts in the field of education,
  • demonstrate knowledge and understanding of and take into account the institutional frameworks of operation of the educational institution (legislation, etc.),
  • analyse strong and weak aspects of own teaching and plan own professional development,
  • accept feedback and suggestions from own professional environment,
  • keep up to date with the latest achievements in disciplines important for own professional activity; analyse new insights and incorporate them into own work in a considered manner,
  • maintain continuous professional development and innovation in own work,
  • participate actively in research and development projects aimed at improving the quality of educational work,
  • comprehend children's values,
  • take action for the exercising of human rights,
  • observe basic moral and ethical rules,
  • recognise the influences of the working environment and its effects on health and strive to ensure a healthy working environment,
  • use the arts for the harmonious and holistic development of the child,

(subject-specific competences)

  • observe and monitor the child's achievements, progress and development,
  • communicate effectively with parents and use various forms of cooperation with them,
  • nurture children's curiosity and encourage exploration in early learning,
  • plan and prepare didactic materials for early learning,
  • critically evaluate and analyse the social, ethical, health and legal aspects of the use of education technology, including for children with special needs,
  • critically recognise the constitutions of childhood through discourse and institutions and demonstrate understanding of education as the contradictory shaping of the (post-)modern subject,
  • demonstrate understanding of the concepts of modern education for the social/cultural environment, and the theoretical starting points and principles of early learning/teaching according to the model of interdisciplinary social studies,
  • analyse institutions critically from the point of view of the "hidden curriculum",
  • use movement activities as a means of influencing and shaping personality; acquire and structure movement experience,
  • demonstrate understanding of the methodology of movement/sports education and movement/sports teaching in all pre-school age groups and among first-year children in 9-year elementary school,
  • use knowledge of the child's motor development in dialectic connection with the cognitive, conative, and anthropological dimensions,
  • develop knowledge of didactic methods for leading sports education in the earlier years of primary school,
  • develop models for gathering information on the morphological and motor status of the child and on changing psychosocial status through the means of motor activities,
  • develop musical abilities and skills and demonstrate understanding of the importance of musical activities and active learning for the child's holistic musical development,
  • recognise the forms in which capacity for musical development appears, with knowledge of the principles of the child's musical development,
  • demonstrate musical creativity, communicate and express experiences through music and other arts,
  • monitor children's artistic development and creatively implement art activities in pre-school institutions,
  • cooperate creatively in the preparation of a project in a small group and in the development of projects integrating theatre, art, technical, music and dance/movement activities,
  • develop criteria for the evaluation of artistic creations for children,
  • develop science skills and abilities and bring children closer to science through practical knowledge,
  • identify children with special needs, adapt programmes to their needs and work as part of a team in the preparation of individualised training programmes for them,
  • develop creative dance activities for the child's all-round development,
  • create an encouraging atmosphere as children express themselves through dance and relaxation games to strengthen relationships in the group,
  • critically evaluate and apply theories of childhood, development and learning in the planning, implementation and evaluation of educational work,
  • provide children with emotional security and encourage independence in accordance with their maturity,
  • create an encouraging play environment and positive mutual relations and solve problems effectively,
  • select appropriate linguistic signs and the appropriate codes depending on the position of speech and purpose of communication,
  • use the stylistic procedures of describing, narrating, retelling, summarising, reporting, explaining, defining, clarifying,
  • encourage children's speaking skills,
  • evaluate language situations in a bilingual or multilingual community, encourage children in the choice of appropriate language codes in such situations, serve as a linguistic model and a model of open and tolerant cooperation in a (multilingual) group,
  • select appropriate language signs for the production of an indirect speech act,
  • interpretive reading, narrating, declaiming, reciting,
  • develop reading culture, (pre-)reading skills and listening strategies in the pre-school phase and responding to a read text,
  • apply knowledge of the principles of symbolic play and its importance in the development of speech in children,
  • apply knowledge of literary genres and forms of children's literature that correspond to the emotional and cognitive capacities and level of aesthetic perception of pre-school children,
  • apply knowledge of concepts in education and their philosophical and historical foundations in the planning, implementation and evaluation of educational work,
  • use appropriate strategies to deal with inappropriate behaviour, aggression and conflict.

Reference Data

EQF Level:
Thematic area:
Information Language:
Location:
Further info: 

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Students' knowledge is assessed by means of practical exercises and seminar papers, and also via products, projects, performances, services, etc. and by examinations. Examination performance is scored as follows: 10 (excellent); 9 (very good: above-average knowledge but with some mistakes); 8 (very good: solid results); 7 (good); 6 (adequate: knowledge satisfies minimum criteria); 5–1 (inadequate). In order to pass an examination, a candidate must achieve a grade between adequate (6) and excellent (10).

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University of Maribor, Faculty of Education

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  • Matura or
  • school-leaving examination or vocational matura in the "pre-school education" or "health education" programme; or
  • school-leaving examination (prior to 1 June 1995) under any four-year secondary school programme.

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Second-cycle master's study programmes (SQF level 8)

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Students complete their studies when they have successfully met all requirements of the study programme and completed and defended a diploma thesis.

NQF Level: 
7
Access requirements: 
  • Matura or
  • school-leaving examination or vocational matura in the "pre-school education" or "health education" programme; or
  • school-leaving examination (prior to 1 June 1995) under any four-year secondary school programme.
Ways to acquire: 

Students complete their studies when they have successfully met all requirements of the study programme and completed and defended a diploma thesis.