PROFESSIONAL COMPETENCES OF KINDERGARTEN TEACHERS IN R. MACEDONIA REGARDING THE PHYSICAL AND HEALTH DEVELOPMENT OF CHILDREN AGED BETWEEN 0 AND 6

Lena Damovska, Alma Tasevska

The contemporary approaches in the development of preschool children are directed towards a comprehensive, holistic approach, which in itself includes all the aspects of the development of the personality. The most recent official documents, such as the Standards for Early Learning and Development, and the Program for Early Learning and Development of 2014, fully follow and support the holistic approach. In that direction, there have been offered certain domains that instigate the child’s development, such being: Physical Health and Motor Development; Socioemotional Development; Development of an Approach to Learning; Development of Language, Literacy, and Communication; as well as Cognitive Approach and Acquiring Basic Knowledge. In this case, children’s development should be done in a complementary manner, through connecting all the developmental domains, hence making the advancement of one domain represent a stimulus for the development of another domain. The needs of this research place the focus of attention on the first domain: physical strength and motor development, as one of the more significant domains in the preschool period.The research that was undertaken aimed to examine the competences, i.e. the skills of the kindergarten teachers for appropriate realization of the content in the framework of the domain of physical health and motor development.The initial assumption that is the starting point is the fact that teachers do not possess narrowly-defined professional competences and that they have the need for additional professional help for properly instigating preschool children’s development.The research was done in 3 kindergartens in the city of Skopje, with their additional clones. The working sample was the teachers from these kindergartens from the three age groups (infant, toddler and preschool).

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