Perspectives For Perfecting The Pedagogical Activity Of Pre-School Teachers For Implementation Of A Child-Centred Learning Approach

A meaningful child - teacher interaction in the surrounding environment allows implementing four contexts of the child-centred learning approach: (1) the problem-oriented context, (2) the continuous cognitive context, (3) the social context and (4) the subjective context (Fisher, 2013; Kinos and Pukk, 2010; Lino, 2016; Grava, 2018). In Latvia, the research studies on implementation of the child-centred learning approach reveal that the direct teacher's dominating role still exists when interacting with children and in learning environments (Grava, 2018, 2013). This study reveals that for perfection of the professional development of teachers the context of subjectivity should be particularly emphasized. To be able to implement it in the pre-school educational practice, it is significant for teachers to improve their reflection and self-assessment skills. In this article the pedagogical competences are defined and analysed which the teachers use for implementation of child-centred pedagogical approach. Teachers' competences are grouped in two blocks: learning environment and meaningful interactions. The aim of this research is to identify and analyse the pedagogical competences that the teachers use for implementation of child-centred pedagogical approach in their educational practice and to develop recommendations for the perfection of pedagogical activities. The research question: What competences and pedagogical contexts do the teachers use for implementing the child-centred approach in the pre-school educational practice. As part of educational case study, the data are obtained from exploring and analysing the preschool education documentation, as well as from interviewing the teachers and observing their pedagogical activity.