THE ROLE OF EDUCATOR IN ESTABLISHING THE CONTINUITY IN PRE-SCHOOL MORAL EDUCATION AND EDUCATION

Abstract

The paper deals with an analysis of the continuity in pre-school moral education and education, with focus on the role of educator in establishing a consistent, stable, and supporting social and physical environment in a pre-school institution. The paper highlights the continuity understood as keeping an educator within a group of children for a longer period as a widely accepted practice leading to positive outcomes from the aspect of developing rapport between the educator and children, of organising educational work based on adequate understanding of development and learning of all children, and of encouraging team work between educators and cooperation between educators and parents, that is, the quality of educational process on the whole. The conducted qualitative and explorative research points out that, based on the experience of the interviewed educators, within the context of institutional pre-school moral education and education in the Republic of Srpska, there is discontinuity reflected in the practice of alternating educators designated to particular groups of children for different reasons, such as those regarding administration, personal decisions of educators made on the basis of how they feel at work (regarding efficiency, competence, work complexity, professional reputation, possibility of professional development, affirmation, etc.). In addidtion, the educators state that the continuity model, according to which all educators have an opportunity to work with children of all ages (from the nursery age to the pre-school age), is the best one, since it contributes to the equality of all educators, to the development of quality relationships with children, and to the feeling of professional efficiency. The findings imply that there is a need for a more detailed research and a need to advocate continuity at the level of educational policies and institutional practices.