If we ask what kind of competences early childhood professionals need to have for their work in early childhood education facilities, models of professional competence include professional knowledge (content knowledge, pedagogical content knowledge, and general pedagogical knowledge), beliefs about learning, and motivational orientations (e.g. Anders, 2012; Siraj-Blatchford et al., 2002). At the same time, it is assumed that the different facets of professional competence affect the quality of the education process, and thus ultimately the children’s development. With regard to the role that professional competencies play in terms of the quality of preschool and daycare facilities, and thus in terms of child development, there is a great need for research.
Current Research Projects:
(1) Education-related attitudes of early childhood education professionals regarding early cultivation of math skills
(2) “Early Steps into Science” (EASI-science)