KOMPAS 2022
KOMPAS is a conference that brings together experts in the field of early and preschool education and care. The aim of this conference is to connect participants from different levels of the educational system and to provide a platform for systematic, reciprocal and purposeful interaction aimed at promoting a culture of quality and professionalism in the system of early childhood education and care.
This year's KOMPAS theme is Creating a pedagogical meeting places. KOMPAS 2022 presents a way for the academic community to respond to current global, national and local challenges in the system of early childhood education and care. It provides a platform for constructive dialogue among various participants in the educational system.
We kindly invite communities of practitioners in kindergartens, higher education institutions focused on the education of professional staff in kindergartens, the scientific community, representatives of educational policy and all other participants involved in early childhood education and care to take part in the Conference.
Participants are invited to submit their presentations of theoretical and empirical research and examples of good practice in order to offer answers to some of the following questions:
What are the conditions needed for (re) defining quality, professionalism and competencies in the system of early and preschool education and care?
How to enable and maintain systematic and reciprocal communication between different levels of the system?
What are the implications of researching theory and practice on the development of competent systems?
The concept of competent systems is set as a framework within which one can think about the quality and sustainable development of the professionalization of the system of early childhood education and care (Urban et al., 2012). This approach allows a significant shift from attributing solely individual responsibility for the quality of the educational process, to the responsibility of both the individual and other stakeholders of the overall system. Namely, the previous emphasis on a quality individual without whom there is no quality educational system has led to a one-dimensional interpretation of the complexity of the educational process.
Contrary to this simplified thinking, understanding competent systems or systems of reciprocal relations and reciprocal interaction between individuals (individual dimension), teams (institutional dimension), institutions (inter-institutional dimension) and the wider political context (political dimension) contributes to the development of quality educational processes in one's country (Urban i sur., 2012; Pirard i sur., 2018). In order for an entire system to search for quality, each of these dimensions must strive for competence. In defining the competencies Urban et al. (2012) position critical reflection at the center. Through these lenses, competencies cease to be a sum of knowledge, skills and attitudes and are transformed into a concept that strongly depends on the context in which they evolve. Through this framework, the responsibility for quality equally depends on each individual, on the whole system, but also on the quality of their mutual interaction. Following this conceptual framework, the organizers are opening a space for dialogue among all direct and indirect participants in the educational process (from practitioners to educational policy) as an integral part of competent systems of early childhood education and care.
Competent systems can also be considered within the following subthemes:
- the child as a competent creator of knowledge and meaning
- creating and maintaining a culture of responsive and reciprocal relationship in kindergarten in relation to the child, parents and the community
- creating a culture of knowledge and critical reflection
- identity of the educational profession and quality
- inclusive culture, inclusive pedagogy and challenges of theory and practice
- initial education of ECEC teachers and professional staff in the system of early childhood education and care
- a contemporary view on lifelong learning and professional development
- non-professional staff, assistants and communication mediators in kindergarten - the consequences of 'invisible' staff on the quality of the system
- transitions within the system
- qualitative research of early childhood education and care
- global, European and Croatian education policy of early childhood education and care
Committees
Organizing Committee
Ida Somolanji Tokić, Ph. D., Assistant Professor, Faculty of Education, University of Osijek, Croatia, Chair of the Organizing Committee
Tijana Borovac, Ph. D., Assistant Professor, Faculty of Education, University of Osijek, Croatia
Alma Škugor, Ph. D., Associate Professor, Faculty of Education, University of Osijek, Croatia
Goran Kujundžić, Ph. D. in Art, Associate Professor, Faculty of Education, University of Osijek, Croatia
Marko Šošić, Ph. D. in Art, Assistant Professor, Faculty of Education, University of Osijek, Croatia
Ivana Trtanj, Ph. D., Assistant Professor, Faculty of Education, University of Osijek, Croatia
Maja Brust Nemet, Ph. D., Assistant Professor, Faculty of Education, University of Osijek, Croatia
Ana Mirković Moguš, Ph. D., Assistant Professor, Faculty of Education, University of Osijek, Croatia
Ružica Tokić Zec, Ph. D., Postdoctoral Researcher, Faculty of Education, University of Osijek, Croatia
Anica Bilić, Ph. D., Research Prof. Counselor, Croatian Academy of Sciences and Arts, Head of Croatian Academy of Science and Arts, Center for Scientific Work in Vinkovci
Vedrana Kuti, Faculty of Education, University of Osijek, Croatia
Programme Committee
Tijana Borovac Ph. D., Assistant Professor, University of Osijek, Croatia, Chair of the Programm Committee
Ida Somolanji Tokić, Ph. D., Assistant Professor, University of Osijek, Croatia
Živka Krnjaja, Ph. D., Full Professor, University of Belgrade, Serbia
Dragana Breneselović, Ph. D., Full Professor, University of Belgrade, Serbia
Edita Slunjski, Ph. D., Full Professor, University of Zagreb, Croatia
Mehmet Toran, Ph. D., Associate Professor, Istanbul Kültür University, Turkey
Jasmina Bećirović-Karabegović, Ph. D., Associate Professor, University of Sarajevo, Bosnia and Herzegovina
Emina Berbić Kolar, Ph. D., Associate Professor, Faculty of Education, University of Osijek, Croatia
Tatjana Devjak, Ph. D., Full Professor, University of Ljubljana, Slovenia
Maria Inês Ribeiro Basílio de Pinho, Associate Professor, University of Porto, Portugal
Annerieke Boland, Ph.D., IPABO University of Applied Sciences, The Netherlands
Anica Bilić, Ph.
D., Research Prof. Counselor,
Croatian Academy of Sciences and Arts, Head of Croatian
Academy of Science and Arts, Center for Scientific Work in Vinkovci
Vesnica Mlinarević, Ph. D., Full Professor, University of Osijek, Croatia
Katarina Bogatić, University of Osijek, Croatia
Barbara Sándor-Schmidt, Ph.D., Hungary
Scientific Committee
Alma Škugor, Ph. D., Associate Professor, University of Osijek, Croatia
Živka Krnjaja, Ph. D., Full Professor, University of Belgrade, Serbia
Dragana Breneselović, Ph. D., Full Professor, University of Belgrade, Serbia
Edita Slunjski, Ph. D., Full Professor, University of Zagreb, Croatia
Mehmet Toran, Ph. D., Associate Professor, Istanbul Kültür University, Turkey
Tatjana Devjak, Ph. D., Full Professor, University of Ljubljana, Slovenia
Jasmina Bećirović-Karabegović, Ph. D., Associate Professor, University of Sarajevo, Bosnia and Herzegovina
Dejana Bouillet, Ph. D., Full Professor, University of Zagreb, Croatia
Vesnica Mlinarević, Ph. D., Full Professor, University of Osijek, Croatia
Adrijana Višnjić Jevtić, Ph. D., Assistant Professor, University of Zagreb, Croatia
Silvija Ručević, Ph. D., Associate Professor, University of Osijek, Croatia
Maria Inês Ribeiro Basílio de Pinho, Associate Professor, University of Porto, Portugal
Annerieke Boland, Ph.D., IPABO University of Applied Sciences, The Netherlands
Danijela Blanuša Trošelj, Ph. D., Assistant Professor, University of Pula, Croatia
Senka Žižanović, Ph. D., Assistant Professor, University of Osijek, Croatia
Sanja Simel Pranjić, Ph. D., Assistant Professor, University of Osijek, Croatia
Toni Maglica, Ph. D., Postdoctoral Researcher, University of Split, Croatia
Barbara Sándor-Schmidt, Ph.D., Hungary