KOMPAS 2022

Keynote Speakers

Organizers

Faculty of Education, University of Osijek, Republic of Croatia

Croatian Academy of Science and Arts, Center for Scientific Work in Vinkovci, Republic of Croatia

1st International Scientific Conference KOMPAS Programme, Book of Abstracts and Proceedings

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:

1. What are the conditions needed for (re) defining quality, professionalism and competencies in the system of early and preschool education and care?

2. How to enable and maintain systematic and reciprocal communication between different levels of the system?

3. 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

Important Dates

Registration and abstract submission opens: 15th March 2022

Registration and abstract submission deadline: 15th May 2022

New extended registration and abstract submission deadline: 15th June 2022

Feedback on acceptance of the abstract: 15th July 2022

Registration fee deadline for all presenting and non-presenting delegates: 1st October 2022

Full paper submission deadline: 15th December 2022

How to participate

Delegates can participate in the Conference by oral presentation, PED talk, a poster, and without a presentation as a listener.

All presentations are submitted with an abstract in English and Croatian language. The deadline for abstract submission is 15th May 2022. Abstracts accepted for presentation will be published in the KOMPAS 2022 Proceedings. It is possible to submit up to two papers as an author or co-author.

After submitting the abstract, it is possible to submit the full paper. The deadline for submitting the full paper is 15th December 2022. Full papers that satisfy the double-blind review process will be published by the Faculty of Education in Osijek and the Croatian Academy of Sciences and Arts in 2023 in a special publication.

Registration and participation instructions