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Participants completed two sentence-based prompts about the nature of children and kindergarten teachers.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What were the main areas the study investigated regarding the teacher’s role?",{"text":68,"@type":64},"It focused on opinions about the role of the kindergarten teacher in children’s lives, including motivation, satisfaction, expectations, and attitudes, as expressed through the open-ended answers.",{"name":70,"@type":61,"acceptedAnswer":71},"What key differences emerged between practitioners and students?",{"text":72,"@type":64},"Both groups viewed children and the job positively, valuing the teacher’s role highly. 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Two open-ended questions regarding the role of the kindergarten teacher in children’s lives, were set as a separate mini-questionnaire. For the purposes of this particular study, practitioners (N=69) and first-year university kindergarten teacher students (N=65) had to complete two sentences: “Children are like…because …”and “Kindergarten teachers are like… because…”. Their responses were content analysed and then compared. Analysis shows that both students and kindergarten teachers perceive children in a very positive way and evaluate their job as highly valuable. They also highly value their role in children’s lives (as another parent, teacher, helper, model, safe haven, etc.) . The most significant difference between practising teachers and students is their perception of working conditions, where students showa more idealistic approach.  \nKeywords: Kindergarten teachers; Kindergarten teacher students;  \nPerception of children; Perception of the kindergarten teacher’s role  \n1 Faculty of Teacher Education, Zagreb, Croatia  \n2 *Corresponding author. Faculty of Teacher Education, Zagreb, Croatia [tea.pahic@gmail.com](tea.pahic@gmail.com)  \n3 Faculty of Teacher Education, Zagreb, Croatia  \n52 a croatian study of practitioners’ and kindergarten teacher students’ ...  \nHrvaška raziskava mnenj vzgojiteljev in študentov predšolske vzgoje o njihovi vlogi v življenju otrok  \nRenata Miljević-Riđički, Tea Pahić* and Marija Šarić  \n• V okviru projekta Metode in modeli v vzgoji predšolskih otrok v vrtcih, ki smo ga izvajali na fakulteti za izobraževanje učiteljev v Zagrebu, so nas zanimali mnenja, motivacija, zadovoljstvo, pričakovanja in odnos do delavzgojiteljev ter študentov predšolske vzgoje. V prispevku predstavljamoodgovore na dve odprti vprašanji, ki se nanašata na dojemanje vloge in pomena vzgojitelja v življenju otroka v obdobju predšolske vzgoje. V raziskavo je bilo vključenih 69 vzgojiteljev in 65 študentov prvega letnikapredšolske vzgoje. Odgovarjali so na naslednji vprašanji: “Otroci so kot …, ker …” in “Vzgojitelji so kot …, ker …” Odgovore smo vsebinsko analizirali in primerjali med skupinama. Analiza je pokazala, da študentje in vzgojitelji otroke dojemajo zelo pozitivno ter da hkrati izjemno cenijo svoje delo. Izjemno cenijo tudi svojo vlogo v življenju otrok (kot »drug starš«, učitelj, pomočnik, vzornik, varno zavetje itn.). Med študenti in vzgojitelji se najočitneje razlikuje njihovo mnenje o delovnih pogojih, ker študentje izkazujejo bolj idealiziran pristop.  \nKljučne besede: vzgojitelji; študentje predšolske vzgoje; dojemanjeotrok; dojemanje vloge vzgojitelja  \nIntroduction  \nIn Croatia, there have only been a small number of studies to date in the field of the profession of preschool teacher. According to the Ministry of Science, Education and Sports (Ministarstvo znanosti obrazovanja i sporta Republike Hrvatske, 2013), in 2012 there were 742 public and private preschool institutions in Croatia, attended by 141,608 children. Most of these institutions are responsible for the education of children from the age ofone to six or seven years, while some of them deal only with the education of children from the age of three to the age ofsix or seven. The number of children in the age group from one to three was 24,337, while there were 102,338 children from three to five, and 14,933 from six to seven. No preschool programme is compulsory, but it is recommended that all children be involved in one year of preschool education immediately prior t","cbCaihgvMGgsC9wd","https://ap.wps.com/l/cbCaihgvMGgsC9wd","pdf",192339,"English","# Introduction\n# Study Design and Participants\n## Open-Ended Questionnaire\n# Data Analysis and Comparison\n# Key Findings","[{\"question\":\"Who participated in the study and how was the data collected?\",\"answer\":\"The study involved 69 practitioners and 65 first-year university kindergarten teacher students. Participants completed two sentence-based prompts about the nature of children and kindergarten teachers.\"},{\"question\":\"What were the main areas the study investigated regarding the teacher’s role?\",\"answer\":\"It focused on opinions about the role of the kindergarten teacher in children’s lives, including motivation, satisfaction, expectations, and attitudes, as expressed through the open-ended answers.\"},{\"question\":\"What key differences emerged between practitioners and students?\",\"answer\":\"Both groups viewed children and the job positively, valuing the teacher’s role highly. The most significant difference was in perceived working conditions, where students showed a more idealistic approach.\"}]","A Croatian Study of Practitioners’ and Kindergarten Teacher Students’ Opinions of their Role in Children’s Lives | PDF",1792087776,48]