3.1 Overview of Teachers’ Competencies based on the LifeComp model

Introduction to Teachers’ Competencies and Their Role in Supporting Children’s Social and Emotional Development

“Consciously, we teach what we know; unconsciously, we teach what we are.”

Who is a kindergarten teacher? Korthagen (according to Tatalović et al., 2023) continuously questions the professional identity of teachers, trying to answer the question of who is a good teacher. He tells us that we will get a quality answer if we ask two questions: what are the fundamental qualities of a good teacher, and how can we help teachers achieve them? Therefore, this is a perfect time to ask these questions and offer some answers.

A kindergarten teacher is a professional who plans, organizes, and participates in the implementation of the educational process. In addition to possessing professional knowledge and applying it in practice, he or she should be able to adjust to unpredictable situations for which theoretical knowledge may be lacking, but with the help of acquired competencies, he or she is ready to solve the problem. The professionalism of educators is reflected in their competencies, which denote a set of knowledge, skills, and attitudes. Competencies are a set of skills, knowledge, and attitudes that demonstrate the employee's work efficiency in the best possible way.

Being competent means being capable, flexible, exercising authority and, likewise, not only possessing certain skills and attitudes, but knowing how to use them. This means knowing how to act in certain situations and how to influence changes that occur. A competent person is one who is responsible, behaves in accordance with the rules of the profession, is communicative, in demand, and likes to help. In fact, the development of competence indicates the need to interact with the environment.

The competence of the kindergarten teacher is, first of all, reflected in the child's satisfaction with being in the group. A child whose needs are met and who feels safe and accepted in the group learns more easily and develops naturally. A competent kindergarten teacher constantly asks himself or herself the question: “Why?”.

For example:

• Why do children cry when separated from their parents?
• Why are they bored in kindergarten?
• Why can’t they wait to go home?

The professional role of a kindergarten teacher always includes striving for better, reflecting on and evaluating his or her educational practice as it is.

It is sometimes difficult for the kindergarten teacher to independently assess what is working well and what is not. In order to perform his or her job adequately, a critical, friendly perspective from a colleague is needed, since a perspective from a different angle can be very useful. In doing so, the key is the skill of listening to children, colleagues, oneself, and the institution as a whole. A competent kindergarten teacher is a professional who possesses specific knowledge, skills, and attitudes aimed at child development and well-being.

The kindergarten teacher puts the child “in the centre of attention” in order to understand him or her and thereby ensure the optimal path of development in which every child can fully develop his or her potential. In this way, the kindergarten teacher becomes a leader, a co-creator of development and learning, and a researcher of his or her practice. Competence itself is not a static category, but a developmental one, and kindergarten teachers should be ready for lifelong learning and research.

“Well teachers, well students.”

In addition to the basic competencies kindergarten teachers should have (interactions, inclusion, diversity and democratic values, assessment and planning; teaching strategies; learning environment, professional development, and family and community), the process of educational work in the domain of implicit pedagogy is significantly influenced by their personality (Tatalović Vorkapić, 2017), attitudes, and certain lifelong competencies, of which social-emotional competencies (CASEL) and personal, social, and learning-to-learn competencies (LifeComp) are extremely important.

Social-emotional competences are acquired from an early age and are crucial for success in life, which also applies to teachers. Social-emotional competences promote success on a personal and professional level, supporting positive behaviours in interactions with the environment and reducing stress. At the same time, it is a key competence for future kindergarten teachers, who should remain ready for changes and lifelong learning. It is a set of competencies that are also a prerequisite for achieving a high level of well-being and mental health among kindergarten teachers, and thus the well-being and mental health of early and preschool-aged children.