Problem Statement:
One of the most pressing issues confronting the complex economic landscape of modern civilization is the challenge of guiding individuals towards careers that suit their abilities and aspirations. The repercussions of this issue extend beyond the economic sphere, impacting individuals’ personal satisfaction and job fulfillment, which, in turn, affects both the quantity and quality of their output.
Among these individuals, we find a crucial element in the education of preschool children: the teacher. As the primary caregiver during this sensitive phase, the teacher replaces the mother, the symbol of affection, compassion, and love. The child transitions to a new environment, distant from home, to face a new chapter in life: school life. This experience aids in developing various aspects of the child’s personality, including cognitive, psychological, social, and emotional dimensions. The teacher assumes the maternal role, tasked with educating the child and nurturing their personal development.
Some refer to them as kindergarten teachers, describing them as “a vital component of the educational system. They must first be compassionate individuals before becoming specialized professional educators, innately gifted at teaching children… They must believe that child education lays the foundation for all subsequent learning and must embrace the dynamism of human beings to keep pace with the changing world and influence and be influenced by it. Therefore, their development is continuous, and their professional and personal qualities, as well as their ability to meet the demands of their profession, can only be discovered through their experiences in kindergarten.”
Thus, this compassionate and innately gifted individual cannot fulfill their duties without the knowledge of the best methods and approaches to apply in their interactions with children. Much of this potential and talent may be wasted if they are not adequately prepared. This is because professional development that aligns with their inclinations, interests, desires, tastes, awareness of challenges, and sound aspirations significantly benefits children and achieves the goals of early childhood education.
Our interest in this topic led us to include it in the National Conference on Early Childhood Education – The Challenge of Training Educators, where we pose several questions: What are the essential qualities of an early childhood educator? What are the necessary qualifications and competencies? Are the qualifications and competencies of early childhood educators in the public sector the same as those in the private sector? What are the global and local experiences in training early childhood educators?
To learn more about the conference brochure and participation requirements, please click here: https://www.univ-msila.dz/site/wp-content/uploads/2025/01/التعليم-التحضيــــري-في-الجزائر-اشكالية-تكوين-المربيات.pdf
