High quality pedagogical practise is one of the most important mechanisms to support families and children at risk of social exclusion (RSE) in the early childhood and pre-school education system (ECEC). This paper describes and presents the results of the evaluation of the model for the prevention of adverse developmental outcomes of children with RSE achieved through quality pedagogical practise. The contribution of using the model to children's social inclusion was determined using a quasi-experimental quantitative method. 60 educators from 15 (...) kindergartens in seven districts of the Republic of Croatia participated in the study. Before and after six months of implementing the model, they completed the scale for assessing the child's social inclusion and the protocol for documenting pedagogical practise in relation to the child. The qualitative thematic analysis describes the ways in which the application of the model contributes to children's well-being. 30 educators who implemented the model were interviewed. The use of the model was found to contribute to better developmental outcomes for children at RSE and to educators' professional development and practise. The results suggest that the pedagogical practise of ECEC needs to be improved to prevent unfavourable developmental outcomes for children at RSE. (shrink)

The goal of the research was to question the efficiency of one-time educational programs for high school and college students in positive effects of dealing with ailment/disability. Before and after the educational programs we have gathered data from 11 high school students and 16 college students with semantic differential and measures for perceiving the stage of the handicap, disability and dependence as well as a possibility for a person with chronic illness/disability to lead a happy and fulfilled life. The data (...) have been analyzed by a one sided Sign Test and a one sided Wilcoxon Signed Ranks Test. In the final measurements we have determined more positive average descriptions of people with a chronic disease/disability by 7 high school and 13 college students. The biggest change in attitude has been recorded in a decreased number of high school students who perceive the challenged as unhappy and weak and in a decreased number of college students who perceive the challenged as unhappy and discouraged. A significant change in attitudes has also been recorded in a decreased number of participants who consider the challenged as weak, sad, passive and resigned and in an increased number of participants who perceive the challenged as productive. There hasn’t been a change in dominantly negative attitudes towards the challenged as people with handicaps, unattractive, disabled and dependent. After the educational programs more than 4/5 of high school and college students declared that due to the acquired knowledge they have a more positive attitude towards the ailment and the challenged and that this will help them improve the relationship towards the challenged and in coping with ailments in their life. In the final measurements the determined positive attitudes of participants towards ailments/disability and the challenged suggest that the educational programs have been relatively efficient and we recommend they are implemented further. (shrink)