Pre-school Teaching




Name of study programme:


Type of study programme:

Professional study programme, first Cycle


3 years

Number of Credit points (ECTS):180

Mode of study:


Place of study:Koper, Ptuj, Ljutomer, Slovenske Konjice

Professional title awarded:

diplomirani vzgojitelj predšolskih otrok (VS) oz.

diplomirana vzgojiteljica predšolskih otrok (VS)


Basic aims of the programme

The aim of the first-degree study programme Pre-school Teaching is to educate the pre-school teacher that will be professionally steady and open to the child’s needs in the contemporary society and capable of helping the child build a good social foundation for later transition into a more formal learning process in school.


General competences acquired with the programme

The framework, general or generic competences of professionals are divided into several areas that are intertwined and connected with each other. The competences are from the field of teaching and learning, a special, not specifically named group of competences, however, is added.


Communication and relations

The graduate

  • Communicates efficiently with children and develops a favourable climate in the group;
  • With her or his example and with encouraging develops the child’s communicative skill in Slovenian;
  • Expresses herself adequately in writing and orally in various communication situations;
  • Can present and argument her or his view in an appropriate way;
  • Encourages the development of the child’s social skills, understands and masters conversation as the universal means of communication with children;
  • Shapes a safe and stimulating learning environment, in which the children feel welcome, where diversity, their social, cultural, linguistic and religious background is respected, and independence and responsibility are promoted;
  • (Co)creates clear rules of behaviour and discipline;
  • Uses suitable strategies for preventing and suppressing inadequate forms of behaviour;
  • Is aware of the ethic values of her or his doing and acts accordingly.


Efficient teaching

The graduate

  • Masters the basic principles and procedures for planning, performing and evaluating the learning process;
  • In the concretization of the curriculum connects and aligns the goals, contents, learning methods, and approaches while taking account of  contemporary curricular and didactic findings;
  • In planning and performing the activities takes account of the children’s developmental characteristics and individual peculiarities, as well as of  the regularities and the factors of successful learning;
  • Sets up efficient learning environment by using a broad range of learning methods and strategies that stimulate the learners’ mental activities;
  • Is capable of integrating the contents in an interdisciplinary way interesting and attractive for children;
  • Uses efficient ways of setting up a healthy learning environment and promotes the shaping of a lifestyle friendly to health;
  • Adequately involves the use of information and communication technologies in the work;
  • Adapts the work to individual specificities of the children in relation to their physical, social, emotional and intellectual development;
  • Recognizes the children with special educational needs, adapts the work to their needs cooperating in this with other (pre-school) teachers and experts.


Organization and leadership

The graduate

  • Is proficient in the organizational and administrative tasks related to the planning (spatial, temporal planning, purposeful choice and use of resources and materials), performing, monitoring, and evaluating learning activities;
  • Knows how to efficiently guide children.


Cooperation with working and social environment

The graduate

  • Communicates efficiently with the teachers and other professionals in the educational institution (team work);
  • Cooperates efficiently with parents and with other persons relevant to children;
  • Sets up a relation of partnership with other kindergartens (schools) and institutions in the school environment and with experts in the field of education;
  • Knows, understands and takes into account the institutional framework of the functioning of  the educational institution (legislation … ).


Professional development

The graduate

  • Is capable of analysing the good and the weak sides of her or his educational work and of planning her or his professional development;
  • Is open to feedback and suggestions from her or his professional environment;
  • Gets acquainted with the findings of the sciences relevant to her or his professional activities; analyses the new knowledge in a thoughtful way and includes them into her or his work;
  • Takes advantage of the possibilities for continuous professional improvement and innovation of her or his work;
  • Is trained to actively cooperate in research and development projects aiming at improvement of quality of educational work.



The graduate

  • Is susceptible for the children’s values;
  • Acts in support of making human rights a reality;
  • Respects the basic moral and ethic rules;
  • Recognizes the influences of the working environment and its impact on health and strives for healthy working environment;
  • Uses arts for harmonic and holistic development.


Subject specific competences acquired in the programme

The graduate is capable of

  • Observing and monitoring the children’s attainment, progress and development;
  • Efficient communication with parents and using a variety of forms of cooperation with them;
  • Fostering the children’s curiosity and promote investigation in early learning;
  • Planning and preparing didactic materials for early learning;
  • Critically judging and analysing social, ethic, health and legislative aspects of using educational technologies also for children with special needs;
  • Critically recognizing the constitutions of childhood through discourse and institutions and understanding education as controversial shaping of a (post)modern person;
  • Understanding the contemporary educational concepts of modern education for social/ cultural/ societal environment, theoretical origins and principles of early learning/ teaching to the example of interdisciplinary social studies;
  • Critically analysing institutions from the point of view of  ‘hidden curriculum’;
  • Using motion activities as a means of educational influence and shaping personality, gaining and structuring kinetic experiences;
  • Understanding the methodological field of motion / sports education and teaching motion / sports education in all ages of the preschool child and the children in the first grade of the nine-year primary school;
  • Using the knowledge of the child’s motoric development in dialectic connection with the cognitive, conative, and anthropological dimensions;
  • Developing didactical and methodological knowledge for guiding sports education in lower classes of primary school;
  • Developing models of gathering information on the morphological and motoric status of the child, on the changing of her or his psychosocial development with the means of motor activities;
  • Developing the children’s musical capabilities and dexterity and understanding the importance of musical activities and active learning for the children’s holistic musical development;
  • Recognizing the phenomenological forms of capabilities of musical development along with knowing  the regularities of the child’s musical development;
  • Musical creativity, communication and expressing experience through music and other arts;
  • Monitoring the child’s artistic development and creatively performing arts education in kindergarten;
  • Cooperating creatively in the preparation of a project in a smaller group and with the production of projects that integrate the theatrical, arts, technical, musical, dancing-motional activities;
  • Shaping criteria for reviewing artistic creation for children; 
  • Developing the skills and abilities in science and bringing science closer to children through practical knowledge;
  • Recognizing children with special education needs, adapting the programmes for them and participating in the preparation of individualised programmes for them as a team member;
  • Developing the activities of dancing creativity for the child’s universal development;
  • Creating a stimulating atmosphere with children’s expression through dance and relaxation games for strengthening good mutual relationships in the group;
  • Evaluating critically and using theories on childhood, development, and learning in planning, performing and evaluating educational work;
  • Observing and monitoring performance, progress and development of children;
  • Providing emotional safety to children and encourage them for independence according to their maturity;
  • Creating stimulating playing environment and mutual relationships and efficient problem solving;
  • Selecting adequate language signs and the code corresponding to the speaking situation and the intentionality of communication;
  • Using stylistic procedures of describing, narrating, retelling, summarizing,  reporting, explaining, defining, clarifying;
  • Stimulating child speech;
  • Evaluating language situations in a bi- or multilingual  community, encouraging children in the choice of adequate language codes in such situations, and of serving as an example of open and tolerant (co)operation in the (multilingual) group;
  • Choosing the appropriate linguistic signs for the production of an indirect speaking act;
  • Interpretative reading, narrating, declaiming, reciting;
  • Developing reading culture, (pre)reading competences and strategies of listening in preschool age, and responding to the text read;
  • Exploiting the knowledge of the laws of symbolic play and its meaning for the development of child’s speech;
  • Exploiting the knowledge about the types of literature and about the forms of juvenile literature that correspond to the emotional and cognitive  competences and the pre-school child’s peculiarities of aesthetic perception;
  • Using the knowledge of educational concepts and their philosophical and historical foundation in planning, performing and evaluating educational work;
  • Using suitable strategies for coping with inappropriate behaviour, aggressiveness and conflict.

(The subject specific competences are stated more in detail in the syllabi of individual subjects)


Course Syllabus:

Access requirements:

Year 1 of the study programme Pre-school Teaching can be accessed by those

a)     who have passed the matura, the vocational vocational matura or final exam;

b)    who have finished any four-year secondary programme before 1 June 1995.

In case of enrolment limitation the candidates are selected according to:

  • overall performance in the matura, the vocational matura  or  the final exam: 70 % of points awarded;
  • overall performance in secondary grades 3 and 4: 30 % of points awarded.


Enrolment according to criteria for transfer:

General conditions for transfers are specified by the Criteria for Transfers between Study Programmes determined by the Council of The Republic of Slovenia for Higher Education. Treated as transfer between study programmes is giving up education in a study programme enrolled into by a student and continuing education in a new programme when part of the study requirements or all the requirements the student has satisfied in the first programme are recognized as satisfied in the second programme.


The following criteria apply in case of transfer between programmes:

  • meeting the requirements for enrolment into the new study programme;
  • the number of study places available;
  • the number of study years or semesters in the previous study programme for which the student has satisfied all the requirements and can be recognized partly or as a whole;
  • the minimum number of years or semesters the student must conclude in order to graduate in the new programme.

Transfer between study programmes is possible if the transfer takes place between study programmes of the same degree of education  (between higher education professional study programmes). 

Individual requests for transfer are dealt with by the Senate of the UP PEF, which in determining any additional requirements takes the candidate's previously concluded study programme into account.

  • Transfer from university study programmes and from higher education professional study programmes.

    The students in first-degree university study programmes of the UP PEF and in other similar first-degree university study programmes in the fields of humanities and social sciences who meet the criteria for the enrolment into the study programme Pre-school Teaching are notified of the missing requirements they have to satisfy in order to be able to graduate in the programme.

    The students in the professional study programmes in similar fields who meet the criteria for the enrolment into the study programme Pre-school Teaching can, on the basis of evidence submitted, be granted transfer into the corresponding year of this study programme. The missing requirements they have to satisfy in order to be able to graduate in the new programme get determined. 
  • Enrolment of candidates who have finished the higher education programme adopted before 1 January 1994

    The graduates from higher education programmes in similar study fields adopted before 1 January 1994 can be enrolled into year 3. The missing requirements they must satisfy in order to be able to graduate in the programme Educational Sciences are defined by the Senate of the UP PEF.

    Requests for enrolment according to criteria for transfer are to be addressed to the Commission for Study Affairs of the Senate of the UP PEF. The requests are treated in conformance with the national laws on higher education and the Statute of the University of Primorska.



The graduate can be employed in any organization engaged in early learning and teaching, most often this means kindergartens and primary schools (first grade of the nine-year primary school).


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