Comparative analysis of intercultural curriculum for preschool education: pedagogic practice and challenges of implementation

Abstract

UDK
371.214: 373.2.016]:37.035-053.2 (497.6)

Intercultural curriculum in preschool education is a key component of modern education in multicultural societies. The aim of this article is to analyse the results of the research work carried out so far from the aspect of the role and the significance of intercultural education in early childhood through a comparative analysis of the curricula of different countries. The analytical-descriptive method and the method of comparative study of the contents of the intercultural approach, along with the analysis of the contribution of the intercultural approach to the development of social, emotional and cognitive skills in children, were used here for this purpose. In the context of widespread social changes and the growing diversity of social structure, it is noted that intercultural curriculum is gaining significance and becoming a key element in developing social skills with respect for diversity and social cohesion among children. This article also discusses the theoretical framework, with legal and pedagogical practice guidelines that successfully incorporate the intercultural dimension into educational and upbringing programmes. The article places a particular focus on the role of the teachers and the challenge of implementing the changes in post-conflict societies such as Bosnia and Herzegovina. The results of this comprehensive analysis indicate that an intercultural curriculum has a significant impact on the development of the quality of pre-school education and upbringing, which in turn, contributes to strengthening human relations and social responsibility amongst children at a young age.