Dragan Partalo, PhD, Aleksandra Šindić, PhD, Nives Ličen, PhD
Competencies and Intergenerational 
Learning of Preschool Teachers
Prejeto 14.12.2021 / Sprejeto 22.02.2022
Znanstveni članek
UDK 373.2.011.3-051:316.4.051.6
KLJUČNE BESEDE: profesionalne kompetence, 
medgeneracijsko učenje, inkluzija starejših v vzgoj-
no-izobraževalno delo, profesionalne izkušnje 
POVZETEK – Članek je del širšega raziskovanja, ki 
je bilo realizirano leta 2021 v Bosni in Hercegovini. 
Cilj kvantitativnega raziskovanja je bil proučiti odnos 
med percepcijo vzgojiteljev o lastnih profesionalnih 
kompetencah in njihovo percepcijo medgeneracijske-
ga učenja v vrtcu. Rezultati kažejo tendenco, da vzgo-
jitelji z daljšo delovno dobo ocenjujejo sami sebe kot 
bolj kompetentne. Ugotovljena je visoka povezanost 
ravni zastopanosti profesionalnih kompetenc in med-
generacijskega učenja v vrtcu. Prvi model večkratne 
regresijske analize izpostavlja inkluzijo starejših v 
vzgojno-izobraževalno delo kot prediktor profesional-
nih kompetenc vzgojiteljev. Drugi model pa kaže na 
kombinirano predikcijo inkluzije starejših in let delov-
ne dobe vzgojiteljev na razvoj kompetenc vzgojiteljev. 
Ugotovitve raziskave kažejo, da ima vključevanje sta-
rejših v vzgojno-izobraževalno delo pozitiven vpliv na 
razvoj kompetenc vzgojiteljev.
Received 14.12.2021 / Accepted 22.02.2022
Scientific paper
UDC 373.2.011.3-051:316.4.051.6
KEYWORDS: professional competencies, intergen-
erational learning, inclusion of the elderly in educa-
tional work, professional experience
ABSTRACT – The paper is part of a larger study con-
ducted in 2021 in Bosnia and Herzegovina. The aim of 
the quantitative study was to examine the relationship 
between the assessments of preschool teachers about 
their own professional competencies and their as-
sessments of intergenerational learning in preschool. 
The results indicate a tendency for more mature pre-
school teachers with several years of work experience 
to assess themselves as more competent. There is a 
high correlation between the level of representation 
of professional competencies of preschool teachers 
and intergenerational learning in kindergarten. The 
first model of multiple regression analysis singles out 
the inclusion of the elderly in educational work as a 
predictor of professional competencies of preschool 
teachers. The second model indicates a combined pre-
diction of inclusion of the elderly in educational work 
and years of work experience of preschool teachers 
in developing preschool teachers’ competencies. The 
findings of the study reveal a favourable impact of the 
inclusion of the elderly in educational work on the de-
velopment of preschool teachers’ competencies.
1 Introduction
In the field of preschool education, many innovative practices have been developed 
(Šindić, Pribišev Beleslin and Ratković, 2019; Korošec and Batistič Zorec, 2021) and 
new professional competencies are needed. 
The professional competencies of preschool teachers are defined differently through 
different social and scientific approaches. Berenthien et al. (2020) emphasize the im-
portance of undergraduate education for preschool teachers in the development of their 
competencies, as well as for other professions (Blažič, 2021); it is perceived as a part of 
social capital (Bogdan Zupančič and Krajnčan, 2019). Selvi (2010) points to the contri-

38 Didactica Slovenica – Pedagoška obzorja (1, 2022)
bution of educational policies to the professional development of competencies, while 
Gasper (2015), in addition to academic knowledge, emphasizes personal (psychologi-
cal) characteristics as predispositions for the development of preschool teachers’ com-
petencies. Mohamed, Valcke and Ve Wever (2017) pay special attention to the impact 
of the sharing of knowledge and experience on the competencies of preschool teachers. 
The results of some studies on educational practice indicate the importance not only of 
undergraduate education but also of lifelong learning (Retar and Lepičnik V odopivec, 
2017), and the importance of the experience of preschool teachers for developing their 
professional competencies (Barenthien et al., 2020; Sucuoglu et al., 2014; Šindić and 
Pribišev Beleslin, 2018). The international framework of preschool teachers’ competen-
cies includes knowledge; pedagogical and organizational skills; ability to build partner-
ships with parents, experts and the environment; professional development and profes-
sional ethics (Mohamed, Valcke and Ve Wever, 2017). 
Although insufficiently researched, the concept of intergenerational learning is 
increasingly relevant due to the ageing of European society and the modern lifestyle 
(Ličen, 2021), the modern knowledge about the intergenerational transfer and develop-
ment of knowledge, and for improving socio-emotional competencies and self-regula-
tion in the workplace (Rupčić, 2018). There is a beneficial intergenerational impact in 
the wider community (Del Gobbo, Galeotti and Esposito, 2017; Kuyken, Ebrahimi and 
Saives, 2018; Sprinkle and Urick, 2018). Relatively new practices are intergenerational 
programmes in kindergartens. Individual studies (Boivin, 2021; Golenko et al., 2020; 
McAllister, Briner and Maggi, 2019; Mosor et al., 2019; Oropilla and Ødegaard, 2021) 
and targeted literature reviews (Bagnasco et al., 2020) indicate the beneficial effects of 
these programmes for all participants. Gallagher and Fitzpatrick (2018) note their im-
portance for encouraging active and relational learning; Oropilla and Ødegaard (2021) 
for promoting social sustainability; and Feyh, Clutter and Krok-Schoen (2021) high-
light the effects of knowledge transfer and cooperation by connecting different institu-
tions through intergenerational cooperation. This implies that participants should have 
developed competencies for intergenerational learning.
Intergenerational learning is a current concept in educational work. Given the insuf-
ficient research on intergenerational learning in kindergarten and the importance of edu-
cators’ professional competencies for many activities in kindergarten, this exploratory 
study aimed to research the reflection of preschool teachers on their own professional 
competencies and the implementation of intergenerational learning in kindergarten, and 
to examine their interdependence and influence. Unfortunately, we have not been able 
to find studies on this topic in the available literature, which further indicates the need 
to research this phenomenon.
2 Method
The aim of this research is to examine the relationship between the assessments of 
preschool teachers about their own professional competencies with their assessments of 
intergenerational learning in the preschool institution. Accordingly, two instruments were 
applied: a five-point Likert-type scale with 21 statements related to different aspects of 

39 Partalo, PhD, Šindić, PhD, Ličen, PhD: Competencies and Intergenerational Learning...
preschool teachers’ professional competencies, and a five-level Likert-type scale with 29 
statements about intergenerational learning in the context of the preschool institution. 
The scale of professional competencies of preschool teachers is an independent 
instrument created for this study by operationalizing indicators derived from modern 
theoretical considerations and research of specific competencies of preschool teachers 
(Erčulj et al., 2008; Gasper, 2015; Mohamed, Valcke and Ve Wever, 2017; Selvi, 2010). 
Respondents were instructed to self-assess their degree of mastery of competencies 
(from “very little” to “complete”). The scale was subjected to the Principal Component 
Analysis (PCA) which resulted in a one-factor solution that explains 51.64 % of the 
total variance. The extraction of one factor was confirmed by Catell’s scree test (see 
Graph 1), but also by the Kaiser-Gutmann criterion. According to the latter, three ei-
genvalues, higher than one, were identified, the first of which is dominant and amounts 
to λ
1
 = 10.84, while the remaining two are considerably lower (λ
2
 = 1.62, λ
2
 = 1.05). 
Moreover, the parallel analysis, based on the set parameters (number of items – 21; 
number of respondents – 105; number of replications – 100), indicates a one-factor so-
lution.
Graph 1
Number of factors according to Catell’ s criterion (scree plot)
The conditions for conducting this analysis were examined beforehand and the 
following was determined: the sampling adequacy measured by the Kaiser-Meyer-
Olkin test is 0.889, which indicates a high level of fulfilment of this condition (Hair 
et al., 2014). The Bartlett’s test of sphericity is statistically significant (χ
2
 = 1681.145; 
df = 210; p < 0.001) which indicates that the hypothesis of no correlation between the 
included variables should be rejected. The established indicators indicate the factorality 
of the intercorrelation matrix. Table 1 shows the values of factor saturations.
Component Number
21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Eigenvalue
12
10
8
6
4
2
0
Scree Plot
Page 1

40 Didactica Slovenica – Pedagoška obzorja (1, 2022)
Table 1
Factor saturations on the scale of competencies of preschool teachers (Component Matrix)
Items
Factor 
saturation
Competence for improving the quality of work and 
continuous professional development.
0.812
Competence for the application of standards of professional ethics and 
responsibility in work with children, other preschool teachers and parents.
0.783
Competence for creating a stimulating work climate, and guiding 
colleagues to participate in the development of kindergartens.
0.780
Competence for the development of cooperative relations in the team 
with a clear definition and distribution of tasks, and focusing on the work 
process, which contributes to the development of the institution.
0.774
Competence for pedagogically based non-violent communication in 
everyday work with children and cooperation with colleagues.
0.773
Competence for reflection and critical evaluation of one’s own 
work that results in innovation and improvement of practice.
0.767
Competence to provide conditions for different 
types of active learning based on play.
0.753
Competence for constructive problem solving and 
flexible acceptance of positive changes.
0.751
Competence for effective coping with and overcoming 
of “difficult” and stressful situations.
0.738
Competence for pedagogically based communication in everyday 
work with children and cooperation with colleagues.
0.727
Competence to apply the principles of individualization and 
differentiation, enabling each child to learn at their own pace.
0.722
Competence to implement strategies to support 
development and learning through play.
0.719
Competence for planning according to the principles of an 
integrated curriculum based on play and respect for children’s 
interests, needs and development opportunities.
0.715
Competence to establish partnerships with the local community and 
implement various activities using local community resources.
0.705
Competence for establishing quality cooperation and partnership 
with the family through the inclusion of family members in the 
educational process and all aspects of work in kindergarten.
0.705
Competence to connect and harmonize children’s learning and 
developmental needs with respect for learning outcomes.
0.696
Competence for the planning and implementation of 
professional development of other preschool teachers.
0.670
Competence for systematic observation of activities and monitoring 
of developmental changes in preschool children.
0.662
Competence for preparing learning activities that correspond to 
the achieved levels of development of preschool children.
0.625
Competence for the preparation of small projects that 
improve the functioning of the kindergarten.
0.589

41 Partalo, PhD, Šindić, PhD, Ličen, PhD: Competencies and Intergenerational Learning...
The scale shows a high level of internal consistency given the value of the Cron-
bach’s alpha coefficient, which is α = 0.951. It can be seen that the factor saturations of 
the competencies of personal professional development, ethics, communication, self-
perception and socio-emotional dimensions, i.e., the competencies primarily dependent 
on the personal characteristics of preschool teachers, are higher than the factor satura-
tions of competencies of predominantly methodological and pedagogical orientation.
The scale on intergenerational learning in the context of the preschool institution is 
also independently constructed, and theoretically based on humanistically oriented the-
oretical assumptions about intergenerational learning (Gallagher and Fitzpatrick, 2018; 
Kaplan et al., 2020; Martins et al., 2019; Sanchez, Whitehouse and Johnston, 2018). Us-
ing the procedure of determining the metric properties, the scale was reduced from the 
initial 42 to 29 items. Factor analysis (extraction method – Principal Component Analy-
sis, PCA; rotation method – Varimax) identified three interpretable factors that explain 
56.406 % of the total variance: Professional cooperation and personal growth (within 
intergenerational cooperation in the workplace); Inclusion of the elderly in educational 
work and humanistic education; Prejudices and stereotypes (see Šindić, Partalo and 
Ličen, 2022). Moreover, high values of the Cronbach’s alpha coefficient were found in 
items within the three components: α
1
 = 0.924, α
2
 = 0.910, and α
3
 = 0.830. At the level 
of the complete Cronbach’s alpha scale, the coefficient is α = 0.902.
The research sample was appropriate and consisted of 105 preschool teachers with 
the average age of M = 42.18 (SD = 11.70), and the average years of work experience 
in preschool institutions M = 14.16 years (SD = 11.27). The sample is homogeneous 
from the point of view of the education level, i.e., more than 90 % of preschool teachers 
have completed the first cycle of studies for preschool teachers, which is common in 
kindergartens in BiH.
During the data collection using the method of surveys and scaling, we were guided 
by ethical consideration. Participation in the research was voluntary and anonymous.
3 Results and discussion
In order to determine the relationship between the assessments of preschool teach-
ers about their own professional competencies with their assessments of intergenera-
tional learning in the preschool institution, the procedure of multiple regression analysis 
was applied (the stepwise method). Before presenting the results of such an analysis, 
we examined the basic descriptive parameters of the variables of our study, as well 
as the correlations between them (Pearson’s coefficient). Based on the analysis of the 
parameters shown in Table 2, it is possible to conclude that the three key variables of 
our research (CPT, PCPG and IEHE) have distributions that do not deviate significantly 
from the theoretical normal distribution, as indicated by the measures of vertical and 
horizontal deviation (skewness and kurtosis). Moreover, among the mentioned vari-
ables, we find correlations of lower intensity but statistically significant. In the analysis 
included in this table, we also entered data on two other variables of interest – year of 
birth and length of service. Given the very high correlation between them, and in order 

42 Didactica Slovenica – Pedagoška obzorja (1, 2022)
to avoid the problem of singularity, we decided to include only the length of service in 
the regression model.
Table 2
Descriptive parameters and intercorrelations between examined variables
Variables M SD Sk Ku CPT PCPG IEHE PS YB YWE
CPT 4.225 0.519 –0.663 –0.094 – 0.203* 0.297** –0.044 –0.196* 0.228*
PCPG 4.439 0.389 –0.481 –0.493 – 0.389** –0.359** –0.066 –0.005
IEHE 4.047 0.690 –0.261 –0.637 – –0.351** 0.091 –0.101
PS 2.094 0.859 0.383 –1.028 – –0.063 0.035
YB 1978.19 11.759 –0.205 –0.914 – –0.905**
YWE 14.16 11.278 0.704 –0.380 –
Notes: CPT – competencies of preschool teachers; PCPG – professional cooperation and 
personal growth; ISHO – inclusion of the elderly in educational work and humanistic edu -
cation; PS – prejudices and stereotypes; YB – year of birth; YWE – years of work experi -
ence; M – arithmetic mean; SD – standard deviation; Sk – skewness; Ku – kurtosis; * – sta -
tistically significant at the level of 0.05; ** – statistically significant at the level of 0.01
It can be seen (Table 2) that the most pronounced correlation (positive Pearson’s co-
efficient r = 0.297, statistically significant at the level of 0.01) is that between the vari-
ables of preschool teacher competence and the inclusion of the elderly in educational 
work. This indicates a tendency for elderly people to be more involved in educational 
work in the groups taught by preschool teachers who have assessed themselves as more 
competent.
The significant Pearson’s coefficient value for the variables of preschool teachers’ 
competencies and professional cooperation and personal growth (positive Pearson’ co-
efficient r = 0.203, statistically significant at the level of 0.05) indicates the proportional 
interdependence of these variables. In other words, the greater the cooperation between 
colleagues of different ages in the kindergarten, the more developed are the competen-
cies of preschool teachers.
According to the forms of distribution and arithmetic means, it is evident that the 
respondents highly value their competencies and intergenerational learning, which 
could be related to the fact that most respondents have completed the first cycle of 
studies for preschool teachers, i.e., higher formal education. Recent studies indicate 
that formal education is the most dominant factor influencing competence development 
(Sucuoglu et al., 2014; Barenthien et al., 2020). Significant Pearson’s coefficient values 
for the variables of preschool teachers’ competencies, and year of birth and length of 
service (Pearson’s coefficient r = –0.196, r = 0.228 statistically significant at the level 
of 0.05) indicate a tendency for older preschool teachers with more work experience to 
assess themselves as more competent. We find the reason for this in the assumption that 
longer work experience (of equally educated preschool teachers) enables the acquisition 
of richer professional experience, as well as more opportunities for professional devel-
opment through non-formal and informal education. When researching the play com-

43 Partalo, PhD, Šindić, PhD, Ličen, PhD: Competencies and Intergenerational Learning...
petencies of preschool teachers and students, Šindić and Pribišev Beleslin (2018) came 
to the conclusion that they were more pronounced among practising preschool teachers. 
When researching the competencies of inclusive practice, Sucuoglu et al. (2014) no-
ticed their connection with formal education, but also with the experience of everyday 
work with children.
The results of Table 1 indicate that there is no statistically significant correlation 
between the representation of preschool teachers’ competencies and prejudices and ste-
reotypes.
In addition to the above, other preconditions for performing multiple regression 
reported in the literature were examined, such as sample size, tolerance and VIF col-
linearity indicators, normality and independence of standardized residuals, and atypical 
point checks (Greene and Salkind, 2014; Tabachinck and Fidell, 2013). The regression 
model includes the following variables: competencies of preschool teachers (CPT) as a 
criterion variable; professional cooperation and personal growth or PCPG (within the 
intergenerational cooperation in the workplace), inclusion of the elderly in educational 
work and humanistic education (IEHE), and years of work experience (YWE) as pre-
dictor variables. We obtained two statistically significant models that explain the rela-
tionship between the variables included. In the first model, the inclusion of the elderly 
in educational work and humanistic education was retained as a predictor. In the second 
model, another predictor was added to this predictor – years of work experience. In both 
models, the predictor of professional cooperation and personal growth is excluded. 
Given the values of the adjusted R-squared, the first model can explain about 6 %, and 
the second model about 12 % of the variance of the criterion variable.
Table 3
Regression model (the stepwise method)
Model R R-squared
Adjusted 
R-squared
SE
ANOVA
F Р
1 0.256a 0.066 0.056 0.482 6.671 0.011
2 0.372b 0.138 0.120 0.465 7.547 0.001
Notes: (a) Predictor: inclusion of the elderly in educational work and humanistic education;  
(b) Predictors: inclusion of the elderly in educational work and humanistic education, 
years of work experience
Table 4 shows the values of non-standardized (B) and standardized (β) coefficients, 
as well as the level of their statistical significance. The analysis of standardized beta 
coefficients in both models shows that the contribution of individual predictors to the 
explained variability of the criterion variable is low, of a positive direction and statisti-
cally significant. Within the first model, it is evident that the inclusion of the elderly in 
educational work and humanistic education contributes to the development of the level 
of professional competencies of preschool teachers (β = 0.256). In other words, if the 
inclusion of the elderly in regular work with children is more prevalent in kindergarten, 
we could expect more prominent competencies of preschool teachers. Kaplan et al. 

44 Didactica Slovenica – Pedagoška obzorja (1, 2022)
(2020) and Sanches, Whitehouse and Johnston (2018) note that new strategies for active 
ageing, including intergenerational learning, need to be developed in European coun-
tries, thus contributing to humanistic approaches in educational work. If we look at the 
results of regression analysis as causalities, it can be seen that the participation of the 
elderly in educational work could contribute to the development of professional com-
petencies of preschool teachers. Therefore, this form of work, cooperation and learn-
ing could be beneficial for all actors involved, as many experts claim (Bagnasco et al., 
2020; Boivin, 2021; Golenko et al., 2020; McAllister, Briner and Maggi, 2019; Mosor 
et al., 2019; Oropilla and Ødegaard, 2021).
Within the second model, the contribution of IEHE was strengthened (β = 0.283), 
and years of work experience were recognized as a predictor of equal intensity 
(β = 0.271). So, if the elderly are more involved in the regular educational work in kin-
dergarten, and preschool teachers have more years of work experience, then the chances 
of preschool teachers having more prominent competencies are doubled.
Table 4
Coefficients in regression models (the stepwise method)
Model Predictors 
Unstandardized  
Coefficients
Standardized 
Coefficients
T р
B SE Β
1 IEHE 0.188 0.073 0.256 2.583 0.011
2
IEHE 0.207 0.070 0.283 2.942 0.004
YWE 0.012 0.004 0.271 2.817 0.006
Notes: IEHE – inclusion of the elderly in educational work and humanistic education; 
YWE – years of work experience
Although intergenerational cooperation of colleagues in the workplace is recog-
nized as important for professional and personal development (Šindić et al., 2022), and 
there is a correlation between intergenerational cooperation of preschool teachers in the 
workplace with their competencies, the variable professional cooperation and personal 
growth (within intergenerational cooperation in the workplace) does not predict the 
representation of their competencies.
4 Conclusion
The most important finding of this paper is the identification and prediction of the 
interdependence between the inclusion of the elderly in educational work in kinder-
garten and the development of educational competencies. This confirms that the pro-
grammes for including the elderly in regular educational work not only contribute to 
children’s education and the human dimension for the elderly, but could also contribute 
to the development of preschool teachers’ competencies.

45 Partalo, PhD, Šindić, PhD, Ličen, PhD: Competencies and Intergenerational Learning...
Other findings of our paper indicate a connection between the years of work ex-
perience of preschool teachers and the competencies of preschool teachers. They also 
indicate the existence of a combined impact of the inclusion of the elderly in regular 
educational work in kindergarten and years of work experience on the development of 
the competencies of preschool teachers.
The limitation of this paper is the fact that we obtained the data based on the self-
assessment of preschool teachers, which contributes to subjectivity. Moreover, the sam-
ple is not uniform in relation to the levels of formal education, so we could not include 
this variable in the regression model.
Based on the main findings of the paper and the relevant literature, we can conclude 
that it is justified to talk about the competencies of preschool teachers for intergenera-
tional learning related to the lifelong-learning, ethical, socio-emotional, communication 
and personal characteristics of preschool teachers. As such, intergenerational learning 
should be recognized and prominent in modern pedagogical theory and practice.
Dr. Dragan Partalo, dr. Aleksandra Šindić, dr. Nives Ličen 
Kompetence in medgeneracijsko učenje 
vzgojiteljev predšolskih otrok
Medgeneracijsko učenje je vse bolj aktualen koncept na področju vzgoje in izo-
braževanja, kar je posledica sprememb, povezanih z dolgoživo družbo (Ličen, 2021), 
inovacijami v vzgoji in izobraževanju in ugotovitvami o pozitivnih učinkih medgenera-
cijskega usvajanja znanja v manjših in širših skupnostih (Kuyken, Ebrahimi in Saives, 
2018; Del Gobbo, Galeotti and Esposito, 2017; Sprinkle in Urick, 2018), kar spodbuja 
razvoj socialne trajnostnosti (Oropilla in Ødegaard, 2021). Sodobne empirične razi-
skave kažejo, da ima medgeneracijsko učenje značaj aktivnega in odnosnega učenja 
(Gallagher in Fitzpatrick, 2018) ter prenosa znanja prek različnih ravni sodelovanja 
(Feyh, Clutter and Krok-Schoen, 2021). Raziskave (Bagnasco idr., 2020; Boivin, 2021; 
Golenko idr., 2020; McAllister, Briner in Maggi, 2019; Mosor idr., 2019; Oropilla in 
Ødegaard, 2021) kažejo na ugodne rezultate medgeneracijskih programov za vse ude-
ležene, kar implicira, da bi akterji morali imeti razvite kompetence za medgeneracijsko 
učenje. Vse bolj pogosto se kompetence raziskujejo kot del socialnega kapitala (Bogdan 
Zupančič in Krajnčan, 2019). Kompetence se razvijajo z dodiplomskim izobraževanjem 
(Berenthien idr., 2020; Blažič, 2021), vendar na njihov razvoj vpliva mnogo dejavnikov. 
Tako Selvi (2010) ugotavlja, da na razvoj kompetenc vzgojiteljev vplivajo izobraževalne 
politike. Gasper (2015) pa izpostavi pomen osebnih (psiholoških) značilnosti vzgojite-
ljev za razvoj njihovih profesionalnih kompetenc. Mohamed, Valcke in Ve Wever (2017) 
so v raziskavah posebej pozorni na prenos in delitev znanja ter izkušenj. Rezultati dru-
gih raziskav pa kažejo na pomen tako formalnega izobraževanja kot izkušenj vzgojite-
ljev (Barenthien idr., 2020; Sucuoglu idr., 2014; Šindić in Pribišev Beleslin, 2018).
V raziskavi smo želeli proučiti koncept profesionalnih kompetenc vzgojiteljev pred-
šolskih otrok z zornega kota paradigme medgeneracijskega učenja v vrtcu. Pri oprede-
ljevanju kompetenc vzgojiteljev smo uporabili mednarodni okvir kompetenc, ki vključu-

46 Didactica Slovenica – Pedagoška obzorja (1, 2022)
je znanje, pedagoške in organizacijske veščine, zmožnosti oblikovanja partnerskih od-
nosov s starši, strokovnjaki in okoljem, stalno strokovno usposabljanje in profesionalno 
etiko (Mohamed, Valcke in Ve Wever, 2017). 
Delo je nastalo v okviru širše raziskave, ki je potekala leta 2021 in je vključevala 
vzgojitelje predšolskih otrok v Bosni in Hercegovini. Vzgojitelji so odgovarjali na vpra-
šanja o lastnih profesionalnih kompetencah in medgeneracijskem učenju v vrtcu. Cilj 
kvantitativnega raziskovanja je bil proučiti odnos med percepcijo vzgojiteljev o njiho-
vih profesionalnih kompetencah in ocenami o medgeneracijskem učenju v vrtcu. Za raz-
iskovanje sta bila oblikovana dva posebna instrumenta. Prvi je Likertova petstopenjska 
lestvica profesionalnih kompetenc vzgojiteljev predšolskih otrok (Lestvica profesional-
nih kompetenc vzgojiteljev predšolskih otrok). Instrument je nastal z operacionalizacijo 
indikatorjev, ki izhajajo iz sodobnih teoretskih in empiričnih raziskav o posebnostih 
kompetenc vzgojiteljev predšolskih otrok (Erčulj idr., 2008; Gasper, 2015; Mohamed 
idr., 2017; Selvi, 2010). Instrument vsebuje 21 enot z Likertovo petstopenjsko lestvico. 
Zanesljivost je visoka, Crombachov koeficient alfa je: α = 0,951. Drugi je Likertova 
petstopenjska lestvica o medgeneracijskem učenju v kontekstu predšolske ustanove (Le-
stvica o medgeneracijskem učenju v kontekstu predšolske ustanove), ki vsebuje 29 enot. 
Izračunani Crombachov koeficient alfa (α = 0,902) kaže na visoko zanesljivost instru-
menta. Teoretski okvir za drugi instrument so bile humanistično orientirane predpo-
stavke o medgeneracijskem učenju (Gallagher in Fitzpatrick, 2017; Kaplan idr., 2020; 
Martins idr., 2019; Sanchez idr., 2018). Za zbiranje relevantnih podatkov z navedenima 
instrumentoma smo uporabili metodo anketiranja in skaliranja. V priložnostni vzorec 
je bilo vključenih 105 vzgojiteljev predšolskih otrok. Več kot 90 % vzgojiteljev je imelo 
zaključeno prvo (bolonjsko) stopnjo univerzitetnega izobraževanja za vzgojitelje. Pri 
zbiranju podatkov so bila upoštevana načela etičnosti pri raziskovanju. Sodelovanje je 
bilo prostovoljno in anonimno. 
Uporabljena je bila faktorska analiza zaradi preverjanja zanesljivosti raziskoval-
nih instrumentov, določanja faktorjev medgeneracijskega učenja v vrtcu (gl. Šindić, 
Partalo in Ličen, 2022). Izračunali smo osnovne deskriptivne parametre spremenljivk 
našega raziskovanja in korelacije med njimi (Pearsonov koeficient). Uporabljena je 
bila regresijska analiza (Stepwise method), da bi ugotovili prediktorje zastopanosti 
kompetenc vzgojiteljev. Definirane so bile naslednje spremenljivke: kompetence vzgoji-
teljev; rojstno leto; leta delovne dobe; profesionalno sodelovanje in osebnostna rast (v 
okviru medgeneracijskega sodelovanja na delovnem mestu); inkluzija starejših v vzgoj-
no delo, delo in humanistično izobraževanje; predsodki in stereotipi. Zadnje tri naštete 
spremenljivke so bile s faktorsko analizo izpostavljene kot faktorji medgeneracijskega 
učenja v vrtcu (gl. Šindić, Partalo in Ličen, 2022).
Najbolj izražena povezanost (pozitiven Pearsonov koeficient (r = 0,297**), sta-
tistično pomemben na ravni 0,01) se je pokazala med spremenljivkama kompetence 
vzgojiteljev in inkluzija starejših v vzgojno delo. Obstaja tendenca, da so starejši bolj 
vključeni v vzgojno delo v tistih skupinah, kjer delajo vzgojitelji, ki so sebe oceni-
li kot bolj kompetentne. Statistično pomembna vrednost Pearsonovega koeficienta za 
spremenljivke kompetence vzgojiteljev in profesionalno sodelovanje in osebnostna 
rast (pozitiven Pearsonov koeficient (r = 0,203*), statistično pomemben na ravni 
0,05) kaže na proporcionalno medsebojno odvisnost teh spremenljivk. Torej, če je v 
vrtcu bolj zastopano sodelovanje med kolegi različnih starosti, bi lahko pričakovali, 

47 Partalo, PhD, Šindić, PhD, Ličen, PhD: Competencies and Intergenerational Learning...
da so kompetence vzgojiteljev bolj razvite. Tako po oblikah distribucije kot tudi po 
artimetičnih sredinah je opazno, da vprašani visoko vrednotijo svoje kompetence in 
medgeneracijsko učenje, kar bi lahko bilo povezano z dejstvom, da ima večina vpra-
šanih zaključeno prvo stopnjo univerzitetnega izobraževanja, to je visoko formalno 
izobrazbo. Sodobne raziskave ugotavljajo, da je formalna izobrazba najpomembnejši 
faktor, ki vpliva na razvoj kompetenc (Barenthien idr., 2020; Sucuoglu idr., 2014). Sta-
tistično pomembna vrednost Pearsonovega koeficienta za spremenljivko kompetence 
vzgojiteljev in nato druga za drugo leto rojstva in delovna doba (Pearsonov koefici-
ent: r = –0,196,* r = 0,228,* statistično pomembni na ravni ,05) kaže na tendenco, da 
starejši vzgojitelji z več let delovne dobe ocenjujejo sebe kot bolj kompetentne. Razlog 
za to bi lahko bil v tem, da pri enako izobraženih vzgojiteljih daljša delovna doba 
omogoča tako bogatejše profesionalne izkušnje kot tudi več možnosti za profesional-
no izpopolnjevanje z neformalnim izobraževanjem in neformalnim učenjem. Podobne 
rezultate o medsebojni odvisnosti delovnih izkušenj in profesionalnih kompetenc vzgo-
jiteljev predšolskih otrok za posamezne kompetence navajajo tudi Šindić in Pribišev 
Beleslin (2018) ter Sucuoglu idr. (2014).
Skladno s preverjenimi pogoji so bile v regresijski model vključene kompetence 
vzgojiteljev kot kriterijska spremenljivka. Preverjane prediktorske spremenljivke so 
bile profesionalno sodelovanje in osebnostna rast (v okviru medgeneracijskega so-
delovanja na delovnem mestu), inkluzija starejših v vzgojno delo in humanistično iz-
obraževanje ter leta delovne dobe. Z uporabo regresijske analize (Stepwise method) 
smo dobili dva statistično pomembna modela, ki pojasnjujeta odnos med vključenimi 
spremenljivkami. Vrednost Adjusted R square kaže, da je mogoče s prvim modelom 
pojasniti okoli 6 %, z drugim modelom pa okoli 12 % variance kriterijske spremenljiv-
ke – kompetence vzgojiteljev. V prvem modelu sta kot prediktor navedena inkluzija sta-
rejših v vzgojno delo in humanistično izobraževanje. V drugem modelu je temu dodan 
še prediktor leta delovne dobe. V obeh modelih je izključen prediktor profesionalno 
sodelovanje in osebna rast.
Prvi model kaže, da inkluzija starejših v vzgojno delo in humanistično izobraže-
vanje prispevata k razvoju ravni profesionalne kompetence vzgojiteljev (β = 0,256). 
Lahko bi torej pričakovali, da če je v nekem vrtcu bolj zastopana inkluzija starejših v 
vzgojno delo, bolj bodo naglašene kompetence vzgojiteljev. Iz tega lahko sklepamo, da 
medgeneracijsko učenje in sodelovanje lahko pozitivno vplivata ne samo na starejše in 
otroke, temveč na vse vključene, kot trdijo raziskave iz drugih okolij (Boivin, 2021; Go-
lenko idr., 2020; Oropilla in Ødegaard, 2021). Drugi model kaže na okrepljen prispevek 
inkluzije starejših v vzgojnem delu (β = 0,283) in to, da so leta delovne dobe prepozna-
na kot prediktor s podobno intenzivnostjo (β = 0,271). Iz tega lahko sklepamo, da so ob 
vključenosti starejših v vzgojno delo v nekem vrtcu in daljši delovni dobi vzgojiteljev 
podvojene možnosti, da imajo vzgojitelji bolje razvite kompetence.
Ugotovitve raziskave potrjujejo, da programi vključevanja starejših v vrtce ne pri-
spevajo le k vzgoji otrok in humani dimenziji za starejše, temveč so pomembni tudi za 
razvoj profesionalnih kompetenc vzgojiteljev. Na temelju ključnih ugotovitev raziskave 
in relevantne literature lahko sklenemo, da lahko upravičeno govorimo tudi o kompe-
tencah vzgojiteljev za medgeneracijsko učenje, ki so povezane z vseživljenjskim uče-
njem/izobraževanjem vzgojiteljev ter etičnimi, socio-emocionalnimi, komunikacijskimi 
in osebnostnimi značilnostmi vzgojiteljev predšolskih otrok.

48 Didactica Slovenica – Pedagoška obzorja (1, 2022)
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Dragan Partalo, PhD (1975), Assistant Professor at University of Banja Luka, Faculty of Philosophy.
Naslov / Address: Aleja Svetog Save 45, 78000 Banja Luka, Bosnia and Herzegovina
Telefon / Telephone: (+387) 065 685 584
E-mail: dragan.partalo@ff.unibl.org
Aleksandra Šindić, PhD (1971), Associate Professor of Methodics of Educational Work at the Study 
Programme for Preschool Education, Faculty of Philosophy, University of Banja Luka.
Naslov / Address: Jovana Raškovića 124, 78000 Banja Luka, Bosnia and Herzegovina
Telefon / Telephone: (+387) 065 706 943
E-mail: aleksandra.sindic-radic@ff.unibl.org
Nives Ličen, PhD (1959), Associate Professor at the Faculty of Arts, University of Ljubljana.
Naslov / Address: Branik 164, 5295 Branik, Slovenija / Slovenia
Telefon / Telephone: (+386) 041 529 881
E-mail: nives.licen@ff.uni-lj.si