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InThrough today'stheir rhythmnatural, active, self-initiated and social role, children create universal patterns of lifeliving and thelearning prevalenceknown as children’s play. One of mentalthe healthmost problemsimportant amongtasks youngof people,preschool thereteachers is ato growingdocument children’s play in order to understand children’s primary activity, growth and development, but also to plan future educational work. Initial and formal education of preschool teachers plays an important role in strengthening the competencies for observing, monitoring and recording children’s play. A qualitative study was conducted to investigate how future preschool teachers observe and record children’s play. The second-year students of the University’s undergraduate study of Early Childhood Preschool Education participated in the study, observed and documented children’s play in kindergarten using the observation method. The results showed that the students’ narratives were characterized by generalization, inference, labelling, and subjectivity. This indicates an insufficient knowledge of how to document children’s activities. The interpretation of the results revealed that similar records can be expected for novice preschool teachers considering the beginner phase of professional development, which is significantly influenced by implicit pedagogy. The research established the need at faculties for strategiesadditional that promoteeducation and maintain a high leveltraining of students’students mental– healthfuture and their well-being. Students face different challenges that can significantly affect their academic success, personal development and overall quality of life, and this requires the involvement of theirpreschool teachers in creating a stimulating environment that would nurture the mental well-beingfield of students.observation and documentation of children’s play. The aimcontribution of this research wascan tobe investigate whether there were differencesseen in the self-assessmentsestablishment of positivenew mentalscientific healthknowledge byabout studentsthe whoinitial dideducation of preschool teachers, which helps to strengthen the competencies for observing, monitoring, recording and whodocumenting dideducational notwork havein theirearly teachers'childhood support during studieseducation and determine what specific features of positive mental health were involved. The sample of participants consisted of 359 students of the Faculty of Teacher Education of the University of Zagreb, Croatia and the Faculty of Educational Sciences of the Jurja Dobrila University of Pula, Croatia. For the purposes of the research, the Mental health continuum-short form -MHC-SF questionnaire was used and an independent scale related to individual features of the environment support was added. Differences in the self-assessments of individual characteristics of students’ positive mental health were examined based on discriminant analysis in order to gain insight into the latent dimensions of these differences. The results confirmed the existence of statistically significant differences in the self-assessment of individual characteristics of students’ positive mental health considering the support or lack of support given by their university teachers. Regardless of the characteristics of teacher support, the results also showed that a certain number of students felt that teachers did not provide support when it comes to positive mental health characteristics.care.
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