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TheSocial fundamental right of every childcompetence is thehighlighted right to quality nurturing and education. The process of growth and development of a child, its social development needs to be fostered in an environment where it feels safe and satisfied. This thesis emphasizes the importance of including children in vulnerable situations (poor children, children belonging to the Roma national minority, children with developmental disabilities, refugee and migrant children, children living in remote rural settlements and children growing up in unfavorable family circumstances) in the early and preschool nurturing and education, considering that the support attitudes of preschool teachers constituteas one of the fundamentalmost factorsimportant competencies for living in the successfulmodern implementation of the inclusion process. Numerous factors contribute to the vulnerability of children, they are interrelated and interconditioned, arising as a result of the interaction of an array of individual and environmental factors that change in time. Participants in this research are a group of convenience sampled preschool teachers.world. The aim of this thesisstudy iswas to researchexamine the opinionsfrequency of preschoolteacher encouragement of social competence development in high school students through teaching strategies of individualization and socialization, and whether teachers regardingdiffer in the provisionfrequency of supportencouraging tosocial and effective interventions for childrencompetence in vulnerablestudents situations.based on some of their sociodemographic characteristics. For the purposes of thisthe research, the Teacher'sScale Readinessof the frequency of implementation of teaching strategies to encourage social competence (modified Questionnaire for teachers, Blažević, 2015a) was applied, and supportthe factorsresearch was conducted on a sample of 355 high school teachers in the Split-Dalmatia County. The research results indicate that teachers frequently use both teaching strategies to promote the development of students' social competence in their teaching. When examining differences in promoting the development of students' social competence based on the type of school, subject area, and years of teaching experience, the type of school did not prove to be a statistically significant factor for successfulthe preschoolfrequency inclusionof willimplementing beeither utilizedof (Skočićthe Mihić,two 2011).teaching Instrategies, while the subject area and teachers' teaching experience proved significant only for the implementation of the teaching strategy of individualization. It was found that teachers of general education subjects more often implement the teaching strategy of individualization compared to teachers of vocational subjects, as well as teachers with up to 5 years of teaching compared to teachers with more than 30 years of teaching experience. The obtained results confirm the importance of students' social competence and are discussed in the context of thecontemporary obtainedhigh results,school education aimed at the thesis aims to show which support factors from the perspectivedevelopment of preschoolstudents' teacherscompetencies. are
considered effective for the learning and the socialization of children in vulnerable situations.
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attitudesholistic student development, teachers, teaching strategy of preschoolindividualization, teachers;teaching environment; rightsstrategy of thesocialization child; successful preschool inclusion; vulnerability factors
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