Abstract
In an empirical quantitative study, the aim of which was to examine more thoroughly the representation of recognition and appreciation of the individual abilities of children in preschool education from the point of view of students, 321 respondents participated – students of the first and second cycles of preschool education programmes of faculties from Bosnia and Herzegovina, Croatia and Slovenia. The main findings of the study indicate that although students highly vaalue the recognition and appreciation of individual abilities in working with children, the degree of recognition of children’s abilities is higher in relation to their appreciation in practice, as well as a more optimal appreciation of the individual abilities of children without than with developmental difficulties.
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