Peer-reviewed article
Preschool educators’ perspectives on child well-being within decentralized education systems: insights from Bosnia and Herzegovina
Vlado Simeunović, Sanja Milić ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examines how preschool educators in Republika Srpska support child well-being within Bosnia and Herzegovina's decentralized education system. Using Bronfenbrenner's ecological model, researchers analyzed educators' perspectives to understand how well-being is implemented in practice. The findings identify key factors at multiple levels: quality relationships and play at the classroom level, family-school partnerships, and systemic resource constraints created by decentralization. The research concludes that supporting child well-being requires sustained educator support, investment, and policies tailored to local conditions.
Key points
- Educator-child relationships and play are central to supporting child well-being at the classroom level
- Family-kindergarten partnerships are important at the community level
- Decentralized education systems create resource inequalities that affect service quality
- Educators need continuous support and substantial investment to support child well-being effectively
- Policy adaptation to specific local conditions is necessary for equitable education systems
Limitations
This is a qualitative study of educators' perspectives in one region, so it cannot definitively establish causal relationships or generalize findings to all decentralized systems. The study does not measure child outcomes directly or compare well-being across different types of education systems.
Abstract
This research examines how child well-being is supported in preschool programs within Republika Srpska, specifically in the context of Bosnia and Herzegovina's decentralized education system. Utilizing Bronfenbrenner's ecological model and a qualitative analysis of educators’ perspectives, this study aims to fill a gap in the empirical understanding of how child well-being is implemented in practice. Key factors were identified across different ecological levels: the quality of educator-child relationships and the role of play (micro-level); family-kindergarten partnerships (meso-level); and the impact of decentralization on resources and service quality (exo-level), which creates inequalities. The study emphasizes that achieving full child well-being requires continuous support for educators, substantial investment, and policy adaptation to specific local conditions. The findings highlight the need for a careful review of the implications of decentralized systems globally, pointing to the importance of systemic resource improvement and coordination among various levels of government and educational stakeholders. This research provides crucial insights and recommendations for policy formulation that can contribute to creating more equitable and effective education systems worldwide, with the goal of achieving optimal conditions for the development and well-being of all children.