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<p>This study examines the historical evolution of early childhood education and care (ECEC) in Slovakia, tracing its transformation from a care- and health-oriented system to an educationally driven model. Using a historical-descriptive approach, the paper explores how political regimes—from the Austro-Hungarian period through socialism to the democratic era—shaped policies, institutions, and professional identities within the ECEC sector. The analysis situates Slovakia’s experience within a broader Central- and Eastern-European context, drawing parallels with countries such as Poland, Hungary, Lithuania, and Latvia. Framed by the concepts of <i>educationalization</i> and <i>lifelong learning</i>, the paper highlights the tension between education and care that continues to define professional roles. It argues that Slovakia’s trajectory offers insights into contemporary European efforts to balance educational standards with holistic child development. The discussion connects these historical dynamics to current policy initiatives, including the European Child Guarantee (The European Child Guarantee, 2021) and the EU Strategy on the Rights of the Child (EU Strategy on the Rights of the Child, 2021), emphasizing the continuing need for integrated, equitable, and developmentally appropriate ECEC systems.</p>

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The policy of the profession in early care and preschool education: historical dynamics on the example of Slovakia

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月23日

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  • Branislav Pupala,
  • Dana Masaryková,
  • Pupung Puspa Ardini

摘要

This study examines the historical evolution of early childhood education and care (ECEC) in Slovakia, tracing its transformation from a care- and health-oriented system to an educationally driven model. Using a historical-descriptive approach, the paper explores how political regimes—from the Austro-Hungarian period through socialism to the democratic era—shaped policies, institutions, and professional identities within the ECEC sector. The analysis situates Slovakia’s experience within a broader Central- and Eastern-European context, drawing parallels with countries such as Poland, Hungary, Lithuania, and Latvia. Framed by the concepts of educationalization and lifelong learning, the paper highlights the tension between education and care that continues to define professional roles. It argues that Slovakia’s trajectory offers insights into contemporary European efforts to balance educational standards with holistic child development. The discussion connects these historical dynamics to current policy initiatives, including the European Child Guarantee (The European Child Guarantee, 2021) and the EU Strategy on the Rights of the Child (EU Strategy on the Rights of the Child, 2021), emphasizing the continuing need for integrated, equitable, and developmentally appropriate ECEC systems.