Abstract:

The expansion of universal access to early childhood education and care (ECEC) across Europe has increased diversity in early learning settings and increased demands on staff preparedness for inclusive practice. In Slovakia, the introduction of compulsory pre-primary education for five-year-olds was intended to improve participation among children from disadvantaged backgrounds. However, social media revealed not only concerns among preschool teachers, but also a degree of resistance to the new policy. These discussions highlighted several research problems related to teachers’ perceived readiness to work with diverse groups of children. One of these issues was explored further in semi-structured interviews.

The study combined a content analysis of Facebook discussions in closed professional groups of preschool teachers (21 discussions, 150 comments) with semi-structured interviews conducted with ten experienced teachers working in localities with a high proportion of socially excluded Roma communities. Data were analyzed using inductive open-coding and constant comparison.

The findings indicated that teachers’ readiness, as they perceive it, is linked to two key areas:
(1) collaboration with parents and
(2) education of children with diverse learning needs.

Regarding the collaboration with parents, teachers expressed concerns about language barriers that complicate communication with Roma families, the ongoing challenges of enforcing regular attendance, and overprotective attitudes of parents of children with disabilities, which can hinder early identification and support.

Concerns related to educating children with different learning needs were highly varied. Teachers mentioned concerns about meeting educational standards, children conveying inaccurate information to parents, and behavior. They also described repeated adaptation difficulties caused by irregular attendance and the slowing of the educational process for other children when newcomers lack basic self-care or social routines. Strong concerns emerged about the inclusion of children and disabilities, with teachers expressed uncertainty about how peers would react, how to meaningfully organize individual support, and whether their classrooms were ready to meet such needs.

The findings indicate that teachers perceive a variety of systemic and pedagogical barriers, yet they clearly articulate their professional limits and the need for targeted support. The study underscores the importance of systematic and practice-oriented professional development, improved access to specialist staff, and more effective structures for family engagement. These insights have practical implications for educational policy and teacher preparation aimed at strengthening inclusive early childhood education in Slovakia.

Keywords:

Teacher readiness, inclusive education, classroom diversity, parent collaboration.