According to numerous theories and researches, the influence of t he environment int he early childhood is extremely important in child development. Theories which argue for the contextual approach to child development, and which have been often teste din practice are: Lav Vigotski's sociocultural theory of cognitive development (Daniels, H. (Ed.) 1996.), Urie Bronfenbrenner's theory of ecological systems (Bronfenbrenner, U, 1986) and Rueven Feuerstein's theory of mediated learning experience (Feuerstein, R, Klein, P. S. i Tannenbaum A. J. (Ed.), 1994. If the environment is highly stimulative, this will be manifeste din the results of intelligence tests, better preparation for school as well as the overall development of a child. Children who attend kindergartens make part oft he interactive network oft he social and ecological relations int he institutional context (Lave, 1998). Learning by model is a very powerful mechanism, from the earliest childhood. For pre-school children, their pre-school teachers represent very important models. This is why future pre-school teachers high quality education during their studies is very important. Zagreb University has joined the Bologna process. Pre-school teachers earn durnig their study 180 ECTS (When they graduate, they are bachelors). This academic year, we (Faculty for Teacher Education) have 3rd (final) year for the first time. The main research questions are: 1. What are competencies, motivation, attitudes towards various educational conceptions, satisfaction with the study etc. of pre-school teacher students, beginners (1.st year) and 3rd year. 2. Is there any difference, and in which directions, between two groups of students. 3. Should anything (and what) be change din the education oft he future pre-school teachers.

Questionnare; tests for the 1st and 3rd year students

Changes and additions at the pre-school education study will be introduced, as necessary.