Preschool educators’ perspectives on child well-being within decentralized education systems: insights from Bosnia and Herzegovina

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.