EARLY CHILDHOOD EDUCATION AND PRIMARY EDUCATION IN ROMANIA: NEW DIRECTIONS IN TEACHER TRAINING AND CURRENT CHALENGES

<doi>10.24250/jpe/2/2025/CEB/HT/</doi>

Abstract

Recent reforms in Romanian higher education, particularly
the separation of the traditional Pedagogy of Primary and
Preschool Education program into two distinct
specializations—Early Childhood Education and Primary
Education Pedagogy—have generated extensive debate
within the academic and professional community. This
literature review synthesizes national and international
perspectives on the implications of this reform for teacher
education, curriculum design, and quality assurance.
Drawing on policy documents, ARACIS evaluation
standards (2024–2025), European frameworks such as the
Eurydice and OECD Starting Strong reports, and scholarly
analyses, the article examines the theoretical, pedagogical,
and economic arguments for and against specialization.
Findings from the reviewed literature highlight both
alignment with European trends in differentiated teacher
training and concerns about fragmentation, duplication of
resources, and loss of integrative pedagogical vision. The
review also explores how institutional capacity,
educational effectiveness, and quality management—core
components of the ARACIS framework—are addressed in
current debates. By mapping these perspectives, the article
aims to provide an evidence-based, balanced
understanding of the reform and to identify areas requiring
further research and policy clarification.