Subjective assessment, difficulty, professional activity, kindergarten teacher, subjective assessment

Since school year 2016/2017 the Czech system of education has underwent certain changes. One of them is common education of all children within the mainstream education on all school levels, including kindergarten, except for children with the severest physical or mental handicaps. Further changes include compulsory kindergarten attendance in the last year before compulsory school attendance commencement, the right of two-year-olds to attend kindergarten, and employment of nannies in kindergarten. These are major objective changes that will reflect in many areas of professional work of kindergarten teachers, including complexity of their professional activity. The question is: Is the subjective assessment of complexity of performance of certain selected professional activities by kindergarten teachers after the changes implemented in preschool education different from assessment of complexity of the same activities before the changes were implemented? The data collection method used was based on the research instrument ?Concept of types of professional activities actually implemented by kindergarten teacher?, applied for research before the preschool education change implementation. The subjective assessment of complexity of implementation of certain types of professional activity was done by the teachers through selection of a complexity level: 1) very difficult, 2) with difficulty, 3) without difficulty - and its allocation to the particular activity types. The group of 160 respondents used for the research before the change implementation was used again for the research of the situation after the change.