DIMENSIONS OF EDUCATIONAL MENTORING: FORMATIVE VALENCES AND SUCCESSFUL PRACTICES IN CONTEMPORARY SCHOOLS

<doi>10.24250/jpe/SI/2026/MTV/</doi>

Abstract

This study analyzes from a psychopedagogical and
academic perspective the fundamental needs of modern
early childhood education, focusing on the reconfiguration
of the educator's professional identity as a vector of
change. Premised on the idea that the evolution of current
generations demands a definitive abandonment of
professional comfort and traditional routines, the study
explores the core pillars of the reflective teacher paradigm.
It addresses the essential dimensions of didactic success:
cultivating enthusiasm as an epistemic resource, the
courage to implement methodological innovation, and the
smart management of resistance to change. Aligned with
European educational standards and grounded in the
theoretical
contributions
of
prominent Romanian
academics (M. Bocos, H. Catalano, I. Albulescu, A. F.
Roman), the paper demonstrates that modern preschool
didactics measures success not by classroom silence or
rigidity, but by the level of authentic engagement and
autonomy stimulated among children. The study advocates
for a conscious and creative assumption of the modern
educator's role, capable of opening new chapters in the
praxis of early childhood education.