Podejście jakościowe w badaniu procesu konstruowania znaczeń na zajęciach przedszkolnych
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Qualitative approach in the analysis of the process of meaning making in pre-schools The following paper seeks to present the use of qualitative strategies in the analysis of the pre-school environment according to a constructivist analytical framework, which is not a commonly applied approach in such studies. The subject of this analysis were the conditions for constructing scientific and social knowledge during in-class activities. The aim of the analysis was to determine which natural and social connotations, occurring during in-class activities are teacher-motivated and which knowledge is considered valid for pre-schoolers in the process of teacher-monitored communication. The results obtained were presented in the form of a diagnostic survey and interpreted according to the analytical requirements regarding a nonpositivist methodological paradigm. These results do not however show the educational curriculum that is covered during classes in pre-schools, rather it is yet another attempt at ‘unveiling’ the educational process that children are subject to.
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