Directions of theoretical and research changes in Polish early school pedagogy - from mono to polydiscoursiveness

• Authors: Bałachowicz, Józefa , Zbróg, Zuzanna

Abstracts

EN

The article presents the specificity of early school pedagogy as one of the sub-fields of pedagogy with its decades-long heritage experience. Particular attention was given to the major directions of changes in the perception of a child as the empirical subject and a childhood being constructed in the educational institution, in the meaning of school. The most important problem areas of early school pedagogy were characterized, including those referring to reconstruction of early education culture, contemporary discourses of child/pupil education and preparation of early school teachers for working professional life, both in traditional and alternative models of education. Significant theoretical and empirical trends in study of children and early school teachers (1-3 class of primary school) were determined, supported by the illustration of the list of selected monographs published from 2000-2020. The article highlights, the multiplicity of discourses and diversity of approaches to child education typical for contemporary early school pedagogy, which is considered to be the positive indicator of development in the discussed sub-field.

Keywords

EN

changes in early school pedagogy; discourses of child education; models of education; areas of early school education research

• Publisher: Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
• Journal: Studia z Teorii Wychowania
• Year: 2021
• Volume: XII(1 (34))
• Pages: 127-147

Dates

published

2021-04-21

Contributors

author

Bałachowicz, Józefa

author

Zbróg, Zuzanna

Identifiers

DOI

10.5604/01.3001.0014.8462