Volume 17, 2019/Issue 3–4
Selected concepts and contemporary early childhood education program
The article presents concepts of programs for Classes I-III, paying particular attention to learning objectives in the education and upbringing of children. These set not only the direction to be taken at the level of method, but also the manners of their implementation in accordance with the proposal of the Ministry of National Education. The role and importance of constructivism in early childhood education is also worth noting. The various ways of interpreting constructivism can stimulate reflection and open up new possibilities with regard to what teachers themselves can do. Currently, the methods involved in working with children reflect teaching oriented towards constructivist ideas, which in turn, put great emphasis on the fact that learning conditions are greatly influenced by those people directly involved, namely: students, teachers and parents. Constructivists, perceiving learning as a process wherein the individual builds their own knowledge, stress the role of the individual learner. Critical analysis of the curriculum, the conditions relevant to its implementation, and the various ways in which the latter may be pursued, opens up the whole pedagogical discourse regarding working with children in Classes I-III as this pertains to the practical application of the statutory provisions regarding school practice. When it comes to the seeking the optimum solutions for didactic-educational work, and for effective upbringing, what is decisive is pedagogical competence, including awareness of the overall role played by the educating and teaching of children.