{"title":"Rola dziecka w interakcji ze środowiskiem społecznym w ujęciu treści dokumentów programowych wychowania przedszkolnego w Polsce w latach 1962–2018","authors":"Bożena Muchacka, Jolanta Sajdera, Magdalena Grochowalska","doi":"10.4467/20801335pbw.20.012.14107","DOIUrl":null,"url":null,"abstract":"The Role of the Child in Interaction with the Social Environment in Terms of the Content of the Cores Curriculum for Preschool Education in Poland in the Years 1962–2018\n \nThe subject of the article is a voice in the discussion on the construction of the goals of preschool education in subsequent years of educational reforms in Poland. The topics discussed focus on the dilemma of curricular centralization in Polish education, which creates a context of prescriptive control in the teacher’s work. The verifiably of the learning outcomes expected by the education authorities reveals its weaknesses in the assumptions concerning the child’s social upbringing. The aim of the research presented in the article is to analyze the meanings assigned to the social role of a preschool child in the context of the assumptions of preschool education curricular in the years 1962–2018. The subject of the research are the content of documents concerning the assumed goals of the child’s social education contained in the preschool education programs of 1962, 1973 and 1992 and the core curriculum of preschool education in 1999, 2008 and 2018. It was applied the qualitative approach of searching secondary sources using of computer-aided analysis in the program MaxQda. The content analysis allowed for the emergence of three types of discourses of the child’s social role. The theoretical basis for the interpretation of the results were the theories of social development by H. Garner and R. H. Schafer, through which proved inadequacy in constructing the goals of social education of a preschool child.","PeriodicalId":239320,"journal":{"name":"Pedagogika Przedszkolna i Wczesnoszkolna","volume":"308 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Pedagogika Przedszkolna i Wczesnoszkolna","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4467/20801335pbw.20.012.14107","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
The Role of the Child in Interaction with the Social Environment in Terms of the Content of the Cores Curriculum for Preschool Education in Poland in the Years 1962–2018
The subject of the article is a voice in the discussion on the construction of the goals of preschool education in subsequent years of educational reforms in Poland. The topics discussed focus on the dilemma of curricular centralization in Polish education, which creates a context of prescriptive control in the teacher’s work. The verifiably of the learning outcomes expected by the education authorities reveals its weaknesses in the assumptions concerning the child’s social upbringing. The aim of the research presented in the article is to analyze the meanings assigned to the social role of a preschool child in the context of the assumptions of preschool education curricular in the years 1962–2018. The subject of the research are the content of documents concerning the assumed goals of the child’s social education contained in the preschool education programs of 1962, 1973 and 1992 and the core curriculum of preschool education in 1999, 2008 and 2018. It was applied the qualitative approach of searching secondary sources using of computer-aided analysis in the program MaxQda. The content analysis allowed for the emergence of three types of discourses of the child’s social role. The theoretical basis for the interpretation of the results were the theories of social development by H. Garner and R. H. Schafer, through which proved inadequacy in constructing the goals of social education of a preschool child.
从1962-2018年波兰学前教育核心课程的内容看儿童与社会环境的互动作用本文的主题是对波兰随后几年教育改革中学前教育目标构建的讨论中的一个声音。讨论的主题集中在波兰教育课程集中化的困境,这在教师的工作中创造了一个规范控制的背景。教育当局所期望的学习成果的可核实性暴露了其在关于儿童社会教养的假设方面的弱点。本文的研究目的是分析在1962-2018年学前教育课程假设的背景下,学前儿童社会角色的意义。本研究的对象是1962年、1973年和1992年的学前教育计划和1999年、2008年和2018年的学前教育核心课程中关于儿童社会教育假设目标的文件内容。在MaxQda程序中,采用计算机辅助分析的定性方法搜索二次文献。内容分析允许出现三种类型的儿童社会角色话语。H. Garner和R. H. Schafer的社会发展理论是解释研究结果的理论基础,通过这些理论证明了学前儿童社会教育目标构建的不足。