Prethodno priopćenje
https://doi.org/10.15516/cje.v20i0.3054
Position of the Modern Teacher in Educational Theory and Practiceriji i praksi
Mirjana Šagud
orcid.org/0000-0002-5896-6612
; University of Zagreb, Faculty of Humanities and Social Sciences, Department of Pedagogy
Ljubimka Hajdin
; Kindergarten Dječji svijet
Sažetak
In ontogenetic development, the child is a unique and specific being. In addition to his/her personal biography, s/he is also defined by general social visions and values. Significant in this regard are Vygotsky’s (1996) attempts to confirm the thesis on the close relationship between the cultural and historical context in which children live with someone, between the child and childhood, his/her activities, or the pace and the quality of progress.
New social studies of childhood (be they from a historical or social perspective) and the prevailing concept of childhood show that children’s lives are shaped by the social and cultural expectations of adults. The image of childhood should not be dismissed as a critical period which represents narrow “windows” of time in which a specific part of the body is most sensitive to the absence of stimuli (deprivation) or the impact of the environment (enriched environment).
The paper will examine some of the contradictions and unacceptable tendencies that occur in the interpretation and implementation of a modern paradigm of early and preschool education, and education in the area of educational practice. In particular, the analysis will relate to the position of teachers in the process of children’s activities from the perspective of their teaching and development. The evaluation of teachers’ specific positioning within dynamic practical areas is a reflection of their current personal and professional competencies, as well as their overall professional habitus.
Ključne riječi
early and preschool education; preschool curriculum; teacher
Hrčak ID:
200230
URI
Datum izdavanja:
28.2.2018.
Posjeta: 2.487 *