Skoči na glavni sadržaj

Pregledni rad

https://doi.org/10.21464/mo.26.1.6

Social transformations and pedagogical interpretations of the preferred education

Željka Pintar orcid id orcid.org/0000-0003-1178-9222 ; Dječji vrtić Kustošija, Zagreb, Hrvatska


Puni tekst: hrvatski pdf 333 Kb

str. 61-80

preuzimanja: 1.177

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Sažetak

This paper discusses the changes in pedagogical paradigms depending on the socio-historical context in which they occur. Each pedagogical idea elaborated in the social documents that shape the work of early and pre-school institutions is the result of collective reflection on the vision of development and advancement of society. Different historical periods, marked by specific knowledge, needs and interests, form distinctive political, economic, cultural, and educational environments. It is precisely for this reason that understanding individual pedagogical paradigms is possible only through consideration and appreciation of the context in which they are carried out. As there are no universal pedagogical truths, it is necessary to emphasize the importance of a research approach to current educational system. Observing the characteristics of the current pedagogical paradigm through objective perception of its positive and imprecise elements allows its systematic correcting that focuses on the welfare of the child to whom it is predominantly intended for.

Ključne riječi

traditional educational paradigm, contemporary educational paradigm, institution for early and pre-school education

Hrčak ID:

220877

URI

https://hrcak.srce.hr/220877

Podaci na drugim jezicima: hrvatski

Posjeta: 2.081 *