STRACONE ZŁUDZENIA, CZYLI 40 LAT POSZUKIWAŃ MIEJSCA W EDUKACJI DLA DZIECI W WIEKU PRZEDSZKOLNYM
LOST ILLUSIONS, OR 40 YEARS OF SEARCHING FOR A PLACE IN EDUCATION FOR PRESCHOOL CHILDREN

Summary/Abstract: In this article I draw attention first of all to the peculiar pendularity in returning to the problems related to the education of children; secondly, to a kind of impotence in solving them; furthermore, the phenomenon of a “recurring wave” in discussions about the educational location of children in Poland; next, the constant placing of the society, teachers, parents and (indirectly through them) their children in the state of waiting, a kind of hibernation, creating illusions in addressing important problems in education by chatter, the semblance of constructive activity in the education of children, including six-year-olds; and finally, a brutal political game, using children’s fate, trust, and underestimating the value of childhood for all human life, which by the frequency of use in the media creates a semblance of concern for the fate of children and society in Poland. The paper will generally refer to the above-mentioned problems, as an attempt to solve out an illusion created in the interpretation of the facts from the relatively short history of pre-school education as well as in underestimating the time necessary to create change. I would like to add that the list of lost illusions relates primarily to my perception of reality, my emotional involvement in improving this part of reality which is education of the youngest and has been derived from my quite long involvement (more than forty years) in the subject area. Not counting the time of study at a secondary pedagogical school, I participated in various reforms of the education system since 1970 as a teacher, a director of a pre-school, a methodologist, a consultant and a teacher trainer. The paper presents mainly my way of seeing what happened and what is happening in the Polish education. My interpretation of the facts (as one of the causes of illusions) is based on my own personal knowledge and pedagogical experience in conducting and arranging education as well as ways of perceiving reality and drawing conclusions. The illusions, in addition to individual interpretations of reality, may result from the behavior of other people (intentional or not) setting up events, events and processes.

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