Ikimokyklinio ir priešmokyklinio ugdymo pedagogų požiūris į vaikų mokymąsi
Attitude of preschool and preprimary education pedagogues towards children learning

Summary/Abstract: Child’s learning is a complex process which is on the focus of attention of philosophers, psychologists, educators, neurologists and other scientists. New discoveries, new theories in the lastmentioned science fields constantly change attitude towards child‘s learning strategies. It is important to characterise several change sensitive fundamental aspects of learning conceptions, which are a basis not only for learning but also for different approaches to child education strategies. These are the changes of attitude towards learning, considering the fact that learning is both a constant personal identity and personality creation process; attitude towards learning as a personalised empirical process; as a process of interactions, communication and collaboration with others and environment; as a process of a constant learning reflection. With reference to the abovementioned attitudes postreformist programmes of preschool and preprimary education / selfeducation incorporate natural empirical, creative, interpretational child‘s education / self-education process as well as child-educator, child-child, childenvironment creative interpretational child‘s education/ self-education process and other relevant pedagogical strategies. Academically oriented child‘s education process and pedagogical strategies have been refused. After more than 20 years since education reform and preschool education has been implemented, it is relevant to determine, how these ideas have influenced the pedagogue training analysing pedagogues attitude towards a child’s learning. Is reformist attitude towards a child’s learning still alive and well-established? What is the expression?

• Details
• Contents