Mokymosi paradigma grindžiamo ikimokyklinio ir pradinio ugdymo turinio samprata
Understanding of pre-school and pre-primary curriculum based on learning paradigm

Summary/Abstract: Following the conceptual ideas expressed by Lithuanian educational researcher M. Lukšienė and other authors of education curriculum theories all over the world, the article analyses theoretical conception of contemporary (self-)education curriculum. An attempt is made to highlight changes predetermined by shift in teaching / learning paradigms, data of qualitative analysis of pre-school. Pre-school, pre-primary and primary (self-)education programmes are presented from the perspective of curriculum theories and the created models. The article focuses on the following objectives: to reveal the conceptual fundamentals of changes in (self-)education curriculum as well as change trends in their conceptions abroad and in Lithuania; to create conceptual model of pre-school and primary (self-)education curricular; to present the data of qualitative analysis of pre-school, pre-primary and primary (self-)education programmes from the perspective of curriculum theories and the created models. The theoretical analysis of conceptual fundamentals of (self-)education curriculum theories allowed for formulation of the following conclusions: • M. Lukšienė, the theoretician of the Lithuanian education reform (implemented since 1988) suggested the ideas that encouraged the change in (self-)education curriculum based on transfer from teaching to learning paradigm in cultural context, with emphasis laid on nurturance of a free and responsible personality. • Contemporary conceptions of (self-)education curriculum suggested by foreign authors are grounded on ideas of learning paradigm, shifting from the concepts of (self-)education curriculum in its narrow sense to those of (self-)education curriculum in its broad sense that embrace: self-education goals, learning outcomes, cycle of implementation process and achievement assessment, teacher‘s perspective, child’s / learner’s perspective, kind of self-education situations(- formal, non-formal, informal). • In the centre of conception of (self-)education curriculum, the question of meaningfulness is raised, seeking to find answers to the questions: what and why? The essential targets of education are derived from these questions, which include: development of personal powers, development of relationship with others and empowerment for learning. The suggested models for structure of pre-school and pre-primary (self-) education curriculum comply with the aforesaid conception. The content analysis of pre-school, pre-primary and primary (self-)education curriculum from the perspective of the discussed concepts of (self-) education curriculum theories and the created models revealed that: • The harmony of goals of pre-school, pre-primary and primary (self-)education curriculum is insufficient.

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