DZIECKO W PUŁAPCE WCZESNEJ EDUKACJI – PERSPEKTYWY KRYTYKI ADAPTACYJNEJ I EMANCYPACYJNEJ
CHILD IN A TRAP OF EARLY EDUCATION – PERSPECTIVES OF ADAPTATIONAL AND EMANCIPATIONAL CRITIQUE

Summary/Abstract: We usually treat early education as a chance for supporting children’s development, building their good relationships with social world and with themselves. The critique of early education might originate from sociological functionalism (the critique has then adaptative nature) or from conflict theory (it has emancipational character then). Arguments used in both of these perspectives are usually completely different, but might be used to analyse the same areas of early education. In this article they were used parallelly to identify potential traps blocking children’s development, and to look at them from two different angles. The traps are: traps of language, of curriculum, and of rites. The risks of blocking child’s development, included in language, curriculum and rites, is not an effect of teachers’ mistakes or early educations faults but, on the contrary, are effects of fulfilling postulates and foundations of Polish early education.

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