Tradicionalna paradigma i progresivizam suvremene paradigme ranoga i predškolskog odgoja i obrazovanja ; Traditional paradigm and progressivism of contemporary paradigm in early and preschool education
Povijesna izmjena pedagoških ideja i usmjerenja koja ih utemeljuju pokazuju upućenost pedagogije prema općim tijekovima društvenog razvoja. Svako povijesno razdoblje stvara interpretativan okvir odgoja djece. Tumačenja odgojno-obrazovnih koncepata zavisna su od političko-ekonomsko-gospodarskog konteksta življenja zajednice, opće filozofije koja se društveno zagovara i značajki razvoja raznih znanstvenih disciplina. Uvažavajući društveni kontekst, pedagoška paradigma konceptualizira se stvarajući autentične znanstvene spoznaje i prihvaćajući saznanja komplementarnih znanosti. Radom se razmatraju sličnosti i razlike tradicionalne i suvremene pedagoške paradigme vezane uz kontekst ranog i predškolskog odgoja. Također se izdvajaju znanstvene pretpostavke, polazišta i istraživanja disciplina s kojima suvremena odgojno-obrazovna paradigma dijeli isti predmet interesa, a pomoću kojih osmišljava i na temelju kojih zastupa svoj odgojno-obrazovni pristup. Problematizira se način implementacije suvremenih odgojno-obrazovnih koncepata u praksu ranog i predškolskog odgoja i obrazovanja. Kroz prethodno navedena težišta promatra se na koji način suvremeni pedagoški koncept zastupa svoj autentičan pristup i u kojoj mjeri njegovi principi odmiču, a koliko se nastavljaju na prevladane pedagoške prakse. ; Historical changes in pedagogical ideas and orientations that underpin them show that pedagogy orientates towards the general course of social development. Each historical period creates an interpretative framework for children upbringing. Interpretations of educational concepts depend on the political-economic context of community life, general philosophy advocated by society, and the characteristics of development of various scientific disciplines. Taking into account the social context, pedagogical paradigm is conceptualized by creating authentic scientific knowledge and accepting the knowledge of complementary sciences. This paper discusses similarities and differences between traditional and contemporary pedagogical paradigms in relation to the context of early and preschool education. It also highlights scientific assumptions, starting points and studies of the disciplines with which the contemporary educational paradigm shares the same subject of interest, and through which it conceives and underpins its educational approach. It also problematizes introduction of contemporary educational concepts into practice of early and preschool education. The aforementioned allows focusing on the way in which contemporary pedagogical concept represents its authentic approach, how its principles depart, and in what way they continue on pre-established pedagogical practices.