Introduction
Abstract
The theme of this EETP issue is the transformation of pre-school and early childhood education - particularly significant in the last twenty years. At that time, elementary education researchers supplemented Polish pedagogical thought with a newer theoretical and methodological perspective on the child and childhood, trying to change the language and thinking about the theory and practice of early education (Waloszek, 2006; Bałachowicz, 2009, 2011; Klus-Stańska and Szczepska- Pustkowska, 2009). The interpretive-critical approach directed the attention of young children's educators and the youngest students to empowerment, cognitive resources, developmental possibilities of children in the context of self-determination and self-regulation. New research fields have emerged that have shown researchers' interest in the child's experience of the world and its way of understanding reality. The common point is the dominance of the socio-pedagogical approach to the education of a child/student in educational, cultural and social contexts and the preparation for professional functioning of early childhood education teachers in alternative educational models. The basic research fields concern the reconstruction of the culture of early education - from conventional to innovative, redefining, transforming and searching for new pedagogical perspectives, including the diversity of models of pre-school and early school education.
References
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Bałachowicz, J. (2011). Pedagogika wczesnoszkolna – bariery i kierunki rozwoju. W: D. Klus-Stańska, D. Bronk, A. Malenda (red.), Pedagogika wczesnej edukacji. Dyskursy, problemy, otwarcia (s. 56–67). Wydawnictwo Akademickie Żak.
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