Introduction
Abstract
The 20th century was called the chid-centered century, because it became an object of interest not only for researchers who recognized the specificity and unique development of this period of life, but also by but also by philosophers and anthropologists who grant the child inalienable rights as a human being (Kryńska i in., 2021). They are understood as a set of rights and freedoms that are available to all children, regardless of their origin, gender, race, religion or social status. The goal of these rules is to protect and help children to develop, to provide them decent living conditions and enable full participation in society. The Convention on the Rights of the Child, adopted by the UN General Assembly on 20 November 1989, is an international document which guarantees all children the chance to live a happy life (ONZ, 1989). Another crucial step towards creating optimal conditions for the development of the young generation is the Jacques Delors Report of 1991 setting tasks for education in the 21st century, necessary for students in the meanders of the postmodern world. The four pillars of education are: learning to know; learning to do; learning to live together and learning to be (Rabczuk, 1997). Both of these global documents commit to taking systemic regulations for the good of the child, so that his or her life is good and happy.
References
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