Abstract |
The challenge of the time in which we live (the transition from
totalitarism to democracy) is obliging us to look deep into the
children we educate and to try to understand their childhood
nature. With respect to both of them we are debtors as
educationalists. The children are unique in their individual
development, they possess different gifts and capacities, they have
their own individual perception of the world and react to
everything they encounter in it. They are curious, asking
questions, examining and active. At the same time, how shell we
preserve the uniqueness of every child without controlling them,
suppressing and restricting them? How shall we encourage them to
think and examine, without stifling their individuality and
creativeness? The new paradigm is a new principle, a new
perspective, a new way of thinking about the already familiar in
the nursery school problems of the education. At the same time it
includes the already familiar as one possible aspect, but it does
also admit other existential forms.
|