The staff and students of the Department of Early Childhood Education at the WSEI University of Lublin are launching a new research project

Dr. Jolanta Karbowniczek, Prof. of WSEI University and students of the field of preschool and early childhood pedagogy from the academic circle , “Progressus” are launching an empirical study. The subject of the research will be the analysis of the work of 100 teachers of kindergartens and grades I-III from the Lublin province in order to compare their theoretical knowledge and competence. This is to help interpret the problems of early childhood education.

The research topic is: Multiparadigmicity in preschool education and early childhood education – a practical inspiration for innovative didactic and educational solutions of teachers in their work with children.

– The purpose of the research is a comparative analysis of the theoretical knowledge and competencies that preschool and elementary school teachers (grades I-III) demonstrate in the implementation of the assumptions of didactic paradigms – behaviorist and especially constructivist – that define and explain the analysis of educational reality in educational practice, explains Jolanta Karbowniczek, PhD, professor at WSEI University, coordinator of the field of study Preschool and Early Childhood Pedagogy and head of the Department of Early Childhood Education at WSEI University in Lublin.

The research methodologies used are: observation combined with a diagnostic survey. An eclectic, or triangulation, model was chosen, combining quantitative research, which forms its basis, and qualitative research, which complements the former.

– The research assumes the participation of 100 respondents – teachers of kindergartens and grades I-III, working in the Lublin province. They are conducted for the duration of the mid-year and continuous internship in the 2nd, 3rd, 4th year of Preschool and Early Childhood Pedagogy,” adds Jolanta Karbowniczek, PhD.

Students on pedagogical internship observe classes in kindergarten and grades I-III, fill out a ready-made observation sheet, circling the ready-made answers in the electronic version.

– Taking into account the real interdisciplinary duration of preschool and early childhood education and the dynamic changes taking place, it is constitutive to incorporate paradigmatic assumptions into the course of integrated classes, guaranteeing effective independent introduction of children to the world of secrets of knowledge – comprehensible, personal and self-constructed,” explains the professor.

The results obtained will show the actual state of the course of typical classes each day.

They will allow us to find out which paradigm is dominant in today’s kindergartens and elementary school grades I-III. They will also contribute to critical analysis, to proposals for change and repair of the use of inappropriate strategies and ways of educating children.

– It will be important for us to see the dominance of creative learning over program-centric teaching in kindergartens and grades I-III of elementary school, as well as teachers’ implementation of innovative paradigms in their daily work. Such constructive solutions will enrich educational internship with attempts to clarify and interpret pressing problems of early childhood education in light of organizational, curricular and methodological changes, show different forms of approaches to students, teachers, parents against the background of paradigmatic transformations,” concludes Jolanta Karbowniczek, PhD.