The connective paradigm a new challenge for early childhood education teachers from a community relations perspective

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  • Title: The connective paradigm a new challenge for early childhood education teachers from a community relations perspective
  • Author:
  • Access date: 247-266
  • Tytuł monografii: Co-Teaching – Everyday Life or Terra Incognita of Contemporary Education?
  • Wydawca: Vandenhoeck & Ruprecht Verlage
  • Rok wydania: 2022
  • Miejsce wydania: Getynga
  • URL: https://www.vandenhoeck-ruprecht-verlage.com/themen-entdecken/paedagogik-soziale-arbeit/schulpaedagogik/57882/co-teaching-everyday-life-or-terra-incognita-of-contemporary-education?c=1814
  • Abstract in English: The aim of this article is to present the connective paradigm, which is part of the group of interpretative-constructivist paradigms, representing a new challenge for teachers of early childhood education. Teaching and learning in the digital age is presented from the perspective of communal relationships, participatory momentum, interconnectedness and the formation of nodes in networks. It focuses on the strengths of this model, which is gradually being integrated into the Polish educational system. Its variability and diversity in contrast to the contemporary monologic and transmissive style of conducting integrated classes in grades I–III is shown. The synergy and relational dimension of the educational environment was included in the integrated virtual space. The model of a connectionist teacher with the whole range of his/her methodological and substantive instruments, acting in community work with a student at a younger school age was proposed.
  • Structure:
    • Wydział Pedagogiczny
    • Instytut Nauk o Wychowaniu
  • Dyscyplina: pedagogika

MARC

  • 002 $a The connective paradigm a new challenge for early childhood education teachers from a community relations perspective
  • 003 $a JOLANTA KARBOWNICZEK (Autor)
  • 003 $e 0000-0003-4746-3814
  • 003 $f Beata Pituła (Redaktor)
  • 003 $f Mirosław Kowalski (Redaktor)
  • 005 $a Rozdział w książce
  • 006 $a 247-266
  • 009 $a angielski
  • 011 $b https://www.vandenhoeck-ruprecht-verlage.com/themen-entdecken/paedagogik-soziale-arbeit/schulpaedagogik/57882/co-teaching-everyday-life-or-terra-incognita-of-contemporary-education?c=1814
  • 012 $a Co-Teaching – Everyday Life or Terra Incognita of Contemporary Education?
  • 013 $a 2022
  • 014 $c Vandenhoeck & Ruprecht Verlage
  • 015 $a Getynga
  • 017 $a 978-3-8471-1500-7
  • 022 $a The aim of this article is to present the connective paradigm, which is part of the group of interpretative-constructivist paradigms, representing a new challenge for teachers of early childhood education. Teaching and learning in the digital age is presented from the perspective of communal relationships, participatory momentum, interconnectedness and the formation of nodes in networks. It focuses on the strengths of this model, which is gradually being integrated into the Polish educational system. Its variability and diversity in contrast to the contemporary monologic and transmissive style of conducting integrated classes in grades I–III is shown. The synergy and relational dimension of the educational environment was included in the integrated virtual space. The model of a connectionist teacher with the whole range of his/her methodological and substantive instruments, acting in community work with a student at a younger school age was proposed.
  • 024 $a community relations
  • 024 $a connective paradigm
  • 024 $a diversity
  • 024 $a educational environment
  • 024 $a learning
  • 024 $a student
  • 024 $a teacher
  • 024 $a teaching
  • 024 $a variability
  • 024 $a virtual space
  • 985 $a Wydział Pedagogiczny
  • 985 $b Instytut Nauk o Wychowaniu
  • 999 $a pedagogika

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