Globalaus pilietiškumo įgyvendinimo galimybių raiška priešmokyklinio amžiaus formaliojo ugdymo kontekste

LTGlobalizacijos iššūkiai daro įtaką visuomenei ir tai patiria kiekvienas visuomenės narys, nepriklausomai nuo jo amžiaus, socialinės padėties, išsilavinimo ir / ar kitų veiksnių. Švietime keliamos naujos idėjos apie pagalbą asmeniui pažįstant globalaus pasaulio inspiruojamas gyvenimo sąlygas ir prisitaikant prie jų. Šiame straipsnyje pateikiama teorinė globalaus pilietiškumo sąvokos analizė, atskleidžiamas globalaus pilietiškumo ugdymo aktualumas šiuolaikinėje visuomenėje ir poreikis jį pradėti priešmokykliniame amžiuje. Remiantis atlikta teorine analize, galima teigti, jog globalaus pilietiškumo ugdymas daro teigiamą įtaką vaiko asmenybės ir (ta)patybės formavimuisi bei motyvuoja nuo pat ankstyvo amžiaus būti aktyviu ne tik savo šalies, bet ir pasaulio piliečiu. Esminiai žodžiai: globalus pilietiškumas, ugdymas, priešmokyklinis amžius. [Iš leidinio]

ENThe instant integration and penetration of innovations and technologies into daily life of each person are progressively transforming traditional concepts into broader ones. Thus, nowadays it is not enough to be focused on the closest environment, but it is obligatory to demonstrate positive and open approach to the global society. Education system and the higher education institutions have to be ready to meet new requirements of the globalized society. Current social issues, assimilation of cultures, propagation of the healthy and safe environment are evidences that lifestyle of modern citizens is changing constantly. Therefore, new trends in education derive such as global education with the main aspect of global citizenship education. The essence of global citizenship education is crystallized in various international documents of the European Union. The documents for the theoretical analysis have been selected purposefully. They had to reveal the in-depth crystallization of the concept and integral parts of the global citizenship education. The theoretical framework was based on the theory of social constructivism that emphasised importance of the social interaction and social environment for early primary socialization of the young learners. Herein the interaction, communication, experience, cognition of new environment, formation of inner motivation etc., were indicated as the core elements of global citizenship education. Successful global citizenship education might be supported by the Social Cognitive Theory (Bandura, 1999), where interaction between an individual and his(her) behaviour influences behavioural modes and allow to adapt new social conditions.A notion global citizenship is introduced within international education development discourse and it refers to attempts to introduce issues of global concern, and elements of an emerging global civic culture, into existing formal or non-formal education programs. Global citizenship education is an adaptation and enrichment of local and national citizenship education programs, whatever their approach, to the context of the intensified globalization. The questions raised in the article were focused on the proper identification of the concept of global citizenship education, what age of learners is the most favourable for global citizenship education and if these learners are ready to adapt new conditions and operate in the rapidly changing global context (aspects of enculturation and acculturation). The other aspect to be reviewed: what are presumptions for global citizenship education implementation at pre-primary schools. It is noted that the children of the pre-primary school age are capable to develop new skills in formal and nonformal settings. They experience new situations, acquire new knowledge about close and global environment, communicate with each other and share information. Thus, new knowledge and perception of new things form deeper understanding of globality and enhance motivation to be proactive global citizens. Young learners might be educated as citizens of the native country, but also their education has to be expanded integrating the aspect of globality. [From the publication]