Priešmokyklinio amžiaus vaikų globalaus pilietiškumo ugdymo prielaidos

LTStraipsnyje supažindinama su globalaus švietimo ir globalaus pilietiškumo ugdymo sąvokomis. Švietimo politiką reglamentuojančiuose Europos sąjungos dokumentuose globalus švietimas apibūdinamas kaip demokratinis ir darnus švietimas, skatinantis ugdyti pasaulio piliečius, pasižyminčius pozityviu požiūriu į daugiakultūrinį pasaulietinės visuomenės kontekstą, gebančius suvokti visuomenėje vykstančius procesus ir veikti kintančios aplinkos sąlygomis. Globalaus švietimo tikslas - ugdyti asmens tolerancijos, vienybės ir darnos jauseną, gilinti turimas žinias, formuoti visuomeninius ir socialinius įgūdžius. Globalus švietimas nubrėžia naują - globalaus pilietiškumo ugdymo kryptį. Šiame straipsnyje, remiantis Europos sąjungos dokumentų ir mokslinių tyrimų analize, atskleidžiama, kokios yra prielaidos priešmokykliniame amžiuje ugdyti vaikų globalųjį pilietiškumą. [Iš leidinio]Reikšminiai žodžiai: Globalaus pilietiškumo ugdymas; Globalus pilietiškumas; Globalus švietimas; Priešmokyklinio amžiaus vaikai; Global citizenship; Global citizenship education; Global education; Pre-primary aged children; Preschool children.

ENThe article aims to familiarize a reader with the concepts of global education and global citizenship education. The term global education is emphasised in the documents of the European Union and Lithuania which regulate education policy. This phenomena is defined as democratic and sustainable education that pursues to educate global citizens who are able: 1) to perceive the processes initiated in the modern society; 2) to demonstrate a positive attitude to the context of multicultural global society; 3) to adapt to a rapidly changing environment. Global education intends to develop tolerance, unity and sustainability; to provide knowledge of multicultural environment and to form social skills and competences. Necessity to have a young generation educated appropriately is obvious and indisputable due to increasing digital addiction. Digital lifestyle is propagated by a majority of the society members of any age group. Thus the pedagogues are enforced to develop own competences, integrate innovative technologies into teaching process and promote a necessity to acquire higher education constantly. Education of the younger generation is integral with the international context. The processes of citizenship and nationalism need to be expanded with the additional global aspects. Global education initiates a new educational trend - global citizenship education. UNESCO, OXFAM, CONCORD and other organisations of the European Union as well as the acts of the Republic of Lithuania, the Ministry of Science and Education and the Global Education Conception created and presented by the government of the Republic of Lithuania emphasize that global citizenship is a comprehensive factor ensuring successful development of a global personality and efficient functioning within the global medium.It is vitally important to ensure appropriate formation of such personality developing the social skills, willingness to participate in voluntary events, acquiring knowledge based on national and global identity, personal and human values. The analysis of mentioned documents, acts and conceptions revealed the fact that global citizenship education has to be initiated and started to be implemented by working with pre-primary school aged children. This group of children might be characterised as very inquisitive and curious, capable of forming new global skills integrating them with already acquired knowledge and competences. The sources and studies of various foreign authors analyze implementation of global citizenship education in various educational institutions and demonstrate gaps and obstacles of successful integration into the programmes of general education. Pedagogues demonstrate lack of proper knowledge and competences, so cognition of the global environment is insufficient, intercultural relationships cannot be interpreted appropriately and children are not familiarised with such phenomenon; furthermore, children are not competent to express their point of view on the existing issues of global society (discrimination, pollution, crime, climate changes, etc.) and participation in the global voluntary events is not encouraged and stimulated. The article overviews perspectives and provides implications for the pre-primary education institutions to start implementation of global education and global citizenship education. [From the publication]