Vaikystės studijos aukštojo mokslo erdvėje: istoriškumo ribos ir kaitos diskursų brėžtis

LTLietuvos aukštojo mokslo erdvėje, remiantis tarpdisciplininiais socialinių mokslų tyrimais, mėginama analizuoti vaikystės studijų diskursą ir organizavimo praktikas. Vaikystės studijų pažinimo ir identifikavimo klausimas svarstomas struktūriniu ir ugdymo(si) aplinkos sąveikos lygmenimis. Šiame straipsnyje siekiama struktūriniu lygmeniu nagrinėti vaikystės studijų svarbiausias prasmes tam tikrame kontekste, taip pat bandoma atskleisti, kokias socialines implikacijas ugdymo(si) aplinkoje turėjo šio diskurso generuoti studijų organizavimo sprendimai. Be to, ypatingas dėmesys skiriamas diskusijai apie ikimokyklinės didaktikos, vaikystės fenomenologinių tyrimų idėjas, modelius, priemones ir galimybes plėtoti vaikystės studijas. Atliekant ugdymo(si) aplinkos sąveikos analizę pasitelkta deskriptyvi analizė, atskleidžianti, kaip ugdymo realybė formuoja simbolines vaikystės studijų ribas. [Iš leidinio]Reikšminiai žodžiai: Aukštojo mokslo erdvė; Kaitos diskursas; Studijos; Ugdymo (ugdymosi) aplinka; Ugdymo(si) aplinka; Vaikystė; Change in discourse; Childhood; Education; Educational (learning) environment; Higher education.

ENBased on interdisciplinary social science research, attempts are being made in the sphere of Lithuanian higher education to analyse the discourse and organisational practices of childhood education. Studying the manifestations of childhood education, we sought not only to describe the phenomenon being analysed, but also (primarily) to develop theoretical knowledge and assume a critical position. This was determined by our professional experience and the nature of the discourse, which provided us with tools for learning about the educational environment of childhood. Given the exclusive contexts of the phenomenon of childhood, it is necessary to look at childhood education through anthropocentric and socio-cultural meanings, which depend on the political, economic and cultural context that influences the functionality of the sphere of higher education. Childhood in the educational process is analysed as a mental sphere of society, where students reproduce their understanding of essences during lectures and practice, thus forming the professional competencies of the educators of children. The focus is on students' interaction merging with reliving of childhood experiences. The social participation of children so desirable in the processes of education is discussed since its helps answer the question of how children become actors of social reality and construct reality on the basis of experience (knowledge) and informal learning (knowledge). Scholars of childhood education are interested in how and in what ways children learn and model their world: how common childhood values and meanings are developed, how common childhood values and meanings are perceived by the participants in the educational process and what the perceptual concept of this is, and how education technology is selected and children are empowered to develop innovative ideas.The change in the discourse of modern childhood education shows scientific efforts to legitimise the cultural context of the existence of childhood in a child-centred educational paradigm (specifically emphasising the necessity of the realisation of the child's expression as an individual in the education process, modelling an educational environment appropriate to the child, representing the interests of the child, developing of a network of services, and assuring the quality of education). In this process, study content is oriented to the teacher who understands the change of the childhood phenomenon in todays global information society, creates new educational (learning) opportunities for children, and develops a partnership with the family. [From the publication]