Multi-perspective understanding of education and upbringing

Education is more than accumulated knowledge that a child must have. Children create their knowledge of the world and themselves through their own actions. Educational processes in children require reliable relationships and bonds with adults. Adults need to improve blood circulation to be able to help children in educational processes.

This multi-perspective understanding of education and upbringing should be specified on the basis of a few points

1.Education is the active processing of information

The child is an actor, a subject who actively develops, appropriates, and shapes the environment. This applies from the simplest perceptual process to the formation of concepts to creative problem solving and acting in a social environment.

2. Education begins with birth

The baby is already active and communicative. Education lasts a lifetime.

3. Education, especially in an institutional framework, takes place in the interaction of an educational subject with his or her world and in cooperation with other actors, i.e. in interaction. This mutual influence between the child and other people is reflected in the outcome of the child’s educational process, both positive and negative.

4. From the view of the child as the subject of the educational process that the world is actively appropriating, it follows that the educators have an important, responsible and active role in education and upbringing in kindergarten. They are observers and arrangers of the spatial environment.

5. Creating a stimulating environment, enabling positive emotional ties, observing, and encouraging children are very important tasks of the educational staff in kindergartens. But there are also situations in kindergarten that require the educator to actively intervene, be it through the provision of information, through guidelines and demands on the child, or through corrective intervention.

6. Education has to be seen more in terms of process

From this point of view, education always has two perspectives: on the one hand, it is related to the past, part of the transmission of culture to the growing generation, who should be enabled to participate in this culture. On the other hand, education is future-oriented, it must offer the next generation the conditions to develop knowledge, skills, and attitudes.

7. In recent years, the importance of the first six years of life as a particularly development, education, and learning-intensive period has been emphasized in the relevant scientific disciplines as well as in educational policy.