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Abstract

In the text, a polemic is undertaken against the model of the child expected in Polish institutions of early childhood education, and which appropriates the rationalities producing social practices. The source of this model is in the logic of standardization whose cognitive and effects on identity are criticized by the author. Identifying the sources of validation of the practices normalizing some children and stigmatizing others, who do not meet the requirements of the cognitively rigid and morally trivialized standards, the text points to developmental psychology as a discipline which potentially triggers this form of oppression. In conclusion, the author describes briefly a number of examples of educational solutions in which an attempt has been made to move beyond the discourse of standardized quality in child education.
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