With the kindergarten teacher in explorative processes
DOI:
https://doi.org/10.29107/rr2025.4.15Słowa kluczowe:
etos, eksploracja, przedszkola, miejsca pobytu, relacja bezpiecznej bazyAbstrakt
W niniejszym artykule przeanalizowano pojęcie „relacji bezpiecznej bazy” w przedszkolach. Chociaż koncepcja ta pierwotnie kładła nacisk na wczesne więzi emocjonalne między rodzicami a dziećmi, najnowsze osiągnięcia w teorii przywiązania podkreślają jej powiązania z relacjami społecznymi. Jednak w literaturze nadal dominuje dychotomia między bezpieczną bazą a eksploracją. Przyjmując podejście oparte na praktyce i retorycznym słuchaniu, analizujemy opisy procesów eksploracyjnych z dziećmi przedstawione przez nauczycieli przedszkolnych. Przykłady z dwóch faz projektu poświęconego tematowi wszechświata są omawiane w świetle pojęć etos i miejsca pobytu. Wyniki badań sugerują, że relacje bezpiecznej bazy w przedszkolach są ściśle powiązane z eksploracją, tworząc wielogłosowe i dynamiczne miejsce, które wiąże się z wyborem i ryzykiem. Wykazano, że ucieleśnione interakcje w znanych czynnościach wspierają relacje, a zmiana pozycji w zabawie jawi się jako korzystna strategia pedagogiczna wspierająca kulturę dzielenia się. Na koniec podkreślono znaczenie obywatelskiego pojęcia etos dla społeczności przedszkolnych.
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