THE PARTICULARITIES OF (SELF-)EDUCATION OF 'LEARNING TO LEARN' IN A PRESCHOOL INSTITUTION
Abstract
This article discusses (self-)education of ‘learning to learn’ in a preschool institution. It emphasizes the particularities of this (self-)education in the context of pedagogues’ experiences. The (self‑)education of learning how to learn at a preschool age is an essential foundation for lifelong learning, defined not only in documents of the European Union but also in those of Lithuania and ones regulating preschool education since 2014. This pilot research reveals pedagogues’ experiences in applied education practice, as well as features of the children’s (self-)education in ‘learning to learn’ in a preschool institution. Interviews provide an understanding of pedagogues’ approaches to the structure, planning, and development of the ‘learning to learn’ concept. They also reveal results on how to manage (self‑)education, as determined by the children’s individual learning, experiences and abilities, learning topics initiated by them, and the significance of their educational environment. Pedagogues’ preparedness to develop children’s ‘learning to learn’ is expressed by the need for help necessary for them, to strive towards a more successful (self-)education of children’s ‘learning to learn’ in the preschool institution.References
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