Od refleksyjnego studenta do refleksyjnego nauczyciela. O przygotowaniu psychospołecznym do pracy w edukacji wczesnoszkolnej
From Reflective Student to Reflective Teacher: Psychological and Social Skill Training in Early Childhood Development

Summary/Abstract: Healthy balans between theory and practice concerns educators. Pre-school aged children enter the phase of life called a golden age of moto-ric skills and are predespositioned to actively experience the world (Roczniak i in., 2015). Main concern however is that children do not receive autonomy deep enough for their healthy growth based on adult-focused pedagogy background of students and future teachers. The article focuses on main topics such as: psychological and social preparation of Early Childhood Development Department`s students looking to work with children as well as the psychological and social skills of actively working teachers; coorelation between motivation to act and action itself and what is characteristic for both groups of interests (students and teachers). Self-reflecting teacher is known for reviewing their motivation, widening of knowledge and expanding teaching skills. The anonymous survey used for the purpose of this article has been carried out within a group of 60 respondents. The survey encourages to reflect on coherency, well-being and self-motivation which are crucial for teaching job positions. The aim of the survey is to point out strongest and weakest links by self-judgment of both teachers in Bydgoszcz and students of University of Kazimierz the Great in Bydgoszcz.

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