Ewaluacje konstruktywistyczne. Implikacje dla wczesnej edukacji
Constructivist evaluation. Implications for early education

Summary/Abstract: The aim of this paper is to analyze the possibilities of using evaluation models – developed withinthe constructivist paradigm – in early education. The author’s field of interest included responsiveevaluation, dialogic evaluation, deliberative democratic evaluation, participatory evaluation, empowermentevaluation and stakeholder-based evaluation. Responsive and dialogical evaluation havebeen found to be particularly useful in early education. The scope of in-depth analyzes is aimed topresent the specificity of responsive dialogical evaluations compared to other constructivist modelsand their distinctiveness from neoliberal evaluations and those subordinated to the gold standardideology. The content of the second part of the paper is devoted to analyze the problems of designing,planning and conducting programs implemented in early education.

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