PEDAGOGICAL PRACTICES IN PRESCHOOL EDUCATION IN POLAND AND PROSPECTS FOR THEIR ADAPTATION IN THE NATIONAL EDUCATIONAL CONTEXT

Abstract

The article is devoted to the study of the urgent issue of modernizing pedagogical methods within Poland's preschool education system. It is emphasized that this process is a key area of reform, reflecting a commitment to integrating technology, individualizing instruction, and ensuring compliance with standards. The article aims to provide a comprehensive analysis of current trends, leading global methodologies, and unique authorial methods used in Polish preschool education. It also seeks to determine the prospects for their scientifically-grounded adaptation within the domestic (Ukrainian) educational context.

The study reveals that the Polish preschool education system demonstrates a flexible synthesis of various approaches. It analyzes the partial implementation of classical global systems and separately examines common specialized methods aimed at developing specific skills in preschool-aged children. The main emphasis is placed on a detailed review of innovative Polish authorial developments. The "Children's Mathematics" methodology by Edyta Gruszczyk-Kolczyńska is characterized, which builds mathematical concepts through play and personal experience. The unique reading instruction method by Irena Majchrzak, based on working with the child's name, is analyzed. Environmental education programs are reviewed, including the popular concept of "forest kindergartens." The methodologies of creative education (Krzysztof Schmidt), music education (Lydia Katarzynciuk-Mania), and art education (Kinga Łapot-Dzierwa) are also analyzed. Special attention is paid to the "Good Start" (Dobry Start) methodology by Marta Bogdanowicz, which effectively prepares children for school through the integration of sensory, motor, and linguistic functions.

The paper substantiates that the Polish experience, particularly regarding its authorial programs, holds high potential for adaptation within the Ukrainian educational context. It is emphasized that these methodologies offer effective in ensuring a smooth and effective transition between preschool and primary education. It is concluded that successful implementation requires not mechanical copying, but rather scientifically-grounded adaptation and the systematic training of pedagogical staff. Prospects for further research involve the development and experimental approbation of models for implementing these methodologies in Ukrainian preschool institutions, as well as a comparative analysis of their effectiveness.