Constructivism in the Shadow of Centralism

The transformative potential of international programmes in early childhood education in Poland as an escape from authoritarianism

Abstract

This study examines the role of international education the Primary Years Programme (PYP), in mitigating authoritarian tendencies within Poland's early childhood education (ECE) system. Employing qualitative content analysis of legislation and media reports, the research examines how these programmes apply constructivist theory and seeks to provide an option to overly centralised education systems. The study shows that such international programmes promote active learning where the students are of great importance as opposed to authoritarian classroom cultures that often rely on pedagogical dictators. Results show that the Polish education system is gradually incorporating more topical and constructivist facets, especially in the context of early childhood education institutions, a trend that is being registered in legal reforms. The application of dual curricula within international schools is also noteworthy as it combines international and local educational requirements. This method offers an alternative approach that is less rigid and beneficial as it would not totally resist the internationalization of education. The study ends with a positive assessment of externally oriented programmes providing necessary mechanisms for educational reform in Poland in the prevailing conditions of change in the teaching environment.