Personalized education in kindergarten education. The use of the individual learning trajectory

Abstract

The basic premise that determines the pedagogical work in kindergarten is that the difference between kindergarten-aged children is a natural phenomenon. In the process of education, the challenge is how to implement the ideas of the National Core Programme of Kindergarten Education that prefer personalized education in an educational landscape where children are extremely diverse in terms of knowledge, self-regulation, socialization and cognitive developmental level. What are these principles that determine our pedagogical work? The pedagogical work during kindergarten education must be tailored to the child’s personality, it must help the development of the child’s individual skills and abilities, and this process must be realized with regard to individual characteristics and differences in the pace of development (Government Decree 363/2012 (XII. 17.) National Core Programme of Kindergarten Education). By adopting this approach, the application of an individual learning trajectory that incorporates the principles of constructivism and adaptive education can be a potential way for the implementation of personalized education. There is a great need for this approach, as the use of personalized pedagogy does not only create better opportunities for children with special needs, but also improves the quality of education for each and every child. The use of an individual learning trajectory is already a well-known option in school practice. In our paper, we present the theoretical ideas that support the application of this procedure in kindergarten education.