Abstract:

Early school education, as a continuation of preschool development and the foundation for subsequent learning, plays a pivotal role in shaping a child's cognitive, socio-emotional, and physical competencies. Its significance lies in its impact on later academic achievement and motivation to learn, fostering self-reflection and cultivating responsibility for one's own development and agency. Contemporary developmental psychology and pedagogy emphasize the active nature of children's exploration, where they independently construct knowledge through interaction with their environment. This learning approach is termed constructivism in education. Since 2024, Poland has been undergoing a core curriculum transformation aimed at shifting the education system, based mainly on a transmissive approach, towards genuine constructivism, which, at the early school education stage, is intrinsically linked to the principle of integration.

The core curriculum concept, grounded in an integrative approach, highlights the connection between learning outcomes and everyday life, as well as the functionality of acquired competencies, including the crucial category of agency. Here, integration is understood as a holistic perception of reality, which pupils achieve by solving significant research problems or seeking answers to inquiry-based questions. This approach enables them to apply knowledge from diverse fields to find solutions without artificial subject divisions. Students are empowered to take actions that foster independence, thereby building a sense of influence over their environment, and educational experiences become a vital component of their activity. The teacher's role evolves into that of an experience organizer, guide, and consultant, encouraging students' research, group collaboration, and dialogue. Key educational activities within an inclusive approach include: supporting children's independence and potential; stimulating inquiry and problem-solving readiness; creating space for experimentation and learning from mistakes; utilizing dialogue and feedback; and individualizing teaching activities to support diverse needs, interests, and talents.

The presentation focuses on contemporary definitions of integration and its significance within the core curriculum for early school education. It critically analyzes the distinction between integration and correlation, rejecting infantilizing subject associations. The starting point for discussion will be the new core curriculum, developed by a team of experts in 2025, which is set to be implemented in early education from September 2026. The presentation will also feature an analysis of public discourse surrounding these curriculum changes, including numerous stakeholder opinions submitted to the curriculum authors during a broad public consultation. The doubts and concerns raised by teachers, educators, and parents underscore which elements of the inclusive approach require further clarification and explanation, revealing the inherent difficulty in modifying entrenched mindsets and scripts regarding education.

Keywords:

Early school education, core curriculum, educational reform, constructivism, integration, student agency.