From Pre-school Upbringing to Pre-School Education and Back to Pre-School Upbringing (The path from imperfect miniaturisation of the adult to autonomous personality)

The article analyses changes in the approach to upbringing and education in the pre-school period. Personality-orientated educational practice is characterised as a response to the specific needs of the pre-school child, among which play forms the main formative and value-generating constant. The article explores the atmosphere and wider context of the conditions that contemporary society creates for the play of the pre-school child and points out the risks of failure to fulfil this need.