Tautinis identitetas: europinis kontekstas ir ikimokyklinio amžiaus vaikų ugdymas
Juškevičienė, Aurelija |
Tautinio identiteto sąvoka nėra vienalytė. Tautinio identiteto kaitos klausimu egzistuoja dvi griežtai priešingos pozicijos. Pagal vieną iš jų, tautinis identitetas yra istoriškai nulemta asmens savybė, kurią jis įgauna gimdamas visam gyvenimui. Pagal kitą, tautinis identitetas nėra stabilus, o kintantis ir prisitaikantis priklausomai nuo susidūrimų su kitomis tautinėmis grupėmis ir jų identitetu. Konkrečios tautos identitetas paprastai remiasi tam tikrais aiškiai apibrėžtais bruožais, kurie leidžia tą tautą išskirti iš kitų. Tokiais bruožais gali būti kalba, pilietybė, religija ir kt. arba įvairūs jų deriniai
This paper presents the analysis of national identity cultivation in preschool education in the countries of European Union (EU). The purpose of this paper is to clarify how the institution of preschool education can develop children’s national identity. There is theoretical assumption that a preschool child (at the age of four-six years old) can understand the difference of nationalities and identify the basic elements of national identity in this paper. The first chapter of this paper presents the conception of national identity. Identity is defined as a personal perception of depending to the particular group. The national identity could be described as a personal identification with social group called “nation”. A language, national traditions, religion are those features which differentiate one nations from other. The second chapter of this paper presents the main threats of decline of national identity under conditions of globalization. Globalization is a process which could be interpreted as a potential danger to the national identity. The decline of national identity is defined as a process when individuals prefer the other social identities based on interests and etc. to national identity. The process of European integration also could be the danger to national identity because of a formation of the “European identity”. The third chapter presents the qualitative analysis – questionnaire with open questions. The questionnaire was composed of eight questions and sent to the fourteen different countries. The answers were received by the e-mail only from nine countries. The respondents of the questionnaire were fathers and pedagogues working in the institution of preschool education. The results of the analyses show that the cultivation of the national identity in the institutions of preschool education in EU is not sufficient. The main influence to the child national self-awareness has parents. The role of preschool education system in the field of education of national identity depends upon the country’s experience.