The competence-based paradigm in nursery education

Abstract

József Nagy’s criterion-oriented, competence-based paradigm of education can be interpreted in all competence areas of personality (Nagy, 2007, 2010). The criterion-oriented support for development fits well with the development of individual children, and actually lays the foundation for adaptive activities. The support for children’s development lasts until the optimal development level is reached in each area of competence. This pedagogical paradigm can also serve as an interpretive framework for nursery pedagogy, which is currently looking for its place in the system of educational science. It can promote the systematization and development of the professional-methodological culture of nursery, it supports the modernization of training and further training of staff, and it promotes the planning of studies related to early childhood education. This study presents the connections between competence-based criterion-oriented education and the pedagogical culture that underpins nursery education.