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Barbara Surma

Magdalena Ciechowska

Jesuit University Ignatianum in Krakow

Introduction

Childhood is an extremely unique period in the life of every human being. During the childhood, small children are not prepared to function in the world at all, yet this period will affect their entire future life. Testament to the complexity of this period are the definitional considerations which need to be accounted for in the pedagogical construction of childhood, which in the Encyclopedia of Childhood runs to seven cate-gories – the psychological, biological, sociological, historical, anthropological-cultur-al, politicanthropological-cultur-al, and, finally, the legal.1

The definition of childhood has been constantly evolving for centuries but now there are new proposals which are more compatible with the development of science2

“Childhood is a sociological construct, created by children and for children – it is a bi-ological fact which also has a social dimension (…). Children, as members of a society, may construct their own identity and influence the identity of others through their participation in educational dialogue. In this framework, the relationship between children and adults is based on reciprocity, love and the sharing of power and control.3

Childhood, as with every other period of development, is and should be re-searched. But childhood research is special, inter alia in view of the dual legal status of the research subjects – children.4 This requires knowledge from the researcher of both

1 Encyklopedia dzieciństwa: http://encyklopediadziecinstwa.pl/index.php?title=Main_Page; accessed:

27 VIII 2018.

2 This is presented in an interesting manner by M. Szczepska-Pustkowska, Od filozofii dzieciństwa do

dziecięcej filozofii życia. Casus władzy (i demokracji), Impuls, Kraków 2011.

3 L. Marszałek, Aksjologiczny kontekst dzieciństwa, „Seminare”, 36 (2015) 3, s. 118–119; compare

M. Karwowska-Struczyk, Edukacja przedszkolna. W poszukiwaniu innych rozwiązań, Wyd. UW, Warszawa 2012, pp. 35-36.

4 See M. Ciechowska, Etyczne aspekty badan jakościowych, in: M. Ciechowska, M. Szymańska, Wybrane

metody jakościowe w badaniach pedagogicznych, Wydawnictwo AIK, Kraków 2018 and the literature

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legal regulations5 as well as the ethical difficulties which may be related to them. The

contemporary methodology of social science is extremely rich in the available ways to conduct research, both in quantitative and qualitative ways.

Childhood research may be conducted based on various paradigms and methods. If the researcher decides to embark on research with children (the participatory para-digm), it will not only be a methodological challenge, but it will also pose ethical and pedagogical questions. We hope that this edition of the journal will serve to outline the horizons of those research experiences.

Address for CorespondenCe

Institute of Educational Sciences Faculty of Education

Jesuit University Ignatianum in Krakow Dr hab. Barbara Surma

e-mail: barbara.surma@ignatianum.edu.pl Dr Magdalena Ciechowska

Institute of Educational Sciences Faculty of Education

Jesuit University Ignatianum in Krakow

e-mail: magdalena.ciechowska@ignatianum.edu.pl

5 See J. Kusztal, Dziecko wobec prawa w rodzinie, szkole, in: Dziecko zagrożone wykluczeniem. Elementy

diagnozy, działania profilaktyczne i pomocowe, red. K. Biel, J. Kusztal, Wydawnictwo WAM, Wyższa Szkoła

Cytaty

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