A possible model of axiological education for preschoolers

Abstract

This article presents a system of theoretical ideas that formed the basis of the conceptualization of the directions of axiological education for preschoolers necessary for the valorization, in the educational environment, of the values as goals, values as means and values as evaluation criteria through effective valorization of the educational partnership dimensions. The content of the article highlights the pedagogical conditions that ensure axiological education because, unlike the education through and for values in general education, the problem of immediate valorization of the axiological referential cannot be addressed in preschoolers. Designing the stages of achieving an educational partnership on the dimension of axiological education, leads to essential clarifications at the level of designing objectives, contents and appropriate strategies to achieve the values as goals. Educators are open to collaboration in the sense of continuous professional self-development for a competent approach of preschool education. The interpretation of the rapport value - education, value -attitude, and value - mean from a predominantly sociocultural perspective, allows the interpretation of values as social facts. The opportunity to combine efforts within the educational partnership for the formation of value orientations results from the content of education policy documents (Education Code), from the content of curriculum documents, imposed by the challenges of the contemporary world.