SILENCE IN EARLY CHILDHOOD EDUCATION

Abstract

The problems of this article oscillate around silence in education understood in two ways: as stagnation and unwillingness to take action within the framework of imposed conditions and as silence, in other words not dealing with certain problems, avoiding difficult issues. The first part is devoted to educational silence from a systemic point of view, while the second part, based on reports from student teaching practice, deals with the profile of an early education teacher, his/her work style, problems connected with the teaching profes-sion and, above all, with the areas neglected/overlooked in early education and an attempt to explain this phenomenon.