New Paradigm of Pedagogical Relationship - Prolegomena for the theory of pedagogical relationship

Based on the meta-analysis of recent research and papers on the subject of relationship between a preschool teacher/teacher and a child, published in the recent three decades,­ I will sort out the differential characteristics... [ view full abstract ]

Based on the meta-analysis of recent research and papers on the subject of relationship between a preschool teacher/teacher and a child, published in the recent three decades,­ I will sort out the differential characteristics of pedagogical relationship, explain the development and the conversion of pedagogical relationship in regards to pupils' age, and draw attention to the contemporary value conception of the pedagogical relationship. These also represent the theoretical starting points for the construct of „competences for the pedagogical relationship“, and for the conceptualisation of university programmes for educating preschool and school teachers for building relations with the children, that is with the pupils.

It is my attitude that the knowledge of relational pedagogy is a necessary condition for understanding the professional role of a preschool teacher. If the teachers do not have a mutual understanding of their professional relationship in terms of relationship between a teacher and a child, they do not have the mutual consensus in regards to value judgment on the subject of relationships (what defines quality pedagogical relationship?). Hence, their reflection and practice is founded upon implicit relational theory, on partial (neuroscientific psychological and sociological) understandings about interpersonal relationships, and they lack the knowledge in educational relational theory that they could question, discuss over and develop, and eventually that would come to be a foundation for conceptualising education and empowering their pedagogical competences during their university study and lifelong professional training and education.