Homework in the Face of Change—Opinions of Early Childhood Education Teachers from the Podlaskie Voivodeship Schools
Sandra Kadłubowska
Profil Orcid 
Data publikacji: 30 gru 2024
Zakres stron: 61 - 76
DOI: https://doi.org/10.2478/poljes-2024-0006
Słowa kluczowe
© 2024 Sandra Kadłubowska, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
RESEARCH OBJECTIVE
To find out the opinions of early childhood education teachers on giving homework to students in grades 1–3 in the light of the adoption of the regulation of the Minister of Education dated 22 March 2024.
RESEARCH METHOD
The research was conducted using a diagnostic survey method. A total of 106 early childhood education teachers from the Podlaskie Voivodeship schools participated in the anonymous survey.
RESULTS
Opinions shared by early childhood education teachers on giving homework vary. This is confirmed by an analysis of data on the frequency of giving homework and an analysis of teachers’ free statements regarding the greatest benefits and the biggest difficulties resulting from the adopted regulation. They reply almost unanimously when asked if the introduced change was the right solution. An overwhelming majority of teachers (80.2%) do not support it. The unanimous voice of respondents was observed in their responses to statements that relate to the impact of homework on the development of the sense of responsibility (86.8%), the development of a study routine (85.9%), reinforcing classroom learning and skills (83.8%), and the development of the child’s independent learning skills (79.2%).
CONCLUSIONS
Due to the abolishment of mandatory graded homework, it is worth finding another way to develop the sense of responsibility and a study routine. According to the respondents, one of the school’s current challenges is the development of independent learning skills in students.