Homework in the Face of Change - Opinions of Early Childhood Education Teachers from the Podlaskie Voivodeship Schools

Abstract

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.