Children’s Agency and Subjectivity in the Perspective of Contemporary Educational Changes

Abstract

The aim of this article is to explore the concept of children’s agency in the context of contemporary educational change and to analyze how cooperation between preschool teachers and parents supports its development. The article presents the results of a qualitative content analysis of selected normative and pedagogical documents, including the current Core Curriculum for Preschool Education and the Preschool Graduate Profile. The purpose of this analysis was to identify the educational assumptions and practices that foster children’s independence, self-efficacy, and agency in preschool education. The study procedure included systematic coding and interpretation of key categories related to agency (autonomy, responsibility, cooperation, and self-reflection). The findings indicate that agency is treated as an evolving competence requiring coordinated support from teachers and parents, dialogic relationships, and an educational environment based on trust and participation. Recommendations include introducing reflective practices, co-creation of learning goals with children, and expanding teacher–parent partnerships to strengthen educational dialogue. The article contributes to pedagogical discourse by integrating national and international perspectives on agency and by highlighting the importance of educational innovation aimed at developing active, responsible, and resilient young learners.