EPISTEMIC RECONFIGURATION AND APPROACHES TO LEARNING: A MENTAL-EMPATHIC APPROACH IN PRESCHOOL AND ART EDUCATION

Abstract

The article provides a fundamental analysis of the processes of epistemic reconfiguration in contemporary preschool and art education. The transition from an instructive to a socio-constructivist paradigm of learning is examined. Particular attention is paid to the phenomena of epistemic trust and mentalization as foundational elements in shaping the worldview of preschool children under conditions of global uncertainty. The role of art in constructing value orientations and facilitating the social adaptation of learners is also considered.

References

1. Ahnert L., Harwardt-Heinecke E., Kappler G., Eckstein-Madry T. & Milatz A. (2012). Student–teacher relationships and classroom climate in first grade: how do they relate to students’ stress regulation? Attachment & Human Development. 14 (3), 249–263. https://doi.org/10.1080/14616734.2012.673277 .

2. Cassidy, J. (1994). Emotion Regulation: Influences of Attachment Relationships. Monographs of the Society for Research in Child Development, no. 2/3: 228–49. https://doi.org/10.2307/1166148.

3. Chelouche-Dwek  G., Fonagy P. (2026). Parent Learning Groups in Alternative Provision: A Mixed-Methods Study of Psychoeducation, Mentalization, and Peer Support for Parents of Children with Neurodevelopmental and Conduct Difficulties. Children. 13(3), 431. https://doi.org/10.3390/children13030431.

4. Fonagy, P., & Allison, E. (2014). The role of mentalizing and epistemic trust in the therapeutic relationship. Psychotherapy, 51(3), 372 – 380.  https://doi.org/10.1037/a0036505.

5. Gervinskaitė-Paulaitienė, L.; Byrne, G.; Barkauskienė, R. (2023). Mentalization-Based Parenting Program for Child Maltreatment Prevention: A Pre–Post Study of 12-Week Lighthouse Group Program. Children. 10, 1047. https://doi.org/10.3390/children10061047.

6. Hofmann, W., Finkel, E. J., & Fitzsimons, G. M. (2015). Close relationships and self-regulation: How relationship satisfaction facilitates momentary goal pursuit. Journal of Personality and Social Psychology. 109(3), 434–452. https://doi.org/10.1037/pspi0000020.

7. Karagiannopoulou E., Lianos P., Andriopoulou P., Rentzios Chr. & Fonagy P. (2026). Epistemic trust, attachment and approaches to learning: A person-oriented approach. International Journal of School & Educational Psychology . 14, Is. 2. 125-139. https://doi.org/10.1080/21683603.2026.2641432.