U radu se tematiziraju promjene pedagoških paradigmi ovisno o društveno-povijesnom kontekstu u kojemu nastaju. Svaka pedagoška ideja razrađena u društvenim dokumentima koji oblikuju rad ustanova za rani i predškolski odgoj rezultat je kolektivnog promišljanja o viziji razvoja i napretka društva. Različita povijesna razdoblja, obilježena svojim znanjima, potrebama i interesima, oblikuju sebi svojstveno političko, gospodarsko, kulturno, obrazovno okruženje. Upravo je zato razumijevanje pojedinih pedagoških paradigmi moguće jedino kroz razmatranje i uvažavanje konteksta u kojemu se provode. Budući da ne postoje univerzalne pedagoške istine, potrebno je isticati važnost istraživačkog pristupa odgojno-obrazovnoj zbilji. Uočavanje karakteristika aktualne pedagoške paradigme kroz objektivnu percepciju njezinih pozitivnih i nedorečenih elemenata omogućuje njeno sustavno korigiranje na dobrobit djeteta kojemu je primarno namijenjena.; This paper discusses the changes in pedagogical paradigms depending on the socio-historical context in which they occur. Each pedagogical idea elaborated in the social documents that shape the work of early and pre-school institutions is the result of collective reflection on the vision of development and advancement of society. Different historical periods, marked by specific knowledge, needs and interests, form distinctive political, economic, cultural, and educational environments. It is precisely for this reason that understanding individual pedagogical paradigms is possible only through consideration and appreciation of the context in which they are carried out. As there are no universal pedagogical truths, it is necessary to emphasize the importance of a research approach to current educational system. Observing the characteristics of the current pedagogical paradigm through objective perception of its positive and imprecise elements allows its systematic correcting that focuses on the welfare of the child to whom it is predominantly intended for.