Szkoły demokratyczne: założenia edukacyjne oraz charakterystyka uczniów klas I–III na tle szkoły powszechnej

• Authors: Kaczmarek, Kinga , Tanaś, Łukasz , Trzewik, Magdalena

Abstracts

PL

Explorational comparative studies of children attending democratic schools (DS) and public schools (PS) (grades from I to III) were carried out. The perseverance and self-control scales (Duckworth & Quinn, 2009; Tsukayama, Duckworth & Kim, 2013) and the cognitive and social tasks sets from the Intelligence and Development Scale for children between 5 and 10 years old (Jaworowska, Matczak & Fecenec, 2012) were used. Also, the school's atmosphere was assessed based on the data gathered from the children and their parents (Zullig et al., 2010). Students attending DS and PS did not differ in cognitive competencies (selective attention, conceptual understanding); however, they differed in terms of social competencies. DS’ students were better at understanding of social situations and PS’ students were better at emotional regulation and self-control. The groups did not differ in terms of perseverance ability. The overall atmosphere in the school, apart from several important aspects, was assessed similarly by both students groups; however, the parents of DS’ children declared significantly higher assessment of the atmosphere than the parents of PS’ students. The results point to significant differences in social and emotional aspects of education in the two kinds of institution.

Keywords

PL

szkoły demokratyczne; edukacja społeczno-emocjonalna (ESPE); skala inteligencji i rozwoju; wytrwałość; samokontrola; klimat szkoły; uwaga selektywna; edukacja alternatywna

• Publisher: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
• Journal: Psychologia Wychowawcza
• Year: 2017
• Volume: 53(11)
• Pages: 113-131

Dates

published

2017-10-30

Contributors

author

Kaczmarek, Kinga

author

Tanaś, Łukasz

author

Trzewik, Magdalena

Identifiers

DOI

10.5604/01.3001.0010.5509