PL EN


2019 | 1(96) | 131-143
Article title

RESEARCH INTO THE PHENOMENA OF THE CHILD’S WORLD. NEW TRENDS, OLD CHALLENGES

Content
Title variants
PL
BADANIE ZJAWISK ŚWIATA DZIECKA. NOWE TRENDY I STARE WYZWANIA
Languages of publication
EN
Abstracts
EN
In recent years, we have been able to observe a stronger trend to explore the educational reality by way of scientific research. This results from the pressure on quantitative indicators and evidence-based arguments. International surveys focus mainly on educational effects and provide more or less accurate rankings of educational systems and the degree of learners’ success, school and national rates. In addition to these trends, however, it is also necessary to focus one’s research on the real world of children and young learners in a holistic concept. Qualitative research strategies prefer more phenomenological and personalistic approaches based on exploratory and investigative scientific methods. Such approaches have been applied by the authors in previous studies: they have published several studies and two monographs dedicated to children who are about to begin their education and their understanding of the world. This research was supported by the VEGA 1/0598/15 “The Child at the Threshold of Education and its World” project. In this paper, the authors will present brief findings from these studies. The basic source was authentic children’s testimonies to the significant phenomena of their world and childhood. Building on these findings, we are currently focusing our research on the formation and development of the children’s readability (supported by the VEGA 1/0455/18 “Research and Development of Readability with Younger School-Age Learners” project1). There are convincing claims that this phenomenon is the most important determinant of success in education and the development of creativity and critical thinking.
Year
Issue
Pages
131-143
Physical description
Dates
published
2019-09-10
Contributors
References
  • 1. Babiaková S., Children’s Preconcepts of Linguistic and Literary Literacy at the Threshold of Education. In Proceedings include at ICERI 2015 Conference (1339-1347), Sevilla: IATED, 2015.
  • 2. Fasnerová M., Prvopočáteční čtení a psaní [Initial Reading and Writing], Praha: Grada Publishing, a. s., 2018.
  • 3. Gabzdyl J., The praxeological theory of aims, instructions and questions in the context of early school education Racibórz: Panśtwowa Wyższa Szkoła Zawodowa, 2012. - 164 s. ISBN 978-83-60730-59-1.
  • 4. Gavora P. et al., Ako rozvíjať porozumenie textu u žiaka [How To Foster Reading Comprehension with Learners], Bratislava: Enigma, 2008.
  • 5. Gavora P., Čtení dětem v rodině: výzkum důvodů, parametrů a praktik [Reading to Children in Family: An Inquiry into Reasons, Parameters, and Practices]. In Pedagogická orientace, 2018, vol. 28, no.1, pp. 25–45.
  • 6. Golomb J., Psychology from the Phenomenological Standpoint of Husserl. In Philosophy and Phenomenological Research 4, 1976, vol. 36, pp. 451-471.
  • 7. Hartl P. – Hartlová H., Psychologický slovník [A Psychological Dictionary], Praha: Portál, 2000. ISBN 80-7178-303-X
  • 8. Hull M. B., The Hidden Philosophy of Hannah Arendt, London: Routledge Curzon, 2002.
  • 9. Kasáčová B. – Hanesová D., Current children and their moral world: a qualitative research – ways and results. In ICERI 2017: 10th international conference of education, research and innovation, Seville: conference proceedings 2017. ISBN 978-84-697-6957-7. pp. 1045- 1054.
  • 10. Kasáčová B. et. al., Dieťa na prahu vzdelávania. Výskumné zistenia a pedagogické inšpirácie [The Child at the Threshold of Education: Research Findings and Pedagogical Inspirations], Banská Bystrica: Belianum, 2017. 302 p. ISBN 978-80-557-1292-5.
  • 11. Kasáčová B. – Krnáčová I., The influence of the educational environment and sociocultural context on shaping the hierarchy of children´s moral values. In Dobro dziecka: perspektywa pedagogiczna i prawna. Kraków: Akademia Ignatianum w Krakowie, 2017. - ISBN 978-83-7614-338-5. - pp. 203-234.
  • 12. Obrancová E. et al., Čitateľská gramotnosť žiakov 4. ročníka: výsledky medzinárodnej štúdie [The Reader’s Literacy of 4th Graders: Results of an International Study], Bratislava: ŠPÚ, 2004.
  • 13. Rusňák R., Súčasné výskumy čitateľstva detí [Current Research on Children’s Readability]. In Liptáková Ľ. et al., Integrované vyučovanie slovenského jazyka a literatúry na primárnom stupni školy [Primary School Teaching Slovak Language and Literature via Integrated Education]. Prešov: PF PU, 2011, p. 488.
  • 14. Source: https://citaty-slavnych.sk/citaty-o-knihach/
  • 15. Vydrová J., Podoby iného. Niekoľko poznámok k otvorenosti a rozštiepeniu Ja [The Versions of the Other: Some Remarks on the Openness and Fissure of the Self]. In: Novotný K. – Fridmanová M. (eds.), Výzkumy subjektivity. Od Husserla k Foucaultovi [Exploring Subjectivity: From Husserl to Foucalt], Praha: Pavel Mervart 2008, pp. 121 – 131.
  • 16. Zápotočná O. – Petrová Z., Medzinárodné merania čitateľskej gramotnosti a ich význam pre pedagogickú prax [International Surveys of Reader's Literacy and Their Significance for Pedagogical Practice]. In Rozvoj funkčnej gramotnosti v kontexte medzinárodných porovnávacích štúdií PISA a PIRLS [The Development of Functional Literacy in the Context of PISA and PIRLS International Comparative Studies]. Bratislava: Štátny pedagogický ústav, 2011, pp. 51-58.
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-5b36dac1-fd19-477a-a3a6-70ade0ceb0c2
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.