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Elementy tradycji literackiej w wierszu dziecięcym

100%
Ostasz M.
Annales Universitatis Paedagogicae Cracoviensis. Studia Linguistica
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2012
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issue 7
PL
The paper presents the dialogue with tradition in selected poems for children. Children’s poetry most frequently resorts to intertextuality in the form of affective continuation, thematic restitution and stylistic reminiscence. First, remarks on folk tales as traditional literary texts are offered. The analysis of works which enter into the dialogue with oral texts: Warzyła sroczka... (Once a Magpie Was Making Porridge...) by Czesław Janczarski and Dwa Michały (Two Michaels) by Julian Tuwim, is preceded by a review of charactersitic features of folk texts for children on the examples of Kulig w lesie (Sleigh Ride in the Woods) and Panie Boże Wszechmogący (Almighty God). Then, an intertextual analysis of “ptasie wesele” (bird wedding) and two literary texts in which birds feature as humans: Ptasie radio (Bird Radio) by Tuwim and Poczta w lesie (Post Office in the Woods) by Janczarski is conducted. The literary tradition of children’s poetry is presented in terms of topic restitution and stylistic reminiscence. The research conducted shows an unusually vivid dialogue with tradition present in the literature for children.
2

Poetyckie inspiracje w kształceniu humanistycznym, przyrodoznawczym i geograficznym

100%
Ostasz M.
Kształcenie Językowe
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2010
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vol. 8(18)
111-131
EN
The article examines the possibilities of using ludic and cognitive functions of poetry for children in the teaching process. The author argues that this type of literature contains ready-made game scenarios that can be used to teach children spontaneously how to introduce order into the world which for them is syncretic or even chaotic. The analysed poems – game scenarios – can help small children to recognise social conventions and rules, prepare for a life in culture, learn to use abstract knowledge, become accustomed to linguistic rules and literary conventions, explore natural history and acquire knowledge of Polish geography. The author uses as examples poems by Konopnicka, Tuwim, Brzechwa, Kubiak, Kern, Chotomska, Ratajczak, Janczarski and Różewicz.
3
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O zabiegach edytorskich w książkach wspierających rozwój językowy małych czytelników

63%
Ostasz M., Pustuła M.
Dydaktyka Polonistyczna
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2019
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issue 5 (14)
171-184
EN
Children’s book editing is an interdisciplinary field of research combining typography, pedagogy and didactics. The article deals with distinctions which are important, but still it is a little recognized and reviewed issue in the field of editorial means, which should be in a properly designed book subordinated to the basic functions: organization, navigation and cohesion. The examples presented showed that each element used in a children’s book design should serve at least one of these functions, as their effect is extended to support the learning of reading, articulation, spelling practice, etc. Typographical errors in the use of distinctions, causing reading to be disturbed, have also been highlighted. The aesthetics of such a book may have a positive or negative impact on the hygiene of reading - it may make it difficult to learn to read or even discourage one from dealing with a book. Properly applied - matched typographic distinctions improve the legibility of the text, i.e. make it easier for children - not skilled enough readers – to get used to the text and its educational layer. Aesthetics and high quality of publications aimed at children is a broad and still not very well described area of research, and this article is an attempt to raise awareness of this issue.
4
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Edytorska lektura tomików wierszy Jerzego Ficowskiego, Elżbiety i Witolda Szwajkowskich, Agnieszki Frączek i innych w kontekście ćwiczeń logopedycznych

63%
Ostasz M., Pastuła M.
Dydaktyka Polonistyczna
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2018
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issue 4 (13)
210-223
EN
The article is an attempt to look at a few selected volumes for a child’s addressee, which allows to indicate the aspects of evaluation to the buyers of such editions, and to the publishers to forecast the accuracy of composing such publications. The editorial reading was based on volumes of poems by Jerzy Ficowski, Elżbieta and Witold Szwajkowski, Marcin Brykczyński and Agnieszka Frączek in the context of speech therapy exercises. This editorial reading, also colloquially understood as “reading activity”, focused on the following phenomena: – bold, – italics, – highlighting with colour, – placing the text on a coloured background, – moving the information about the practised phonic sounds onto the margin, – placing the information about the practised phonic sounds and the age of the child in a live page, – font selection (serif/sans-serif), – change of the letter depending on the recipient of a given paragraph, etc. The observations concern the power of the educational (speech therapy) influence of the editorial aterial or the materiality of the book in the meaning of Roland Reuß. One can also try to say that this series of distinctions facilitates working with the text both for the speech therapist and the child. However, one should pay attention to the entire editorial and child-perspective of such editions. Not only the way of distinction itself is important, but the correspondingly clear contrasts between the used colours, writing degrees, spacing, etc. are preserved, remembering the fun and educational function of the type of publication for the child as a recipient, especially with speech therapy deficits.
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