Search results

1

Uczenie się demokracji od dzieciństwa – kaprys czy potrzeba współczesności?

100%

Olczak A.

Problemy Wczesnej Edukacji

|

2015

|

vol. 31

|

issue 4

92-100

EN

In the modern, changing, uncertain world, life is becoming more and more complex and difficult. Only those who are well prepared for it will be able to function in this world. Thus, the article raises the question of whether teaching children democracy, liberation behaviour, participation, but also responsibility, is a fantasy, a fiction, or a whim, which teachers and researchers who seek, and parents who reject authoritarianism are often accused of, or whether it is a necessity of the modern times and an expression of an awareness that it is essential wisely to prepare the younger generation for life in contemporary society. In this paper the author also outlines the role of educational institutions that can and should be aware of this task and search for opportunities for the creation of conditions for the development of children’s democratic competences.

2

Zabawa i umowa – nierozerwalny duet w wychowaniu dzieci ku demokracji

100%

Olczak A.

Pedagogika Społeczna

|

2012 (R. XI)

|

issue 4(46)

57 – 68

PL

W artykule podjęto problematykę wychowania ku demokracji z wykorzystaniem umowy społecznej. Autorka podjęła próbę ukazania możliwości budowania pokojowych relacji między dziećmi, rodzicami i nauczycielami, omówiono także jak w zabawie i poprzez zabawę możliwe jest zawieranie umowy. W końcu postawiono także pytanie dlaczego dziecko musi się bawić, by zrozumieć sens umowy z innymi ludźmi. W opracowaniu podkreślono wychowawczą rolę zabawy i umowy i ich znaczenie dla wychowania ku demokracji, podkreślając potrzebę uczenia zachowań wolnościowych oraz odpowiedzialności i zaangażowania już od dzieciństwa.

XX

The paper discusses the issue of education to democracy with the use of social contracts. The author attempts to present possible ways of building peaceful relationships between children, parents and teachers. She also explains how to make contracts during a play and through a play. Finally, she raises the question why the child has to play in order to understand the meaning of a contract with other people. The article highlights the educational role of a play and contract , and their relevance to education to democracy, emphasizing the need for teaching freedom conducts, responsibility and commitment from childhood.

3

Bilingual language acquisition in preschool age: The emotional context of kindergarten daily routines

51%

Pocinho M., Olczak A., Franicka M.

Problemy Wczesnej Edukacji

|

2018

|

vol. 40

|

issue 1

30-39

PL

This study aims to enhance bilingual language acquisition in very young children in a Portuguese kindergarten. The promotion of children’s language and cognition is done through access to another language – English – in their daily context by incorporating the language into the children’s routines and school daily activities. We collected data from an immersion teacher training program towards bilingualism use, the development of their assistants’ English language fluency, the parents’ awareness and beliefs about English and children’s language development. The sample includes 140 children, aged 5 months to 6 years, teachers and teaching assistants. Teachers have changed their language beliefs concerning English and the program has influenced their practice. The results showed that children develop communicative skills in both languages when surrounded by a bilingual friendly and emotional environment. They use both languages in their everyday life and have created a positive and emotional relationship with the English.

4

Dimorphic Outlook on Children’s Creative Attitudes on the Verge of Education Application of Creative and Re-constructive Attitudes Rating Scale (SPTO)

33%

Krasoń K., Bonar J., Garbula J., Jaszczyszyn E., Nowak-Łojewska A., Łączyk M., Kopaczyńska I., Olczak A., Różańska A., Tyl A.

The New Educational Review

|

2015

|

vol. 42

285-299

EN

This study has been devoted to creative attitudes represented by 6-7-year old children, evaluated by the creative and re-constructive attitudes rating scale (SPTO)1. The central focus was to relate differences in attitudes among children commencing their education at the age of 6 to those who had started their school attendance before the reform (at the age of 7). An attempt was made to answer the question whether pupils differing in the year of birth, joined within one school form, would generate any disruption of their potential creativity. A complementary issue was to evaluate the level of creative attitudes along the dimorphic pattern.

Refine search results

2 Problemy Wczesnej Edukacji

1 Pedagogika Społeczna

1 The New Educational Review

4 Olczak A.

1 Bonar J.

1 Franicka M.

1 Garbula J.

1 Jaszczyszyn E.

1 Kopaczyńska I.

1 Krasoń K.

1 Nowak-Łojewska A.

1 Pocinho M.

1 Różańska A.

1 Tyl A.

1 Łączyk M.

1 2018

2 2015

1 2012

Uczenie się demokracji od dzieciństwa – kaprys czy potrzeba współczesności?

Zabawa i umowa – nierozerwalny duet w wychowaniu dzieci ku demokracji

Bilingual language acquisition in preschool age: The emotional context of kindergarten daily routines

Dimorphic Outlook on Children’s Creative Attitudes on the Verge of Education Application of Creative and Re-constructive Attitudes Rating Scale (SPTO)