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Bezdomność. Definicja, problemy, rozwiązania obecne oraz historyczne odwołanie do ludzi luźnych

100%
Moraczewska B.
Studia Gdańskie. Wizje i rzeczywistość
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2013
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vol. 10
113-128
EN
Homelessness. Definition, problems, solutions, and present historical reference to people loose
2
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Plan daltoński jako narzędzie dla współczesnej edukacji. Konieczność czy ekstrawagancja?

100%
Moraczewska B.
Studia Gdańskie. Wizje i rzeczywistość
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2013
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vol. 10
351-364
EN
The organisation of the work system in the dalton plan is based on the three main rules: the study of freedom (responsibility); the study of independence; the study of cooperation. It was described by Helen Purkhaurst, the American teacher, at the beginning of the twentieth century. She introduced her ideas in the book entitled: „Education on the Dalton Plan. According to her assumptions, the Dalton Plan enables to adapt the speed of learning to the real child’s possibilities, it teaches to depend on yourself, developes initiative and indepen-dence both in doing and thinking, inspires to search for the best and the easiest ways of working, it teaches the sense of responsibility for doing the taken exercise, it initiates child to self learn and to compatible education between the teacher and student. The child doing the Dalton education chooses the way of performing, which he or she wants to, he or she can learn alone or in a group, and can adjust the speed of learning to his/her abilities. Helen Purkhaurst thought that in order to start to work with a child, one need to know him/her very well and precisely look at his/her progress in education. That is why the pro-posed by Helen Purkhaurst model of the Dalton education is flexible, it is changed and can be fit according to place and time. It does not marginalize the individual features of a child, but leads them to form and develop. The Dalton Plan and so relies on the individuation of the work with every child. On taking action, rather than appealing to ready, of solutions, for the search and the drawing of inferences already for the youngest years.
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Sytuacja rodzinna i społeczna rodzeństwa pełnosprawnego mającego brata lub siostrę z niepełnosprawnością

100%
Moraczewska B.
Seminare. Poszukiwania naukowe
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2008
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vol. 25
289-299
EN
Disabled persons are much talked and written about these days, although still too few problems concerning this group are brought up. The situation of disabled childrens siblings has almost been forgotten. Yet it is the abled siblings of a disabled brother or sister who is confronted from their earliest years with human sufferings and often with emotional deficiency from their parents. They are often faced with the problem of making decisions which are frequently determined by the fact of having a brother or sister with a disability. The contact with a disabled sister or brother can significantly lead in a abled child to maturity, sensibility, responsibility, tolerance, altruism and social commitment. All depends on the appropriate treatment of a disabled and abled child by their parents. If patents do not neglect or overburden the abled child, then most conflicts can be avoided and the disabled sister or brother will benefit from the presence of their abled siblings.
4
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Prekursorka instytucjonalnego wychowania małych dzieci w Polsce – Maria Weryho-Radziwiłłowiczowa (1858–1944)

100%
Moraczewska B.
Studia Gdańskie. Wizje i rzeczywistość
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2015
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vol. 12
215-231
EN
Taking into consideration the history of the upbringing of the young chil-dren, we can presume that the archetype of the kindergartens were so called nurseries or infant homes, the places where a child who was staying for a certain time, was taken care of, was given food, clothing and felt safe. The first nursery was established by J. F Oberlin at the end of the 18th century. The establishing of the nurseries was conditioned by fast, at that time, industrial development and what was connected with that, the demand for the women’s work. In 1816 R. Owen, who was the owner of the factory, officially established the infant school for his women workers’ children in London. The pre-school established by R. Owen was a kind of an encouragement for creating similar places all over Europe. The first nursery in Poland was created in 1837 in Warsaw as the result of the efforts of Warsaw’s merchant and philanthropist T. Janikowski. Soon, the second one, which was given the name of doctor Malacz, was established, and the next one – for the orphans, named after S. Jachowicz. All the nursery institutions, existing in Poland since the regaining of independence, had a dual character. Some of them, so called nurseries, were based on the philanthropic action and they served mostly caring function for children and their working mothers. Next to them, other upbringing institutions serving certain pedagogical roles, were organized. They were patterned on spreading in western Europe so called “Frobel’s gardens” or M. Montessori’s “infants’ homes”. The pioneer and the huge enthusiast of popularizing the second one form of taking care of a child was Maria Weryho-Radziwiłłowicz.
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PRZYGOTOWANIE PRACOWNIKÓW ZAKŁADÓW KARNYCH... DO PRACY Z OSADZONYMI CIERPIĄCYMI NA CHOROBY PRZEWLEKŁE WYZWANIEM XXI WIEKU

100%
Moraczewska B.
Społeczeństwo. Edukacja. Język
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2021
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vol. 13
149-160
EN
Chronic diseases such as allergy, bronchial asthma and diabetes are considerate to be civilization diseases. The number of people living with these diagnosed disorders increase significantly every year. As a consequence the amount of people struggling with these diseases also tend to increase in various types of rehabilitation centres and prisons. This fact generates a necessity of pedagogical preparation of the staff, working with people subjected to social rehabilitation and suffering from civilization diseases. It is therefore necessary to change the future of higher education offered to people who will take up employment in various rehabilitation centres. All above issues should be taken into consideration while organising additional courses andtrainings for working staff of the Prison Service. It is necessary to postulate the introduction of additional learning outcomes for students of social rehabilitation. This should include prevention and assistance to people in prison isolation, who are also suffering from asthma, allergy and diabetes. It will require to implement into the curriculum the subjects with certain number of hours of lectures and tutorials. Well selected content is a key to prepare students responsibly for future work with those, who are suffering from chronic diseases simultaneously staying in isolation in various centres.
PL
Obecnie schorzenia przewlekłe takie jak alergia, astma oskrzelowa czy cukrzyca uznawane są za choroby cywilizacyjne XXI wieku. Z każdym rokiem liczbaosób cierpiących na tego typu zaburzenia w znaczący sposób wzrasta. W związku z tym faktem do różnego rodzaju ośrodków resocjalizacyjnych i więzieńtrafia również coraz większa liczba osób borykających się z tymi schorzeniami. Generuje to konieczność odpowiedniego przygotowania pedagogicznego kadry pracującej z osobami poddanymi resocjalizacji i cierpiącymi na choroby cywilizacyjne XXI wieku. Trzeba więc zastanowić się nad zmianą kształceniana uczelniach wyższych przyszłej kadry, która będzie podejmowała pracę w ośrodkach resocjalizacyjnych. Jak również uwzględnić powyższe kwestiew organizacji dodatkowych kursów i szkoleń dla kadry Służb Więziennych. Należy więc postulować wprowadzenie dodatkowych efektów nauczania dlastudentów specjalności resocjalizacja z zakresu profilaktyki i pomocy osobom cierpiącym na astmę, alergię oraz cukrzycę, przybywających w warunkachizolacji. Będzie to wymagało również wprowadzenia do programów nauczania przedmiotów o określonej liczbie godzin zajęć wykładowych i ćwiczeniowych.Dobranie treści tak, aby przygotować w sposób odpowiedzialny studentów do pracy w przyszłości z osobami cierpiącymi na choroby przewlekłe, a przebywające w różnych ośrodkach izolacji, gdzie prowadzone są działania resocjalizacyjne.
6
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Pedagogy of the Heart – Needed or Inconvenient in the 21st Century? An Attempt at Critical Analysis

100%
Moraczewska B.
The New Educational Review
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2013
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vol. 32
100-107
EN
According to the assumptions of the pedagogy of the heart, the child must always feel secure and needs to have at least one close person beside him or her at all times. If this condition is not possible to be fulfilled, one should answer the following question: is the pedagogy of the heart still needed in child upbringing in the times which are not only difficult, but sometimes even hostile to contemporary man? Or perhaps the pedagogy of the heart becomes unnecessary, since it is inconvenient and unwanted by parents struggling with the everyday challenges of ever-changing, more and more demanding and unpredictable reality?
7
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Pedagogika społeczna jako rzeczywiste i niesklasyfikowane zadanie samorządu na przykładzie utworzenia posterunku „Śródmieście” Straży Miejskiej we Włocławku w obszarze rewitalizacji (pomoc i bezpieczeństwo)

63%
Moraczewska B., Siębida P.
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2020
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vol. 16
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issue 2
54-80
EN
The statutory public tasks performed by the self-government for the local community include specific and unclassified tasks important from the social point of view. They relate to social pedagogy, whose basic assumptions indicate a wide spectrum of assistance activities. This paper postulates considering the realization of a specific and un-classified task of the local self-government in the form of social pedagogy, which is presented on the example of the implementation and characteristics of the activities of the City Guard in the process of revitalization of a designated area of Włocławek.
PL
Wśród szeregu zadań publicznych, określonych ustawowo, wykonywanych przez samorząd na rzecz społeczności lokalnej znajdują się zadania z punktu widzenia społecznego specyficzne, niesklasyfikowane i istotne. Dotyczą one pedagogiki społecznej, której podstawowe założenia wskazują na szerokie spektrum działań pomocowych. Niniejszy tekst postuluje rozważenie realizacji specyficznego i niesklasyfikowanego zadania samorządu w ramach pedagogiki społecznej, przedstawionego na przykładzie charakterystyki działań Straży Miejskiej w procesie rewitalizacji wydzielonego obszaru miasta Włocławek.
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