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Zanurzanie w świat symboli – książki dla najmłodszych

100%
Wasilewska A.
Problemy Wczesnej Edukacji
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2012
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vol. 8
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issue 4(19)
74-85
EN
As the child’s environment is rich in various symbolic codes such as colors, shapes, sounds and gestures, which constitute a configuration of stimuli typical for a culture, the child is immersed in the world of cultural symbols from the earliest moments of its life. This kind of „immersion” is closely associated with social interaction, therefore the intermediary between culture and the child may be involved in making decisions concerning access to specific cultural messages (type of music, artistic aesthetics, type of books), assistance in receiving the transmission (reading to the child) and its interpretation, while also indicating components of value. The article presents examples of contemporary books published in Poland for those children who have not yet learnt to read. It also describes the possible functions of specific publications on the individual’s cognitive development, with recommendations on how to activate him or her to receive transmission independently. Books chosen by a mediator with regard to the meanings they carry, can help to establish contact with the child, learn its way of interpreting reality, and support his or her development.
2
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Językowy obraz świata w tekstach Jana Jakuba Rousseau. „Wyznania” jako narracyjne konstruowanie tożsamości

100%
Wasilewska A.
Problemy Wczesnej Edukacji
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2015
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vol. 29
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issue 2
67-80
EN
In this text I have taken up a reflection upon one of the most important works by J.J. Rousseau, “Confessions”. The book is considered to belong to personal literature, so I treated it as an autobiographical narration. In the methodological research I used both the category of a linguistic view of the world and the category of constructing an identity in the linguistic and cognitive analysis. On the one hand Rousseau’s work can be considered as an autobiographical narrative, but on the other hand it can be treated as fiction. And it is the dualism of construction that allows the interpretation of the text in many ways, formal or poetic, as well as referring to the writer’s life. I recommend reading Rousseau’ s biography again in order to see the intersection of history and fictitious reality, to reconstruct the linguistic strategy of giving meaning by J.J. Rousseau in constructing “Confessions” as well as in constructing identity.
3
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Motyw zwierzęcy w twórczości językowej dzieci

100%
Wasilewska A.
Problemy Wczesnej Edukacji
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2016
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vol. 12
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issue 1(32)
48-58
EN
The subject of my research is the texts of children, which are a form of expressing imagination, so that it is possible to find in them references to real experiences and to images of the subconscious. For the isolation of creative strategies and describing the content of the images created by children I use a cognitive-linguistic perspective, and I refer to concepts of psychoanalysis. An animal theme is used by child authors the same way as in a fairy tale – as an allegory of social situations or as a vivid symbol of ambivalent feelings and difficult experiences, just as it is in fairy tales. An analysis of the linguistic creativity of children discovers a process of crystallisation of meanings in the mind, and ways of expressing them.
4
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Tabu w literaturze dziecięcej, czyli zabrania się zabraniać!

100%
Wasilewska A.
Problemy Wczesnej Edukacji
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2013
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vol. 9
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issue 2(21)
90-96
EN
This article presents some themes in literature for children considered to be taboo, especially those within the areas of the sacred and the profane. The article draws attention to differences between traditional literature (including the magic fairy tale) and contemporary books in the treatment of subjects such as death, transience, and sexuality. It doing this it can be seen that these subjects have become more and more open to the child, something which is expressed in the acceptance of the child’s right to interpret even the most „difficult” concepts and the right to show her/his feelings. Modernity brings with it a tendency to cross barriers of taboo in almost every area, and the slogan „it is forbidden to forbid!” also applies to publications addressed to the youngest of children. This does not mean, however, that the child has unlimited access to all subjects, as s/he is limited by the barriers imposed by the person who serves as an intermediary in the reception of the work. Treating, or not treating, some spheres of reality as taboo for children depends on the chosen ideological options adopted by educators. breaking taboos in recent literature for children occurs in areas where educational discourses conflict, particularly when books touch upon the profane. It is worth noting that works within the themes of the sacred and the profane are equally important because they show the „completeness” of the reality in which children’s reflections on life and their sense of humor are complementary to each other.
5
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Edukacyjna odpowiedź na horyzont oczekiwań językowych dziecka

100%
Wasilewska A.
Podstawy Edukacji
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2019
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vol. 12
71-84
EN
The aim of the following article is the reflection on the issue of the linguistic education of children in a younger school age. I propose herein to juxtapose the features of the horizon of linguistic expectations of children before school education, along with proposals of language education at school. First, a description of the cognitive mechanisms which accompany the development of a child’s linguistic skills is presented. I reach for various learning theories here so as to describe the features of the progress of the complex process of learning a language. Subsequently, I perform a general (and out of necessity simplified) reconstruction of the features of various linguistic messages encountered by contemporary children before going to school. Such an image of the horizon of a child’s linguistic expectations is confronted with a proposal of the school linguistic education. Then, the following question is answered: what is education’s response to the horizon of a pupil’s linguistic expectations? Approaching the issue regarding the linguistic education of children in younger grades, taking the linguistic disposition of the pupil into account enables a critical assessment of a school’s offer, which is significant to forming education curricula and strategies.
PL
Celem artykułu jest refleksja nad problematyką kształcenia językowego dzieci w młodszym wieku szkolnym. Proponuję tu zestawienie cech horyzontu oczekiwań językowych dzieci przed edukacją szkolną z propozycjami edukacji szkolnej kształcenia językowego. Zaczynam od opisu mechanizmów poznawczych kształtowania się umiejętności językowych dziecka. Sięgam tu do różnych teorii uczenia się języka, by opisać cechy przebiegu tego złożonego procesu. Następnie dokonuję ogólnej (z konieczności też uproszczonej) rekonstrukcji cech różnych przekazów językowych, z jakimi spotykają się współczesne dzieci przed pójściem do szkoły. Tak zarysowany obraz horyzontu oczekiwań językowych dziecka konfrontuję z propozycją edukacji szkolnej kształcenia językowego. Po czym odpowiadam na pytanie: jaka jest odpowiedź edukacji na horyzont oczekiwań językowych ucznia? Ujmowanie problemu dotyczącego edukacji językowej dzieci w klasach młodszych, z uwzględnieniem dyspozycji językowych ucznia pozwala na krytyczną ocenę oferty szkolnej, co ma znaczenie dla konstruowania programów i strategii kształcenia.
6
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Podstawa Programowa jako wyznacznik wczesnoszkolnej edukacji językowej

100%
Wasilewska A.
Kultura i Edukacja
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2018
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issue 1(119)
83-98
EN
The article presents research on possible interpretations of Core Curriculum provisions in the area of linguistic education for the 1st educational stage: grades 1 – 3, early school education. Core Curriculum is a starting point of planning and organisation of educational process, linguistic education included. While its interpretation is dependent on numerous factors, it was assumed that basic interpretation direction is dictated by the language of the Core Curriculum itself. The objective of the article was to reflect on meanings in Core Curriculum provisions, which become a vital influence on early school language learning. The regarded problem is thus: how does the language of Core Curriculum dictate possible methods of interpretation in educational strategies? Language acquirement theories overview was presented in relation to the school didactics appearing in various pedagogic paradigms. Then, Core Curriculum provisions were analysed and matched to specific didactic options, including their relations to language acquisition theories. In the analysis, category of „linguistic image of the world” was used, which allows to reveal point of view of document authors on theoretical and didactic bases of early school language learning. Core Curriculum provisions turn out to be equivocal or even contradictory in relation to the theoretical basis, which implicates chaos in the didactic interpretation.
7
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War in children's linguistic creations - personality traits and conceptualisation of ideas

63%
Błażek W., Wasilewska A.
Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW
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2021
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vol. 13
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issue 4
205-219
PL
W prezentowanym artykule skupiono się na analizie zdolności dzieci do formułowania koncepcji wojny z uwaględnieniem ich cech osobowości w rozumieniu modelu pięcioczynnikowego. Przedstawiono wstępne badanie na dziesięciu wybranych dzieciach w wieku 11-12 lat z jednej szkoły położonej w pobliżu obszaru wojskowego (baza NATO Orzysz, Polska). Dzieci zostały poproszone o napisanie opowiadania o wojnie, a ich historie zostały przeanalizowane jakościowo przez pedagogów z perspektywy językowej oraz przez psychologów z perspektywy cech osobowości. Badanie umożliwia opisanie relacji między dominującymi kategoriami w narracjach dziecięcych a ich dominującymi cechami osobowości.
EN
The presented article focuses on analyzing children's ability to form a concept of war with relation to personality traits based on Five Factor Model. We present the preliminary study on ten selected children age 11-12 from one school situated close to the military area (NATO base in Orzysz, Poland). Children were asked to write a story about war and their stories were analyzed qualitatively by pedagogists from linguistic perspective and by psychologists from personality traits perspective. The study enables us to compare dominant categories in children's narratives with their dominant personality traits.
8
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Resilience and Coping with Stress vs. Trauma Effects in People Living with HIV

51%
Skalski S., Dobrakowski P., Wasilewska A.
Kultura i Edukacja
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2022
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issue 2(136)
78-95
EN
There are approximately 38 million HIV-positive patients in the world. The effectiveness of antiretroviral therapy has significantly increased the life expectancy of infected patients. The objective of this study was to observe the relationship between resilience (assessed using the SPP-25 Scale), coping strategies (Mini-COPE Scale) as well as trauma effects (SF-CiOQ Scale) and quality of life (SWLS Scale) in people living with HIV. The study included 78 individuals (26 women and 52 men) aged 18–65 years. Significant relationships between resilience and coping strategies were demonstrated in people living with HIV. Resilience and active coping were conducive to positive trauma effects and satisfaction with life. Non-adaptive coping strategies favored negative trauma effects. The strategy of positive reframing acted as a mediator in the relationship between resilience vs. positive and negative trauma effects in people living with HIV. The scores indicate the need for practitioners to focus on interventions which elevate resilience and active coping to improve mental health in people living with HIV.
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