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Wychowawca małego dziecka – „intelektualne życie profesjonalne”

100%
Telka L.
Nauki o Wychowaniu. Studia Interdyscyplinarne
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2017
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vol. 5
|
issue 2
11-29
EN
An educator of a child in a crèche undertakes a reflection on the educational activities and their orientation in a theoretical sense. Together with the co-operating educators, such person takes up “intellectual professional life”, for instance, by developing a pedagogical project, preparing tools for observing events in the practice field, conducting meetings and discussions concerning the information gathered to ensure shaping a balanced relationship with the child. One of the possible choices, among non-directive concepts of education, is to accompany the child in its development. Getting to know this concept and its application in practice is not achieved without difficulty.
PL
Wychowawca małego dziecka w żłobku podejmuje namysł dotyczący działań wychowawczych i tego, co je orientuje w sensie teoretycznym. Wspólnie ze współpracującymi wychowawcami podejmuje „intelektualne życie profesjonalne”, na przykład poprzez opracowywanie projektu pedagogicznego, przygotowywanie narzędzi obserwacji zdarzeń z pola praktyki, przeprowadzanie spotkań i rozmów na temat zgromadzonych informacji, by dbać o kształtowanie zrównoważonych relacji z dzieckiem. Wśród niedyrektywnych koncepcji wychowania jedną z możliwych do wyboru jest towarzyszenie w rozwoju dziecka. Jej poznawanie i aplikowanie w praktyce realizowane jest nie bez trudności.
2
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Wychowawca małego dziecka – wprowadzenie w problematykę numeru

100%
Telka L.
Nauki o Wychowaniu. Studia Interdyscyplinarne
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2017
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vol. 5
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issue 2
8-10
EN
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3
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Recenzja książki Daniela Verby – Le métier d’éducateur de jeunes enfants. Un certain regard sur l’enfant. Nouvelle édition, entièrement actualisée

100%
Telka L.
Nauki o Wychowaniu. Studia Interdyscyplinarne
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2017
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vol. 5
|
issue 2
185-189
EN
-
4
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Wspieranie autonomii małego dziecka w placówce – wychowanek i wychowawca

100%
Telka L.
Problemy Wczesnej Edukacji
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2012
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vol. 8
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issue 4(19)
6-20
EN
Synopsis: Human autonomy is social in character. The process of gaining autonomy takes the person’s whole life. In addition to this, no one can give autonomy to a child, rather the child becomes autonomous with time. The notion of a small child’s competence is connected with the concept of autonomy. A small child has intellectual, emotional and physical powers to constantly become more and more autonomous. Therefore, the child must be supported by the educator who allows the child to show enough initiative, and gives her or him enough time to perform tasks, face obstacles, experience frustration and refuse requests. In reference to the educator, the notion of autonomy is perceived as a representation and cultural element of the educator’s actions. On the educator’s side, supporting the autonomy of a small child requires the educator to imagine the world from the child’s perspective in relation to learning, and the place she or he has within it.
5
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O towarzyszeniu dziecku w rozwoju – zarys koncepcji wychowania w żłobku

100%
Telka L.
Problemy Wczesnej Edukacji
|
2020
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vol. 49
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issue 2
71-80
EN
The article addresses the issue of the tutor’s workshop, the concept of upbringing, possible to be used by tutors in a crèche. An example is the concept of accompanying in development in social pedagogy, emphasizing the non-directive features of the relationship between an adult and a child. The concept of upbringing orients the tutor’s beliefs on the relationship with the pupil by taking up intellectual activity conducive to the exploration, application, and maintaining the requirements of the concept.
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