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Community of practice i indywidualizacja w nauczaniu

100%
Karwowska-Struczyk M.
Problemy Wczesnej Edukacji
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2016
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vol. 12
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issue 2(33)
23-44
EN
Community of practice and the individualization of the educational process are the central concepts of the author’s reflections. In the article, selected conceptualizations of the community of practice have been presented. They have been found to be a starting point for the individualization of the educational approach to children at preschool and school age. The importance of the involvement of the whole local community in creating the educational environment has been shown on a basis of two ready for use models of community of practice proposed by P. Moss and R. Myers. The concept of individualization has been considered in the second part of the text. In this respect, self-esteem, as the major factor of the personalization of the educational dialogue between an adult (teacher) and a child, has been underlined. Its potential strength in determining the effects of the personalized interactions between an adult and a child has been highlighted.
2

Zabawa w rozwoju rozumienia społecznego i samoregulacji społecznej we wczesnym dzieciństwie

100%
Karwowska-Struczyk M.
Kwartalnik Pedagogiczny
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2016
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issue 4(242)
197-220
EN
Despite many years of debate in psychology and education on the significant role of play in cognitive and socio-emotional development of children, educational policy and practice do not always positively react to their formulated postulates, and the role of play has been permanently marginalised. The text, based on literature review and several research findings, raises many important issues concerning the role of play in the development of the social understanding and self-regulation in young children.
3
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Selected aspects of institutional early childhood education and care in Warsaw – the perspective of professionals and low-income parents

63%
Wysłowska O., Karwowska-Struczyk M.
Problemy Wczesnej Edukacji
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2016
|
vol. 12
|
issue 2(33)
124-142
EN
The article presents results of research into low income parents as well as professionals involved in the education, care and upbringing sectors. It concerns access to toddler care and preschool, the costs of sending children to such institutions, support for parents on low incomes, as well as the demands parents have of these institutions. The authors carried out two group interviews with parents, as well as three individual interviews with workers from the institutions. In the final part of the article, the results of the research are presented along with recommendations for politics concerning the sectors of education, upbringing and care of children from the ages of 0 to 6.
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