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1

Sprawność fizyczna dzieci 6- i 7-letnich i jej uwarunkowania środowiskowe

100%
Cieśla E.
Teraźniejszość – Człowiek – Edukacja
|
2012
|
issue 3(59)
93-111
EN
Currently it is acknowledged that rural environment, inadequately to possessed natural conditions, creates worse standards for the development of general physical fitness of both examined girls and boys compared to what the urban environment offers. In turn, children raised in the city, have a relatively low level of various aspects of strength and stamina. It can be also assumed that both mentioned environments shape different fitness profiles. In this article I will try to verify a hypothesis which assumes a diversified level of motoric fitness of a child in the pre-school age depending on the place of residence as well as on the educational institution. Alternatively, it can be assumed that, in comparison to the rural environment, the fitness level of children from the urban environment will be higher and the children who attend kindergarten will be fitter than those who fulfill the compulsory schooling obligation at school
2

LANGUAGE EXPERIENCE AND CHILD SELF-ACTIVITY

100%
Grochowalska M.
Rocznik Komisji Nauk Pedagogicznych
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2005
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issue LVIII
55-64
EN
Self-activity is understood as a factor expressing and determining development. It is defined as a motivated internally characteristic body state by which an individual actively regulates his/her contacts with the environment. Child's own activity and individually gathered experience as well as a teaching strategy adopted by the teacher need to be listed among the elements essential for preschooler's language development. Talking child's own activity (verbal skills included) as a starting point for the educational process one may make as assumption that the area of child's language and communicative competence should constitute a domain of teacher's educational influence. The presented study targeted as acquiring an answer to the following question: 'Does a teacher, thinking of stimulating child's language development, focus his/her educational efforts only on child's own activity or also on knowledge transmission?' It was assumed that language development occurred during the process of experience gathering, experience based on child's own activity and activity stimulated by external factors. The study examined the opinions of active teachers and students. The research group comprised 84 active teachers and 46 students of pedagogy. Both the examined groups, when asked to consider the problem of language learning organization, were in favour of the knowledge transmission as well as unaided structuring of language skills. However, pedagogical experience acts as an important factor differentiating the opinions of those examined on the concept of language development stimulation. In addition, the groups examined in the study stressed the importance of the conditions the fulfilment of which is indispensable for child language development reinforcement.
3

TOPOGRAPHY OF POWER RELATIONS IN SLOVAK PRESCHOOL SECTOR BASED ON BOURDIEU’S FIELD THEORY

75%
Kaščák O., Pupala B.
Pedagogický časopis (Journal of Pedagogy)
|
2017
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vol. 8
|
issue 1
57 – 76
EN
The article analyses the Slovak preschool education sector using Bourdieu’s field theory. It describes stable and volatile points in the evolution of preschool education in terms of the power games occurring within the specific social field of power relations shaped during these games. It explores the groups of powerful players that represent the political, civic-professional and academic sub-fields exerting an influence over the preschool field who in different ways and at various times control the preschool field and structure within it the hierarchy of power relations in preschool education governance. The analysis is empirically illustrated; the power relations played out and were renewed when the national preschool curriculum was undergoing fundamental change. It describes the strategies, processes and consequences of changes in the power relations between the sub-fields and the associated behaviour of the actors. The analysis shows how the power conflicts ultimately led to the homologous relations between the sub-fields transforming into democratically-structured power relations in preschool education governance.
4
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VZDELÁVANIE A ŠKOLOVANIE V RANOM VEKU V SOCIÁLNE DIFERENCOVANEJ PERSPEKTÍVE MATIEK

75%
Kaščák O., Betáková E.
Sociológia (Sociology)
|
2014
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vol. 46
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issue 1
5 – 24
EN
The study presents the results of ethnographic interviews with selected mothers of Slovak kindergarten children and compares these results with the relevant English-American studies aimed at engagement of mothers in early education in relation to their educational and professional status. The research is focused on mothers’ preschool and primary school choice, engagement of mothers in preparation for the first grade of primary school, education values of mothers in relation to their school participation and perception. The study confirms the strong social differentiation in perception of education and in engagement of mothers in child’s schooling, although in comparison with English-American context there does not exists an extensive systemic social segregation in preschool education provision in Slovakia.
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