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1

Linguo-Statistical Analysis of Borrowed Words Used in School Textbooks and Children's Literature Books

100%
Kuzina V.
Ad verba liberorum
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2009
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vol. 1
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issue 1
96-103
EN
Introduction Pre-primary school and basic educational programmes pay attention to children's speech development, combining it with vocabulary development and acquisition of words meaning.As early as in kindergarten, favourable opportunities should be provided for the development of literary correct and rich language, and non-literate words should be eliminated from children's speech. The kindergarten curriculum claims that at the preschool age, children must acquire such a vocabulary, which can ensure communication by means of language, prepare them for successful learning at school, and foster perception of folklore, fiction, films, radio and TV programmes. While children are learning the language, words from their passive vocabulary can enter the active vocabulary, depending on the work done for language enrichment by adults. A very important task to be implemented by both parents and teachers is to open up the wealth of the literary language, which can be perceived through multiple sources - folksongs, fairytales, legends, proverbs, sayings, riddles. A major role is played by fiction in the process of personality development, because it immensely facilitates children's knowledge about the environment, adult and peers life, and about their ideas, actions and aspirations.Diminutives, exclamation words and sound verbs, serving efficiently for short emotional description of feelings, volition or reality and expressing their assessment, are widely involved by both adults and children in their language as well as used in genres of folklore and children literature.Children have to be able to use comparisons, synonyms, idioms, and foreign words, because in daily speech they are an integral components (they are widespread in fiction and in other styles, different language fields). Loan words help to acquire foreign language more easily, approach languages and promote understanding.Aim of the study The aim of this work is to discover the usage of foreign words in textbooks for primary schools because foreign words are crucial components of vocabulary.Materials and methods School textbooks, children's literature. Methods of applied linguastatistics, descriptive method and testing.Results As figures of statistics show there are quite a lot of foreign words which are used in textbooks for children in primary classes. Teachers think that a limited number of foreign words should be included in textbooks.Conclusions Primary attention at the teachers' studies courses is paid to teaching foreign methodology.
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Kopciuszek bez pomyślunku i godna pożałowania księżniczka. Bohaterowie literaccy z perspektywy dziecka – dziecięce postrzeganie bohaterów literackich z perspektywy literaturoznawcy

100%
Mazan-Mazurkiewicz A.
Filoteknos
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2022
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issue 12
189-200
EN
For a literary scholar specialising in texts targeted at children it is tempting to explore the authentic, original childish cognition of the text, together with the feelings and reflections that accompany the child while reading. At the same time, the scholar knows that the access to these sphere is, inevitably, only partial, even scant compared to the scholar’s curiosity. This article is an attempt to describe a specific “case study” for the analysed source of cognition are the memories of the author herself, concerning her childish readings, her judgements and emotions that the characters she read about evoked in her. The motif for such an idea is a strong conviction that the information included in her vivid memories and experiences provide an interesting, sometimes even surprising, field for analysis,. Nevertheless, the author is aware that the memories we possess are never available in the “clear form”. However, the process of transformation of the memories is not treated as an obstacle; quite the contrary, it offers a possibility to add an additional perspective, since the adult personality of a former child – a bookworm – is interlinked with the profession of a literary scholar.
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Czarodziejski młyn 2.0

100%
Graban-Pomirska M.
Jednak Książki. Gdańskie Czasopismo Humanistyczne
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2017
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issue 7 "Pomiędzy dziećmi i dorosłymi. Przekraczanie granic w literaturze dla dzieci i młodzieży"
179-188
EN
The aim of the articles is to present one of the fairy tales written by Alina and Jerzy Afanasjew. Analysis and interpretation contains reflections about the structure of the text, symbols, imagery and values, impact of folk tales and other genres.
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Idiolekty pamięci – dziecięce dzienniki Zagłady. Od świadectwa do literatury

89%
Wójcik-Dudek M.
Stylistyka
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2019
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vol. 28
157-174
EN
This article is an attempt to characterise diaries kept by children who were witnesses or victims of the Holocaust: Renia Knoll, Rutka Laskier, Dawid Rubinowicz, Dawid Sierakowiak and Anne Frank. The analysis of the texts made it possible not only to present their narrative diversity but above all to show the common grounds of children’s relations, which can be regarded as a kind of topos of children’s intimist experience of the Holocaust. According to the author, the theme of the Holocaust present in the analysed texts is also used in contemporary children’s literature, the authors of which deal with the issue of the Holocaust by styling stories into children’s war diaries. The author illustrates the relationship between authentic diaries and their stylisation, referring to the award-winning PamiętnikBlumki by Iwona Chmielewska, published in 2011
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Książka dla dzieci w ofercie wydawniczej środowiska polskich uchodźców na Węgrzech okresu II wojny światowej

75%
Woźniakowski K.
Annales Universitatis Paedagogicae Cracoviensis Studia ad Bibliothecarum Scientiam Pertinentia
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2014
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vol. 12
69-85
EN
According to the estimated data, among the group of Polish war refugees in Hungary in 1939–1945 there were about 450 children at the age of primary education. After reorganizing and bringing to life the refugee structures, there was a special publishing action organized especially for these children, this action resulted in publishing ten books for the youngest reader in Budapest in 1940–1943. All of them – as almost all books published by the Hungarian Dispersion – were created using the “small print” technology. These editions were handled by the American Committee for Polish Relief (2 books in 1940), and – most of all – by the Polish Library (Biblioteka Polska – 8 books throughout 1941–1943). Apart from the renewals of positions for children and adolescents from before 1939, which were limited by the availability of the originals, there is one author that deserves special credit – the young teacher Maria Grażyna Ławrukianiec, who was the only author in the Hungarian refugee world to devote her work completely to the youngest reader. She published three books with the Polish Library, all of which comprised of poematic or prosaic short stories for children (Księżycowa bajka 1941, Opowiadania 1942, Tytuł da serce 1943), as well as a new translation of a popular novel by Alan Alexander Milne about Winnie the Pooh called Miś Puh- Niedźwiedzki – 1943. The characteristic feature of the publishing program of the Polish Library was a completely free-of-charge distribution of all children books within the premises of the Kingdom of Hungary. This distribution was conducted based on the demand lists created by individual facilities and camps all over the kingdom. The books were also – when possible – tried to be distributed free-of-charge outside the boundaries of Hungary to other Polish refugee groups.
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Liliowy Bór Adama Szafrańca – mała historia o wielkiej idei

75%
Kania M., Matras W.
Annales Universitatis Paedagogicae Cracoviensis Studia ad Bibliothecarum Scientiam Pertinentia
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2014
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vol. 12
133-148
EN
This article is an attempt to discuss and analyse a fairy tale The Lilac Forest (Liliowy Bór, Krakow 2009) by Adam Szafraniec – a writer, poet, composer, founder of the artistic group The Fairy Band (Baśniowa Kapela) and the Publishing house White Boat (Biała Łódka). This multidimensional story for the youngest readers was presented in the article in the context of other achievements of the author, whose work is characterized by an explicit syncretism of the epics, poetry, and drama. The inspiration to write The Lilac Forest was found in the history of Brian Chlebowski (1998–2005) – a six-year-old boy, who had saved his father and tens residents of one house in Lodz from death in flames. The educational significance of the book is emphasized by the complementary music album by Adam Szafraniec, Friends of the Lilac Forest (Przyjaciele z Liliowego Boru), which contains the author’s project for the activities for children in the field of prevention and promotion of security. The Lilac Forest has received an honorary patronage of the World for Kids Foundation and Polish Resuscitation Council.
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Comics, Adoptionen oder doch das Original? – Goethes Faust im kompetenzorientierten Deutschunterricht.

63%
Kuzminykh K.
Glottodidactica
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2015
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vol. 42
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issue 2
153-167
DE
Goethe’s Faust was long defined in Germany as an established part of literature lessons and as a part of canon, but a paradigm change in didactics and in literature science has challenged both. This essay takes a brief look at history of German-literature-lessons and at different methods of teaching and reading literature, especially Goethe’s Faust – analytical, productive and creative. It gives a survey about children’s books to Faust, comics and summaries and demonstrates the correlation between knowledge and reading comprehension.
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Wprowadzanie dziecka w świat wartości a rola literatury dziecięcej – przykłady z praktyki pedagogicznej

63%
Nazaruk S.
Edukacja Elementarna w Teorii i Praktyce
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2017
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vol. 12
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issue 3(45)
175-185
PL
Potocznie mówi się, że żyjemy w czasach relatywizmu wartości, co może pociągać za sobą trudności z ich definiowaniem i stosowaniem w życiu. Podstawowym miejscem przekazywania wartości jest rodzina, jednakże przedszkole bez wątpienia ze względu na realizowane funkcje wychowawczo-dydaktyczne także wprowadza dziecko w świat wartości. Zarówno w rodzinie jak i przedszkolu w procesie kształtowania systemu wartości dziecka nie do przecenienia jest rola literatury dziecięcej, tworzonej z myślą o dzieciach i dla dzieci. W artykule przedstawiono wyniki badań, które przeprowadzono w pięciu wybranych przedszkolach samorządowych na terenie miasta Biała Podlaska Głównym celem badań było poznanie praktycznego wymiaru korzystania z literatury przez dzieci w wieku 6 lat i transmitowanych przez nią wartości. Wymieniony cel uszczegółowiono o cztery kwestie: poznanie tytułów książek posiadanych przez dzieci w domu i preferowanych przez nich pozycji literatury poznanie ulubionego bohatera określenie znajomości literatury przez dzieci i sytuacji, w których mają one z nią kontakt w przedszkolu. Przeprowadzone badania pokazały, że budowanie świata wartości dziecka bez literatury skierowanej z myślą o nich jest praktycznie niemożliwe.
EN
It is commonly said that we live in a time of the relativism of values and this results in modern man having difficulty in defining values and applying them to life. The basic place of promoting these values is the family but the kindergarten undoubtedly shares this role due to the educational and didactic functions it implements since it introduces a child into the world of values. Both in the family and the kindergarten, the role and the value of children’s literature is not overestimated in the process of shaping the value system of a child. It is created for children, for their benefit. The article presents the results of research conducted in five selected local self-government kindergartens in Biała Podlaska. The main purpose of the research was to uncover the practical dimension of the use of literature by children aged 6 and the values it promotes. The purpose was achieved by means of four tasks: getting to know the titles of children’s books at home and their preferred literary positions getting to know their favourite characters identifying the literacy of children and the situations in which they have contact with books in a kindergarten. The research shows that building the world of values for a child without literature aimed at them is practically impossible. The way in which it is used, however, is primarily dependent on parents and the kindergarten.
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