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O potrzebie wspomagania rozwoju małego dziecka. Wyzwania dla praktyki pedagogicznej

100%
Ratajczak A.
Studia Edukacyjne
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2018
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issue 51
309-316
EN
The subject of the article is the concept of supporting the development of a small child, as this action, which taken by significant people, can significantly contribute to the optimization of development. The article consists of three main issues. In the first of them, the concept of development support will be subject to the characteristics. Subsequently, selected results of own research will be presented, and ultimately the author will attempt to indicate specific implications for pedagogical practice related to the topic being undertaken.
2
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Ekspresja twórcza i artystyczna jako pola namysłu i empirycznych penetracji pedagogiki wczesnoszkolnej

98%
Krasoń K.
Chowanna
|
2019
125-143
EN
The article presents a concept of including child expression, especially the one focused on bodily activity, in activities addressed to pupils of kindergarten and of grades 1–3 of primary school. The text begins with an outline of Maurice Merleau-Ponty’s idea of embodied subjectivity, and concludes with the characteristics of research conducted in the Department of Early Childhood Education and Media Pedagogy at the University of Silesia in Katowice. In addition, the article describes specific initiatives that have been launched in the Department, such as the creation of the Children’s Expression Centre and the organisation of Polish Expression Festivals in Katowice.
3
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Inštrumentál v ranej ontogenéze reči dieťaťa hovoriaceho po slovensky

92%
Kesselová J.
Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)
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2017
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vol. 78
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issue 2
119-144
EN
Using the frameworks of natural morphology and functional-semantic analysis, the paper deals with the polyfunctional instrumental case in early speech development (during the first 3 years of a child’s life). Both a case study and a methodological study, it presents the results of research on grammatical forms, case meanings and the development of pragmatic functions. The key question is: which instrumental case structures do children acquire preferentially? The research is based on a combination of qualitative (audiovisual recordings of three children) and quantitative (1065 parental assessments) methods. Conclusions are reached on three levels: (a) form: maximal morphotactic transparency, regularity and simplicity are typical for preferentially acquired forms; (b) semantics: the preferentially acquired comitative and instrumental meanings can be interpreted as the linguistic representation of experience in social contact and in dealing with tools or means to accomplish one’s goals; (c) pragmatics: children use the instrumental case in basic functions (to provide contextual information, for disagreements, answers, requests and commands). The research broadens the understanding of speech ontogenesis and contributes to a theory of language that is compatible with the process of its acquisition.
4

Engaging Student Teachers in Sustainable Praxis in Aotearoa/New Zealand

92%
Smorti S., Peters-Algie M., Rau C.
Journal of Teacher Education for Sustainability
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2013
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vol. 15
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issue 1
5-14
EN
This paper draws on the narratives of three teaching staff as they collaborate to transform student teachersí thinking and praxis about sustainability through a bicultural perspective that acknowledges indigenous and Western ideologies. It will discuss some of the experiences that the student teachers found to be transformational such as: whakapapa (our connectedness to all things, both living and non-living) and a mini action research project on the ërubbishí generated on their class days. The question the co-researchers pose: How is the [bicultural] conceptual framework visible in our teaching and learning about sustainability? Our findings suggest that student teachers become articulate and passionate about sustainability through engagement in activities that challenge the ëtakenfor- grantedí everyday practices. As confidence and competence increases, student teachers can realise their potential to make significant curriculum changes as they work alongside children and their families to care for planet earth.
5
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Smartphones in Child Upbringing During Early Childhood: Hazards and Possibilities from Mothers’ Perspective

92%
Huk T.
Kultura i Edukacja
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2017
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issue 2(116)
118-128
EN
The article presents the results of research that pertained to the manner of smartphone use in child upbringing during early childhood. The qualitative research was participated in by: a mother of a two-year-old girl and a mother of a threeyear-old boy. On the basis of the tests I concluded that this device is mainly used by mothers:-to occupy the attention of the child, to allow the mother to perform other activities,-to calm the child down at times of anxiety,-as a reward. The interviews have shown that for the respondents the educational function of smartphone are not significant, although they see them.
6
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“Portugal of the little ones.” A sociological analysis of children’s rights in Portugal

92%
Tomás C.
Problemy Wczesnej Edukacji
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2012
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vol. 8
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issue 3(18)
72-85
EN
In a sense, the twentieth century was the century of children’s rights, since it marked the emergence and development of both a legal framework for child protection, and transnational institutions and organizations that stand for and promote those rights. As has happened in most Western countries, Portugal followed this positive trend, albeit paradoxically, having been one of the first countries to adopt a Law on Protection of Children (1911), to enshrine in the Constitution of the Portuguese Republic (1976) children’s rights as fundamental rights, and to ratify the Convention on the Rights of the Child (CRC) in 1990. Nevertheless, many of these commitments still remain unfulfilled, not because children’s rights are considered too ambitious or technically difficult to promote, but simply because the political agenda on children has not yet been taken up as a priority. The result is a society in constant tension between the discourses put forward, based upon the enshrined rights of childhood, and practice that lies far behind. Starting from the traditional distinction between protection, provision and participation rights, sometimes known as the ‘three Ps’ in the CRC, and the analysis of a set of indicators (social, economic, demographic, legislative, cultural and symbolic) about childhood and children in Portugal, this paper proposes to examine children’s rights in Portugal, paying special attention to younger age groups (0-6 years).
7
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Practices and Challenges of Kindergarten Education in Addis Ababa City Administration: Ethiopia

92%
Wondemetegegn S.
Multidisciplinary Journal of School Education
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2016
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issue 9
133-164
EN
The intention of this study was to assess the practices and challenges of kindergarten education in Addis Ababa city administration. The core intentions of the study were to check the appropriateness of the instructional material, teacher quality and the physical environment of the schools. For this study, the researcher used a descriptive survey research method and both qualitative and quantitative research approaches were employed. The data gathered from 22 kindergartens, 116 teachers, 21 principals, 5 education quality, audit and inspection experts. The findings of the study revealed that in most kindergartens the key inputs, such as indoor and outdoor materials, were insufficient, there was a lack of qualified human resources and instructional materials, constituting a major bottleneck, awareness creation on the part of stakeholders was low and limited support from educational expertise to private schools were among the challenges. Therefore, Addis Ababa Education Bureau ought to be revising, preparing and distributing curriculum materials based on the interest and developmental level of the children. The city administration, in collaboration with different college and Universities, are supposed to provide training for kindergarten teachers and other personnel to enhance their capacity. In addition, the city administration may promote investors who participate in the sector to construct buildings which may function as kindergartens; “woreda (section of district)” education office in partnership with schools and other stakeholder ought to support small enterprises to produce indoor and outdoor materials. Moreover, joint training, workshops, seminars and awareness amongst pertinent stakeholders should be promoted in a coordinated manner.
8
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Inquiry on early childhood teachers preparation and retention

92%
Nowak-Fabrykowski K., Lou Aylor M.
Problemy Wczesnej Edukacji
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2017
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vol. 13
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issue 3(38)
61-72
EN
The purpose of this study is to analyze early childhood teacher preparation and investigate the factors that motivated individuals to become early childhood teachers and that have kept them in the profession. This study reports the results of an online survey investigating motives of staying or leaving the early childhood profession. The results of this inquiry point to factors that influenced their choice, taking into consideration their professional preparation. Advice for new early childhood educators just entering the profession is also provided.
9
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Character Based on Multicultural and Local Wisdom in Early Childhood: The Construction of a Research Instrument

92%
Harun H., Syamsudin A., Pamungkas J., Manaf A.
The New Educational Review
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2020
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vol. 61
181-196
EN
The purpose of this study was to confirm the construct of the multicultural and local wisdom character research instrument of early childhood. Respondents were 430 early children. Data analysis using the CFA approach. The results showed that the four conceptual dimensions of character were empirically proven to group into four dimensions. Each dimension is corrected for sub dimensions and indicators based on the loading factor score criteria, cronbach alpha reliability, rho-A score, composite reliability > 0.70, average variance extracted > 0.50. There are 29 indicators that meet valid, reliable criteria and fit model.
10

Exploring embodied methodologies for transformative practice in early childhood and youth

81%
Dachyshyn D. M.
Journal of Pedagogy
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2016
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vol. 7
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issue 1
39-58
EN
This paper is based on qualitative research undertaken in West Nile Uganda and Coastal Kenya as part of a broader development project. A wide range of stakeholders, including government officials, parents, and early childhood practitioners were involved in sharing their perspectives of what life is like for young children (birth to age 8) in their homes, communities, and institutions. Data gathered were then brought back to community members to solicit action plans. The author brings to the data her reflections and lived experience as a mzungu (white person) brought to the region under the guise of development work and the ethical issues that ensued. It was clear that minority world discourses and conceptions of what constitutes a good life for children had permeated the value systems and goals of many adults in this majority world context. However, when challenged to think deeply about the systemic issues affecting their children, participants began to see the importance of finding ways to meld indigenous values, beliefs, and practices with the globalization agenda.
11

New Zealand early childhood curriculum: The politics of collaboration

81%
Farquhar S.
Journal of Pedagogy
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2015
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vol. 6
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issue 2
57-70
EN
The New Zealand early childhood curriculum, Te Whāriki (Ministry of Education [MoE],1996), is frequently hailed as a community inspired curriculum, praised nationally and internationally for its collaborative development, emancipatory spirit and bicultural approach. In its best form community can be collaborative, consultative, democratic, responsive and inclusive. But community and collaboration can also be about exclusion, alienation and loss. This paper engages with Te Whāriki as a contestable political document. It explores this much acclaimed early childhood curriculum within a politics of community, collaboration and control. Driving the direction of the paper is a call for a revitalised understanding of curriculum as practices of freedom, raising issues of how to work with difference and complexity in a democratic and ethical manner. The paper concludes that although official curriculum is unavoidably about control, there is a world of difference in the ways such control might be exercised. The real curriculum exists where teachers are working with children - it is in the everyday micro-practices that impacts are felt and freedoms played out.
12

New Zealand perspectives on early childhood education: Nāku te rourou nāu te rourou ka ora ai te iwi

81%
Tesar M.
Journal of Pedagogy
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2015
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vol. 6
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issue 2
9-18
EN
This special issue focuses on histories, pedagogies, policies, philosophies and alternative perspectives in early childhood education. Te Whāriki is heralded as the first bicultural curriculum not only in New Zealand, but in the world. Its importance is reflected in national and international research and early childhood discourses. Despite this, there is simultaneous critique of neoliberal policy, globalised practices and public and private investment in early childhood education in this region. Some lessons from New Zealand, of curriculum building, policy implementation, philosophies and sociologies of children and childhood are explored by New Zealand scholars, and focus on these broad New Zealand perspectives of ECE, to address the diverse interests of an international audience.
13

Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings

81%
Arndt S., Tesar M.
Journal of Pedagogy
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2015
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vol. 6
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issue 2
71-86
EN
This paper engages with assessment practices in Aotearoa New Zealand. Te Whāriki, the internationally recognized early childhood curriculum framework, lies at the root of contemporary narrative assessment practices, and the concept of learning stories. We outline historical and societal underpinnings of these practices, and elevate the essence of assessment through learning stories and their particular ontological and epistemological aims and purposes. The paper emphasizes early childhood teaching and learning as a complex relational, inter-subjective, material, moral and political practice. It adopts a critical lens and begins from the premise that early childhood teachers are in the best position to make decisions about teaching and learning in their localized, contextualized settings, with and for the children with whom they share it. We examine the notion of effectiveness and ‘what works’ in assessment, with an emphasis on the importance of allowing for uncertainty, and for the invisible elements in children’s learning. Te Whāriki and learning stories are positioned as strong underpinnings of culturally and morally open, rich and complex assessment, to be constantly renegotiated within each local context, in Aotearoa New Zealand and beyond.
14

Nineteenth century early childhood institutions in Aotearoa New Zealand: Legacies of enlightenment and colonisation

81%
May H.
Journal of Pedagogy
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2015
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vol. 6
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issue 2
21-39
EN
The nineteenth century colonial setting of Aotearoa NZ is the most distant from the cradle of European Enlightenment that sparked new understandings of childhood, learning and education and spearheaded new approaches to the care and education of young children outside of the family home. The broader theme of the Enlightenment was about progress and the possibilities of the ongoing improvement of peoples and institutions. The young child was seen as a potent force in this transformation and a raft of childhood institutions, including the 19th century infant school, kindergarten, and crèche were a consequence. The colonisation and settlement of Aotearoa NZ by European settlers coincided with an era in which the potency of new aspirations for new kinds of institutions for young children seeded. It is useful in the 21st century to reframe the various waves of colonial endeavour and highlight the dynamic interfaces of being colonised for the indigenous populations; being a colonial for the settler populations; and the power and should be purposed of the colonising cultures of Europe. It can be argued that in the context of ECE neither the indigenous nor settler populations of Aotearoa NZ were passive recipients of European ECE ideas but, separately and together, forged new understandings of childhood and its institutions; enriched and shaped by the lessons learned in the colonial setting of Aotearoa NZ.
15

Making art matter-ings: Engaging (with) art in early childhood education, in Aotearoa New Zealand

81%
Craw J.
Journal of Pedagogy
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2015
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vol. 6
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issue 2
133-153
EN
This article examines the special nature of Te Whāriki, Aotearoa New Zealand’s early childhood national curriculum, as a dynamic social, cultural document through an exploration of two art-inspired imaginary case studies. Thinking with Te Whāriki retains the potential to ignite thinking post-developmentally about art, pedagogy and practice in teacher education, and in the field. It offers examples of how creating spaces for engaging (with) art as pedagogy acts as a catalyst for change, art offers a dynamic way of knowing, and being-with the different life-worlds we inhabit. While new paradigms for thinking and practicing art in education continue to push the boundaries of developmentally and individually responsive child-centred pedagogies, an emphasis on multiple literacies often gets in the way. This prohibits opportunities for engaging in other more complex approaches to pedagogy and art as subject-content knowledge, something essential for developing a rich curriculum framework. The article draws on research that emphasises the importance of teacher education in opening up spaces for thinking about (the history of) art in/and of education as more than a communication/language tool. It considers an inclusive and broad knowledge-building-communities approach that values the contribution that art, artists, and others offer the 21st early learning environments we find ourselves in.
16

Social, cultural, and ecological justice in the age the Anthropocene: A New Zealand early childhood care and education perspective

81%
Ritchie J.
Journal of Pedagogy
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2015
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vol. 6
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issue 2
41-56
EN
Educators have an ethical responsibility to uphold the wellbeing of the children, families and communities that they serve. This commitment becomes even more pressing as we move into the era of the Anthropocene, where human induced climate changes are disrupting the planet’s systems, threatening the survival of not only humans, but of eco-systems and the earth’s biodiversity. This paper draws upon examples from Aotearoa (New Zealand) to demonstrate ways in which a critical pedagogy of place informed by local traditional knowledges can inform early childhood education whilst also enhancing dispositions of empathy towards self and others, including more-than-human others.
17
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Ontogenesis of the Dative Case in the Light of Natural Morphology and Cognitive Linguistics

81%
Kesselová J.
Jazykovedný Casopis
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2015
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vol. 66
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issue 2
101-126
EN
In the framework of the natural morphology (The types of homomorphism; J. Dolník, 2005) and cognitive linguistics (the dative case as the grammatical exponent of the target person’s role; E. Dąbrowska, 1997), the paper deals with the dative case in early speech development (during the first 3 years of child’s life). The study presents the results of the research into grammatical forms, case meanings and pragmatic functions. The key question is this: which dative case structures children acquire preferentially? The research is based on the combination of qualitative (audiovisual recordings of three children, coding of transcripts) and quantitative (1065 parental assessments) methods. The research leads to conclusions on three levels: (a) The form: grammatical forms of the dative case with segmental and defective homomorphism are typical for preferentially acquired forms. (b) The semantics: dative of benefit and dative of direction can be interpreted as case meanings that create the core of the dative case’s early semantics. (c) The pragmatics: children use the dative case preferentially in utterances with pragmatic function: con-situational information, disagreement, answer, will and challenge. It means that the dative case is primarily used in the developmentally oldest functions. The research broadens the understanding of speech ontogenesis and contributes to language explanation that is compatible with the process of its acquisition.
18

Communicative Approach as a Tool for Relating Reading and Writing Skills in Early Childhood Education

70%
Prince Ololube N., Briggs T., Kpolovie P. J., Uwaoma Ezindu S.
Discourse and Communication for Sustainable Education
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2010
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vol. 1
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issue 2
34-54
EN
This study dwells upon communicative approach as a tool for relating reading and writing skills in early childhood education in a developing economy. The quantitative data was gathered through the use of structured questionnaires and was analysed using SPSS version 17. This study confirms that teachers in the selected early childhood education centres (ECEC) have no professional early childhood education qualifications and, as a result, are not qualified to effectively carry out their teaching responsibilities. It is hoped that this study can contribute to a deeper understanding of how early childhood education teachers perceive language teaching and consequently assist in the development of teacher education programmes and activities. Teacher training and education courses must play a more active role in informing trainee teachers of the instructional value of communicative approach in the teaching and learning of the English language. This study provides parents, teachers, researchers, the public and those who manage education systems with new data that will help them to answer questions about the failing state of education in Nigeria.
19
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Музыкальный интерес в структуре эстетического сознания детей дошкольного возраста

70%
Boyakova E.
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2015
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issue 3
337-354
EN
The article deals the educational problems of the interest in music in early childhood. The structure of children’s interest includes the emotional and intellectual components. Emotional component in early childhood is a leader. Interest in music is part of the musical and aesthetic consciousness, influences on music lessons and aesthetic development. The game is the best method of interest’s development. The greatest effect is achieved in games based on synesthesia.
20
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Wartości demokratyczne w edukacji wczesnoszkolnej. Analiza podstawy programowej dla pierwszego etapu edukacyjnego

70%
Stek-Łopatka N.
Lubelski Rocznik Pedagogiczny
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2023
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vol. 42
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issue 1
79-99
EN
Introduction: Changes taking place in Poland and in the world in recent years have made democracy one of the issues requiring constant monitoring. Despite its importance, it is still omitted in the context of educational practice – especially at the early stages of education, the existence of the need for democratic education among the youngest individuals subject to statutory education is denied. This contributed to the start of research on democratic values in early childhood education, which had not yet been analyzed in the context of the “new” core curriculum. Research Aim: The aim of the research was to identify and evaluate the effects of education related to democratic values in the core curriculum of general education for the first educational stage. Method: The method of data collection was the desk research and the method of data analysis – semantic content analysis focused on the explicit text. Results: The results showed that the requirements related to democratic values in the core curriculum for the first stage of education are very few and focus on the area of knowledge and skills, ignoring attitudes. Conclusion: Goals formulated in legal and educational documents are often deformed and are at risk of being omitted in educational practice due to the existence of an informal and hidden program, which in turn makes the shaping of conditions enabling a child to be an active citizen even more at risk.
PL
Wprowadzenie: Zmiany zachodzące w ostatnich latach w Polsce i na świecie sprawiły, że jednym z zagadnień wymagających nieustannego monitorowania stała się demokracja. Mimo jej znaczenia nadal pomija się ją w kontekście praktyki edukacyjnej – szczególnie na wczesnych etapach edukacyjnych, neguje się istnienie potrzeby edukacji demokratycznej wśród najmłodszych jednostek poddawanych ustawowej edukacji. Stało się to przyczynkiem do rozpoczęcia badań nad wartościami demokratycznymi w edukacji wczesnoszkolnej, które nie były jeszcze poddawane analizie w kontekście „nowej” podstawy programowej. Cel badań: Celem badań było rozpoznanie i ocena efektów kształcenia odnoszących się do tychże wartości w podstawie programowej kształcenia ogólnego dla pierwszego etapu edukacyjnego. Metoda badań: Metodę zbierania danych stanowiło przeszukiwanie źródeł wtórnych, a metodę analizy danych – analiza semantyczna treści skupiona na jawnym przekazie tekstu. Wyniki: Wyniki pokazały, że wymagania odnoszące się do wartości demokratycznych w podstawie programowej dla pierwszego etapu edukacyjnego są bardzo nieliczne i skupiają się wokół obszaru wiedzy i umiejętności, pomijając postawy. Wnioski: Zamierzenia sformułowane w ramach dokumentów prawno-oświatowych nierzadko ulegają deformacji i są zagrożone pominięciem w ramach praktyki edukacyjnej przez występowanie programu nieformalnego i ukrytego, a to z kolei sprawia, że kształtowanie warunków umożliwiających dziecku bycie aktywnym obywatelem jest jeszcze bardziej zagrożone.
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