Search results

1

NOWOCZESNE TECHNOLOGIE W PRACY ZDALNEJ UKIERUNKOWANEJ NA WSPOMAGANIE WCZESNEJ EDUKACJI DZIECI

100%

Łukawska M.

Eunomia – Rozwój Zrównoważony – Sustainable Development

|

2020

|

issue 2(99)

127-135

EN

Modern technologies are an inseparable structure of modern human life. Nowadays, it is impossible to imagine existence without a phone, smartphone or computer. They are ubiquitous in work, play, social life and school education. Children are starting to use modern technologies more and more actively. This publication attempts to present the importance of modern technologies in remote work with students. Referring to the literature on the subject and relying on their own observations and experiences in working with students at a younger school age, an attempt was made to make the reader aware that modern methods and technological measures have a significant impact on the development and behavior of students from an early age of education. The significant role of the teacher in the entire didactic process was also indicated. The advantages and disadvantages of distance learning were also highlighted.

2

Why Education for Sustainable Development Needs Early Childhood Education: The Case of Norway

100%

Eriksen K. G.

Journal of Teacher Education for Sustainability

|

2013

|

vol. 15

|

issue 1

107-120

EN

With this article, the author intends to outline a legitimising basis for implementing education for sustainable development (ESD) in early childhood education, in juridical, pedagogical and political terms. Starting from our current ecological crisis, the ontological assumptions of modern culture are considered obstructive to possibilities for mitigation. The author affirms a need for constructing new conceptual frameworks in the field of ESD suitable also for the youngest children. The very logic of the reigning notion of knowledge requires revision in order to secure successful implementation as well as fostering citizens with the moral agency required to meet calamity. Ontological insights from deep ecology are suggested integrated with the more practical epistemological concept of ecological habitus. Possible gains are not exclusively related to sustainability, but also include positive impacts on the life quality of young children as such.

3

Model wirtualny nauczania zdalnego w edukacji wczesnoszkolnej w nurcie pedagogiki Celestyna Freineta – perspektywa uczniów i nauczycieli

100%

Abramowicz D., Kędra M., Groborz I.

Studia Edukacyjne

|

2021

|

issue 63

49-64

EN

Remote education is not a new issue discussed in the literature, but in the face of the restrictions introduced by the COVID-19 pandemic, this type of education has developed dynamically. In the conditions of technological progress, it seems that the virtual model is particularly interesting in remote education. It was applied in March-June 2020 at the level of early childhood education at the Cogito Public Primary School in Poznań. In order to identify and evaluate remote education in the virtual model from the perspective of students and teachers, surveys with the use of an on-line questionnaire and focused group interviews were carried out.

4

Uczenie się kooperacyjne – w świetle opinii nauczycieli wczesnoszkolnych

100%

Sobierańska D.

Kwartalnik Pedagogiczny

|

2016

|

issue 4(242)

48-66

EN

Many studies that are currently conducted in the United States and Western Europe, indicate the advantage of cooperative learning over individual learning, which creates conditions for rivalry and competition. It is surprising, therefore, that in Poland there are still few publications and research reports on the subject. The literature available does not present analyses of cognitive effects of interacting with peers; it exposes only the importance of collaborative learning for social and personal development of students. Also, cooperative learning is still rarely used in Polish schools, although it is generally considered as an important element of the constructivist approach to teaching. The aim of this study is to identify the opinions of early childhood education teachers on cooperative learning. The survey results describe teachers’ beliefs on the children’s learning process and the place of cooperative learning in the classroom. They also show how the respondents perceive their role in promoting the cooperation of students in a team when performing the tasks.

5

Musical intelligence of candidates for early childhood teachers

100%

Mejzner R.

Problemy Opiekuńczo-Wychowawcze

|

2019

|

vol. 577(2)

59-67

EN

The purpose of the following article is to present the results of the research on the musical intelligence of candidates for early childhood education teachers. The research was carried out using a standardized test developed by Herbert D. Wing. The author of the paper bases on the assumption that the level of musical intelligence of future teachers in kindergarten and fi rst grades of primary school largely determines the effects of didactic work in the fi eld of music education conducted by academic teachers. The text ends with conclusions and postulates aimed at optimizing teacher education as part of music education.

6

Programowanie we wczesnej edukacji dziecka

100%

MYŚLIWIEC K.

Edukacja-Technika-Informatyka

|

2017

|

vol. 8

|

issue 2

51-55

PL

W niniejszym artykule podjęto problematykę programowania w edukacji formalnej i nieformalnej, ze szczególnym uwzględnieniem wczesnej edukacji dziecka. Analizie poddano założenia podstawy programowej wchodzącej w życie we wrześniu 2017 r. w świetle dostępnych raportów i zagranicznych praktyk.

EN

The article presents the issue of programming in formal and informal education in early childhood education. In this paper program basis from September 2017 in the light of available reports and foreign practices was analyzed.

7

Znaczenie dorobku naukowego Profesor Jadwigi Walczyny dla rozwoju pedagogiki wczesnoszkolnej i kształcenia nauczycieli

100%

Żytko M.

Kwartalnik Pedagogiczny

|

2014

|

issue 4(234)

163-170

EN

Jadwiga Walczyna (1916–1991) was a pedagogue who made significant contribution to Polish theory and practice concerning early childhood and elementary education. During her work at the Faculty of Education, University of Warsaw, she carried out research and theoretical analyses which focused on necessary changes in teacher training for the first stage of education. She promoted the idea of close relationship between theory and practice. Professor Walczyna was one of the creators of the innovative pedagogical concept called integrated education in primary school.

8

Uczenie się kooperacyjne – w świetle opinii nauczycieli wczesnoszkolnych

100%

Sobierańska D.

Kwartalnik Pedagogiczny

|

2016

|

vol. 61(4 (242))

48-66

PL

Many studies that are currently conducted in the United States and Western Europe, indicate the advantage of cooperative learning over individual learning, which creates conditions for rivalry and competition. It is surprising, therefore, that in Poland there are still few publications and research reports on the subject. The literature available does not present analyses of cognitive effects of interacting with peers; it exposes only the importance of collaborative learning for social and personal development of students. Also, cooperative learning is still rarely used in Polish schools, although it is generally considered as an important element of the constructivist approach to teaching. The aim of this study is to identify the opinions of early childhood education teachers on cooperative learning. The survey results describe teachers’ beliefs on the children’s learning process and the place of cooperative learning in the classroom. They also show how the respondents perceive their role in promoting the cooperation of students in a team when performing the tasks.

9

Kształtowanie postaw proekologicznych w edukacji wczesnoszkolnej

100%

Mielczarek A.

Edukacja Biologiczna i Środowiskowa

|

2012

|

issue 3

75-81

EN

The article presents the pedagogical basis for pro-ecological attitudes in the early-stage school teaching. The author pointed out the importance of environmental education in the curriculum for the first stage of education. He indicated the tasks which the school should fulfill so that pupils acquire practical skills needed to form their positive attitudes towards the environment. The author also discussed the principles, methods and forms to be used in formation of the right attitudes in early-stage education. He paid attention to the relationships between education objectives and students’ achievements in the early school age.

10

Preliminary identification of the potential of using MIEM in the context of stimulating the development of selected cognitive processes of students in early childhood education

100%

Walat W., Warchoł T.

Studia z Teorii Wychowania

|

2024

|

vol. XV(1(46))

101-120

EN

The article presents the results of a quantitative-qualitative study that examined the experiences of children and early childhood education teachers with multi-layered interactive materials in which augmented reality technology was implemented. The article also addresses issues related to support (MIEM) for selected cognitive processes of early childhood education students. The research was conducted within the framework of the Ministry of Education and Science's program titled: Pupil circles create innovation. The study involved 1153 early childhood education students between the ages of 7 and 10, as well as their teachers, who constituted a group of 41 early childhood education teachers. A triangulation of research methods was used in the study. For the group of students, a diagnostic survey method was used, for which a survey questionnaire was developed on the Kahoot platform and an in-depth interview using an interview questionnaire. For the group of teachers, a diagnostic survey method was used, for which a survey questionnaire was developed. The survey was implemented using the Computer Assisted Personal Interview technique on the Google Forms platform. On the basis of the conducted research, conclusions were developed in terms of the main objective of the research, which was: preliminary identification of the potential for using MIEM in the context of cognitive processes in early childhood education. The results of the research indicate that early childhood education students received the introduced innovation into the teaching process to a very positive degree. First of all, MIEM resulted in high motivation for learning. The result of which was a significant number of memorized messages contained in MIEM. It should also be added that this fact can have an impact on students' memory and perceptiveness. It can also be tentatively concluded that MIEM can have an impact on cognitive processes in particular on thinking and imagination. This conclusion follows directly from the type of technology that allows generating things previously difficult to visualize. In addition, the experiences of teachers who participated in the study indicate that MIEMs provide new opportunities for experimentation and interactive learning. According to the teachers, MIEMs make it possible to support the teaching and learning of nature, mathematics, as well as other subjects. Early childhood education teachers enthusiastically welcomed the use of AR, as well as seeing this technology as a solution to the problems of implementing the principle of viewability in early childhood education.

11

Innowacyjny model „Nauka – Sztuka – Edukacja” w praktyce wczesnoszkolnego kształcenia plastycznego

100%

Gabzdyl J., Aksman J., Kasáčová L.

|

2016

|

issue 2

185-206

EN

In the article the authors discuss the practical implementation of the model work with a plastically gifted child “Science – Art – Education”, founded at the end of 2013. As a result of implementation of the international research project. The resulting model, from the theoretical point of view, has been described in the scientific monograph edited by J. Aksman: Science – Art – Education. Innovative model of diagnosis, methods and forms of work and care for plastically gifted children. This model shows the importance of science in early school education through art, based on the innovative combination of art education and health education of children in grades 1–3 of primary school. The consequence of this combination is the intention of the authors of the project to shape life skills of the mentioned children. Theoretically reasoned innovative model Science – Art – Education (SAE) was extremely important but the initial stage of the work. Another one, which has now been adopted and which is described in the article – is associated with a wider than before application of this innovative model – with an attempt of its implementation in everyday practice of art lessons with pupils in early school age. This task involves a further, currently implemented on a research project The effectiveness of the model of work with a plastically gifted child “Science – Art – Education” in the three-year cycle of lessons (WPiNH/DS/5/2015) directed by J. Aksman. The attempts to further applications of the Innovative Model into daily teaching practice and forms of its popularization are very important and they are described in this article: – the creation by J. Aksman and J. Gabzdyl and publishing by Oficyna Wydawnicza AFM (Publishing House AFM) methodological studies in early school age and materials for students as well as teachers who have been currently participating in the model SAE under the guidance of J. Aksman in Województwo małopolskie (Lesser Poland Voivodeship); – the introduction of newer and newer appropriate contents to the educational programs of students majoring in Pedagogy at Andrzej Frycz Modrzewski Academy in Cracow; – training of professionally active teachers of Województwo małopolskie (Lesser Poland Voivodeship); – as well as training of scientific staﬀ and students Educational faculty at Matej Bel University in Banská Bystrica, implemented within the framework of international cooperation, including participation of J. Aksman and J. Gabzdyl in a research project Strategy in the education of art – the creation of new models and study materials for courses (KEGA č. 036UMB-4/2015) under the guidance of L. Kasáčová.

12

Edukacja matematyczna małego dziecka w wychowaniu przedszkolnym i nauczaniu początkowym z perspektywy czterdziestolecia Katedry Pedagogiki Wczesnoszkolnej i Pedagogiki Mediów Uniwersytetu Śląskiego w Katowicach

89%

Polewczyk I., Kawiak E.

Chowanna

|

2019

111-124

EN

The aim of the article is to present the achievements of the employees of the Department of Early Childhood Education and Media Pedagogy in mathematical education over forty years of its functioning.. Mathematics is a particularly important area of teaching a young child, which builds the basis for later education and largely determines its success or failure. It is a subject that is difficult by its very nature, and its hierarchical structure means that each element must be well mastered. That is why it is so important to train the teachers of kindergarten and primary education so that they can build a good basis for teaching this subject.

13

Common conceptions of the younger school-age children about the selected conditions of the learning process

88%

Ostaszewska-Tylenda J.

Problemy Opiekuńczo-Wychowawcze

|

2019

|

vol. 577(2)

27-37

EN

The article touches upon the issues of the conditions of learning which play a signifi cant role in acquiring and developing knowledge by younger school-age children. The aim of the research was to recognize the common concepts of younger school-age children about the factors which facilitate or hinder the learning process. The article presents the assumptions of qualitative research carried out on several focus groups consisting of 135 younger school-age children. The analysis of data acquired during the focus interview shows that the knowledge of the younger school-age children on the conditions of learning process is really extensive and touches upon numerous aspects pertaining to the process itself. Children are able to recognize and name, in a colloquial language, the factors which either hinder or support their learning process. The presented analysis is the basis to form the conclusions in the fi nal part of the article.

14

Socjalizacja pierwotna jako determinanta osiągnięć szkolnych uczniów klas początkowych w kontekście analiz Profesora Borowicza

88%

Kaszlińska K.

Kultura i Edukacja

|

2014

|

issue 4(104)

85-106

EN

This article refers to the research and analysis by Professor Borowicz, dedicated to how primary socialization influences educational opportunities for students at the first threshold of selection. The author transfers the mechanism of the selection process presented by Borowicz into the field of early childhood education and describes the relationship between primary socialization and school achievement of young pupils. The author analyzes three groups of factors influencing the fate of a child’s school performance: psychological, social and pedagogical. The author uses the categories of pupils’ personality to connect these factors. She recognizes influences of family and primary socialization as key determinants of school achievement. She proves that the concepts of professor Borowicz are still current and exist in contemporary scientific discourse.

15

Kształtowanie indywidualnej różnojęzyczności na wczesnych etapach w opinii nauczycieli wychowania przedszkolnego

88%

Kotarba-Kańczugowska M.

Kultura i Edukacja

|

2014

|

issue 3(103)

206-234

EN

The article contains the overview of research on the beliefs of pre-school and primary school teachers (n = 100) about developing the plurilingual competence in children. Research shows that the teachers highly appreciate the scientific, practical and motivational values of developing the plurilingual competence, but they lack knowledge about the teaching methods and tools and organizational forms that can be used for the development of plurilingual competence in the early stages of education. When discussing the results I analyze i.a. (a) the reasons for not taking actions aimed at the development of individual plurilingualism indicated by the respondents and (b) the actions taken declaratory by the respondents in the context of the objectives of plurilingual education.

16

Implementation of the Positive Early Childhood Education Curriculum for students with migration experience – the assumptions and directions of action

88%

Czaja-Chudyba I.

Edukacja Międzykulturowa

|

2023

|

vol. 23

|

issue 4

189-206

EN

Migration puts children in a difficult situation – it takes away their stability and constancy of everyday events and plucks them from a safe environment. The purpose of the article is to present the main assumptions and innovative ideas related to the author’s Positive Early Childhood Education Curriculum, as well as indicating the forms of work with students with migration trauma experience. The applied method was the educational project description. The extraordinary nature of the Curriculum is exhibited in the relocation of metatheoretical assumptions – from pedagogy of “lack” to pedagogy of “growth”. Therefore, it is recommended that the child’s well-being should be nurtured (M. Seligman, A. Antonovsky) alongside the development of intercultural proximity and “soft competences”, which are of importance for students with trauma experiences. The Curriculum allows as well for acquiring teacher’s self-awareness. It has been indicated how to implement the Curriculum assumptions – positivity, optimality, balance, and prospectivity for students with various cultural and biographical backgrounds. Special attention is devoted to strengthening the resilience in students with migration experiences and to the directions of actions to enable them the emotional, socio-cultural, instrumental, material and procedural, systemic, environmental and preventive support.

17

Special Needs of Boys and the Impact of Mixed-Gender Teams

88%

Traxl B., Huber J.

Journal of Preschool and Elementary School Education

|

2015

|

issue 8

89-102

EN

Theoretically based on early pedagogical and psychoanalytic research ndings, the Austrian W-INN-study aims at con rming research questions as well as nding possible new hypotheses about men’s in uence on children. The pilot study focuses on different research questions: What similarities and/or differences can be found in interactions with children de- pending on childcare staff composition (mixed gender vs. female)? What are childrens’ (re-)actions in these groups/towards staff? Are there possible ‘compensatory effects’ of male childcarers for children who don’t have much contact with fathers and/or men in general? Our paper will present the main results of the research project and its practical implications

18

Edukacja międzykulturowa w edukacji wczesnoszkolnej: perspektywa historyczno-pedagogiczna i dobre praktyki nauczycieli na przykładzie Prywatnej Szkoły Podstawowej „Mieszko” w Poznaniu

76%

Adamczewski J., Płonka J.

Biuletyn Historii Wychowania

|

2020

|

issue 43

151-166

EN

The aim of this article is to present a historical perspective on intercultural education, contemporary methods of supporting foreign students as well as the role of the teacher and the specific competence required to teach effectively in an intercultural environment. Contemporary methods of support are presented based on the example of good educational practice taking place at “Mieszko” Private Elementary School in Poznań. Actions that can be initiated by a teacher in early education have been divided into four areas: physical, didactic, social and in the classroom. The physical area addresses the issue of school space and activities that help to identify and address students’ difficulties in areas related to senses and coordination. The didactic area represents cultural events designed to entertain and educate; there are also examples of how to equalize educational opportunities among students. The subsequent area, encompassing activities carried out within a class group, show intercultural activities included in the curriculum and indicate which activities may help to control difficult behaviours of children. The social area activities are designed to support students in maintaining meaningful relationships with their peers and collaborating with other organizations that can complement and enrich intercultural formal education.

19

Civic and Social Competences and the Patriotic Education of Small Children

75%

Jakubowska E., Olek-Redlarska Z.

Rocznik Teologii Katolickiej

|

2017

|

vol. 16

|

issue 2

EN

In recent years, politicians, parents, educators, and psychologists have extensively discussed the topic of the education of children. Changes in education pertain to varying degrees to children’s daily school experiences, and the issue of the education of children is particularly important to consider as cultures change. Providing school age children with the proper tools and skills allows them effectively and constructively participate in society and civic life. Patriotic education specifically teaches children how a united national consciousness can exist in a multicultural society. Patriotism also entails preserving and expressing one’s culture and the beauty of one’s native language.

PL

W ostatnich latach edukacja dzieci stała się przedmiotem intensywnej dyskusji polityków, rodziców, pedagogów i psychologów. Te obszary zmian edukacyjnych w różnym stopniu dotyczą codzienności szkolnej dziecka. W sytuacjach przełomu kulturowego zawsze zwracamy się w stronę wychowania dziecka. Kształtowanie kompetencji społecznych i obywatelskich przygotowują ucznia w młodszym wieku szkolnym do skutecznego i konstruktywnego uczestnictwa w życiu społecznym. Natomiast wychowanie patriotyczne uczy jak jednostkowa świadomość narodowa pozwala odnaleźć się w wielokulturowym społeczeństwie. Patriotyzm to jednocześnie dbanie o kulturę i piękno ojczystego języka.

20

Sto języków dziecka: wczesna edukacja z inspiracji myślą pedagogiczną Lorisa Malaguzzi

75%

Szczepska-Pustkowska M.

Problemy Wczesnej Edukacji

|

2013

|

vol. 9

|

issue 1(20)

76-91

EN

Reaching so deeply into the past, the school has been criticized for incomplete and incorrect implementation of its basic functions. This was done from conservative, liberal and radical points of view. Conservative criticism concentrated its attack on a school, focusing primarily on the fact that the transmission of culture does not provide students with training that meets the requirements of modern civilization. Liberal criticism focused on unmasking the anti-humanitarian nature of the school: the purpose of their actions has been the protection of children’s rights and education efforts to create a welcoming development of an individual. Finally - radical criticism showed a school as an institution possessing a potent tool of symbolic violence and political and cultural marginalization. It was pointed out that the current school relationship reflects the attitudes and practices typical of an oppressive society. Therefore, it becomes an institution in which to carry out acts of violence on the identity of individuals and groups, and it deprives them of their voice in the social discourse, pushing them into the culture of silence. As a result, the school severely limits or even blocks the chances of development of individuals, specific groups, social classes and even society in general. For these (and many other) reasons, the school is increasingly treated as an island of extreme artificiality and a product, which is judged to have its imminent and inevitable end in the junkyard of history. At the same time, it should be remembered that even the most radical opposition to the school is sometimes an important starting point for the exploration of alternatives. The reflections in this paper were inspired by the philosophy of education of Loris Malaguzzi - Italian teacher, author and founder of alternative institutions for preschool children in Reggio Emilia in Northern Italy.

Refine search results

NOWOCZESNE TECHNOLOGIE W PRACY ZDALNEJ UKIERUNKOWANEJ NA WSPOMAGANIE WCZESNEJ EDUKACJI DZIECI

Why Education for Sustainable Development Needs Early Childhood Education: The Case of Norway

Model wirtualny nauczania zdalnego w edukacji wczesnoszkolnej w nurcie pedagogiki Celestyna Freineta – perspektywa uczniów i nauczycieli

Uczenie się kooperacyjne – w świetle opinii nauczycieli wczesnoszkolnych