Search results

1

Nowe technologie w pracy nauczyciela edukacji wczesnoszkolnej. Raport z badań

100%

Iwanicka A.

Studia Edukacyjne

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2019

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issue 54

EN

The new core curriculum for general education introduced in September 2017 (Journal of Laws 2017, item 356) introduced changes taking into account the use of new technologies in early school education. From now on, the school is to better prepare students for the requirements of a digital society, including a creative use of media. This requires the teacher’s readiness to introduce the media into the educational process, commitment to and efficient use of the digital media in individual education. I was wondering about the attitude of early school education teachers to using new technologies in lessons (especially in the context of the new curriculum). Moreover, I wanted to see if teachers show commitment to developing their own digital skills. Such an attitude would be justified: the high digital competences of teachers not only help the proper implementation of the core curriculum in grades 0-3, but also help in career promotion and prepare children for efficient functioning in a digital society. To answer the above questions, I carried out my own diagnostic survey on a group of 460 early school education teachers (N = 460), using a questionnaire. Teachers indicated a diverse attitude to both the changes introduced in the core curriculum and the use of digital media in education. They mainly point to their own digital incompetence in the use of new technologies in early school education lessons. New media are most often used in lessons by teachers older in terms of age and work experience; we can associate it with teachers’ professional promotion, which is connected with the requirement of using multimedia in the learning process as defined by the legislator. Teachers do not rate their digital skills too highly yet at the same time show interest in courses, trainings and workshops organized by the school, thanks to which they can improve their skills in this area. They also recognize that a digitally competent teacher is the answer to the needs of a new, modern school.

2

Analiza wybranych norm prawnych określających nowe obowiązki nauczycieli i specjalistów wychowania przedszkolnego i wczesnoszkolnego oraz poradni psychologiczno-pedagogicznych

100%

Serafin T.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2013

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issue 2

25-55

EN

The purpose of this article is to draw attention to the inconsistencies and incoherence in the applicable provisions of education law in relation to the education of pupils with special educational needs arising from disability. Therefore, this paper presents an analysis of the current rules in relation to pre-school and early education and teaching with a focus on the following aspects: 1) new tasks for pre-school and early education teachers, 2) duties of teachers, psychologists and other professionalsworking in kindergartens and schools, for psychological and pedagogicalcounseling centers as well as pre-school and early elementary education teachers, 3) qualification requirements under the regulation of the Minister of Education and requirements for skills gained during studies and determined by the regulation of the Minister of Science and Higher Education on teacher preparation standards in the context of pre-school and early elementary education teachers’ work, 4) comparison between a decision on the need for special education and a certificate of disability.

3

The agency of children as learners – writing as a socio-political act

92%

Maier-Höfer C.

International Journal of Pedagogy, Innovation and New Technologies

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2017

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vol. 4(2)

2-14

EN

Girls and boys express their contribution to the learning community in their own ways. These contributions pose a challenge for pedagogues interested in the evolution of democracy as inconclusive dynamics of intergenerational exchange. Children’s claims as subjects of rights are linked to a concept of positioning in the social structure. Works by Janusz Korczak, Célestine Freinet and Paulo Freire explain this connection between pedagogy and social practices of expression. Reggio and Swedish pedagogues document children’s learning as well. This article examines the pride girls and boys display regarding their learning procedures and standpoints in community.

4

The learning environment as a space for changes

92%

Nowak J.

Problemy Wczesnej Edukacji

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2016

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vol. 12

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issue 2(33)

143-151

EN

Science is not a simple increase of knowledge, but a change in state of mind. This demands a personalized approach to the teaching/learning process, the consideration of new spaces serving to gain information and experiences, as well as making use of the dialogical nature of man to create a learning community. The child cannot be a background for teachers’ actions but an authentic real creator of his/her development. School should evolve from a socially and culturally authorised knowledge-transferring institution into an agency which will be a community of life and work. This paper focuses on selected aspects of a new culture of learning: constructive, self-regulated, situated and collaborative, that prepares the student for smooth functioning in a world marked by change.

5

Democracy: A fundamental value of education

92%

Moss P.

Człowiek - Niepełnosprawność - Społeczeństwo

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2013

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issue 4(22)

7-24

EN

This article is an edited version of a chapter in a book – Transformative Change and Real Utopia in Early Childhood Education: A Story of Democracy, Experimentation and Potentiality. While its focus is early childhood education, the article is relevant to all educational sectors, including special learning needs. Currently, early childhood education are often treated as a purely technical practice. The article brings thesis that early childhood education is primarily the political act and concentrates on the fundamental values in education. The author suggests that one of the values is democracy. This statement is not new, as there is a strong tradition presenting democracy as an important value in education. The article presents how democracy can be understood as a value, and how to bring democracy to the institution for young children.

PL

Niniejszy artykuł to skrócona wersja rozdziału książki pt. Transformative Change and Real Utopias in Early Childhood Education: A Story of Democracy, Experimentation and Potentiality [Zmiana transformacyjna i prawdziwe utopie we wczesnej edukacji: Opowieść o demokracji, eksperymentowaniu i możliwościach]. Koncentruje się on na wczesnej edukacji, jednak będzie użyteczny dla wszystkich obszarów edukacji, z uwzględnieniem specjalnych potrzeb edukacyjnych. Obecnie wczesna edukacja traktowana jest często jako praktyka o wyłącznie technicznym charakterze. Artykuł stawia tezę, że wczesna edukacja to przede wszystkim działanie polityczne i koncentruje się na zasadniczych wartościach w edukacji. Autor wskazuje, że jedną z tych wartości jest demokracja. To twierdzenie nie jest nowe, jako że istnieje silna tradycja przedstawiająca demokrację jako istotną wartość w edukacji. Artykuł pokazuje, w jaki sposób demokrację można rozumieć jako wartość oraz jak wprowadzić ją do instytucji dla małych dzieci.

6

Actor and Sapper in the Classroom: A Method of Evaluation and Students’ Results

92%

Skop K., Polewczyk I.

The New Educational Review

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2022

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vol. 68

186-198

EN

In the presented study, researchers consider if the evaluation method impacts early education students’ results and their beliefs about themselves. The results prove significant relation between the method of evaluation and students’ results (with the same questions). The reliability of evaluation depends on the type of diagnosed skills (language or mathematical skills). In an oral examination in the presence of the class, children achieve better results in the linguistic test. Higher scores on mathematical tests were noted in the case of written exams. Research conclusions could be used as a hint for early education teachers and an interesting area for other studies and consideration.

7

Children’s experience of distance learning – the everyday life of first graders

92%

Bonar J., Zbróg Z.

Studia z Teorii Wychowania

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2022

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vol. XIII(2 (39))

103-117

EN

The purpose of this paper is to present the everyday school life of younger pupils in pandemic times. The rationale behind the study (conducted from the child’s perspective) lies in the conviction that minors are active actors who understand and interpret the social reality around them and, therefore, are the most reliable source of information (for adults) on the meaning of everyday situations for them (Corsaro, 2005). The research material was collected through a focus group interview with first grade pupils from selected primary schools in Poland. This helped the authors understand children’s experience of distance learning. Analysis of the collected material reveals the many and diverse experiences children have regarding e-learning. The study makes it possible to identify the main categories impacting their daily school-related activities, the tangible environment that constitutes the physical space behind these activities, and the accompanying emotions.

8

Graphomotor Skills in Children Carrying out the One-Year Preschool Preparation Obligation – the Need of Wide Range Assessment

81%

Domagała A., Mirecka U.

Logopedia

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2018

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vol. 47 EN

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issue 2

329-340

EN

The article investigates the issue of graphomotor skills assessment in children carrying out the one-year preschool preparation obligation. On the basis of the findings included in the academic literature and of the own empirical research, the need of developing wide range diagnostic tools for the graphomotor skills assessment in children below mandatory school age has been pointed out. The range of graphomotor skills assessment in children carrying out the one-year preschool preparation obligation was determined; our own proposal, relevant to graphomotorics at two complementary levels was presented: the course and products of graphomotor skills in accordance with the proposed interpretation of phenomena, with the multidimensional assessment of each of them. New technique of diagnosing “The Profile of Graphomotor Skills. Version for children carrying out the one-year preschool preparation obligation” is currently being conducted in collaboration with the Psychological and Pedagogical Tests Lab in Gdansk.

9

Jakie książki obowiązkowo powinien przeczytać pedagog wczesnoszkolny? Znaczenie literatury w formowaniu przyszłej kadry nauczycielskiej

81%

Grabowski M.

Scientific Bulletin of Chełm - Section of Pedagogy

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2010

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issue 1

59-67

EN

This material reviews early childhood education in a theoretical context. Among other things pointed and analyzed are issues and terminology referring to the representatives of this trend. The discussions does not omit the assumptions and educational interactions. The article refers to the current set of papers on teaching and education in grades I-III. Presented publications do not only have theoretical premises, but they also indicate that innovative solutions.

10

Teaching for Wisdom in Early Modern Education

81%

Płóciennik E.

Journal of Preschool and Elementary School Education

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2013

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issue 4

27-48

XX

Teaching for wisdom (especially at the early educational stages) requires personal competence by the teacher, interesting teaching aids and modern, motivational techniques that stimulate and develop the child’s potential abilities and competences related to general and practical intelligence and creativity. In early education, of particular importance is the type of children’s/students’ activity that leads to the direct experiencing of the surrounding cultural, natural, technical and social reality. Such activity is undertaken by individuals through internal emotional involvement, which leads to the experience of values in an in-depth way, supporting development and gaining all kinds of practical experience, which in turn fosters maturity towards wisdom. The environment where Teaching for wisdom should be deliberately organized is school (preschool). Factual knowledge and the methodological competences of teachers can support the organization of educational situations that allow children/students to experience values and wisdom, develop their potential cognitive abilities, gain experience in the interpretation and evaluation of wise/unwise behaviour, and develop the habits of wise behaviour. These situations should be a source of getting students ready to use wisdom in life and to shape their value systems. The proposal of a detailed competence scope for the notion of wisdom is presented in the this article.

11

Difficulties in Graphomotor Activities of Children Carrying Out the One-Year Preschool Preparation Obligation and in First-Grade Primary School Children

81%

Domagała A., Mirecka U., Majcher M.

Logopedia

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2018

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vol. 47 EN

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issue 1

125-138

EN

The article analyzes the problems concerning the course of graphomotor activities in firstgrade primary school children and in children carrying out the compulsory one-year preschool preparation. The study defines the range and intensity of undesirable behaviors, with emphasis on the phenomena classified within such categories as: the way of holding the writing instrument, the position of the sheet in relation to the edge of the desk and the pace of work. For this purpose the authors utilized the results of research carried out using the author-designed diagnostic tools: the “Scale of Assessment of Graphomotor Skills, (Domagała, Mirecka, 2017c) and the “Profile of Graphomotor Skills” (Domagała, Mirecka, 2010 – here: the modified version of the tools, in accordance with the selected developmental stage. At the earliest stage of education, most of the irregularities concerning the way of holding the writing instrument and the pace of work were identified.

12

Current Trends in Early Pedagogy

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Karbowniczek J., Komorowska B.

Journal of Preschool and Elementary School Education

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2012

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issue 1

13-23

EN

A child’s education at an early school age is a major challenge, both at the individual and society levels. Its present shape is conditioned by, on the one hand, the development of science, especially psychology, pedagogy and didactics; on the other hand, by the changing socio-cultural, political and economic reality. These changes have established new trends in early school pedagogy. The article includes the process of reforming the school in terms of elementary education, the role and place of the teacher and student in the learning process, the objectives of early school education, the comprehensive development of the student, his activation and evaluation.

13

Common Sense of L2 Instruction in Early Education. Its Salience and Transferability

81%

Daszkiewicz M.

Problemy Wczesnej Edukacji

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2011

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vol. 7

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issue 15(3)

116-123

EN

The article discusses the degree in which a commonsensical approach to L2 lessons in early education complies with what relevant literature and research stipulate in this respect. Thus understood compliance is addressed on four levels: with reference to a general approach, affective aspects, cognition and behaviour. On each level substantial “seamlessness” is noted, i.e. a high level of common sense – science concordance. The text has been prompted by a never-ending search of many for a wonders-making method, with the belief in such a magical key to foreign languages being argued here to be an erroneous and misleading assumption. The article closes with a reflection on the transferability of common sense to higher levels of L2 education and several commonsensical implications for language teachers to follow.

14

Designing a pre-service CLIL teacher education program

81%

Brzosko-Barratt K.

Kwartalnik Pedagogiczny

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2019

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vol. 64(3 (253))

173-193

EN

This paper is a part of a larger instrumental case study exploring the process of creating a CLIL teacher education program for early primary level at the University of Warsaw. The paper identifies some challenges related to program design and describes areas of growth of student teachers specifically related to CLIL planning instruction. The data were collected over a period of five years and included interviews and focused groups with student teachers, teacher educators and mentor teachers as well as the analysis of CLIL units created by the student teachers.

15

Myśl pedagogiczna Aleksandra Grozy. Wokół cyklu Elementarzy

81%

Gruntkowska D.

Biuletyn Historii Wychowania

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2022

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vol. 46

113-128

EN

Aleksander Groza was the author of a series of three alphabet books: The greater alphabet book, The lesser alphabet book and The little alphabet book. This series was created in the Ukraine in 1860. Aleksander Groza was, first of all, a writer and poet, a representative of the so-called “Ukrainian school” in Polish literature, a nobleman and a representative of the middle-class gentry. The aim of the article is to characterize the alphabet books both in terms of structure and content. I will be interested in the values that Aleksander Groza intended to foster in his students, as well as how his ideas presented themselves against the epoch.

16

Tworzenie warunków dla refleksyjności studentów i nauczycieli na przykładzie projektu ,,Poznać – Zrozumieć – Doświadczyć”

70%

Bonar J.

Journal of Modern Science

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2016

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issue 4(31)

27-36

EN

The text presents the theoretical framework of the Project ‘Poznać – Zrozumieć – Doświadczyć’ (Learn – Comprehend – Experience) implemented by the University of Lodz. The main aim of the project was for students, academic teachers and researchers to develop a space for mutual learning and education, the major purpose of which was to establish a constructive relationship between pedagogical theory and practice. The space is intended to allow for profound reflection, understood as consideration, inquiry and deliberation of issues from various points of view and perspectives; the reflection in action and on action, which reveals the complexity of a learning act, presents the importance of various individual receptions of the same educational situations and their individual interpretations. This reflection should also create an opportunity to gain personal knowledge that facilitates the comprehension of educational events. Such a reflection is, in my opinion, a prerequisite for the development of a student’s research approach and then also a teacher’s. Due to this reflection the world ceases to be perceived as a sustained and harmonious structure and becomes a set of questions, an area of research and practical uncertainty. The reflection also supports creativity and transgression that results in an individual crossing the borders of what has already been learnt or mastered.

PL

Tekst jest prezentacją teoretycznych założeń projektu Poznać – ,,Zrozumieć – Do- świadczyć” realizowanego na Uniwersytecie Łódzkim, którego celem było stworzenie przez studentów, nauczycieli i badaczy przestrzeni wzajemnej edukacji służącej zbudowaniu konstruktywnej relacji pomiędzy elementami teorii i praktyki pedagogicznej. Przestrzeni pozwalającej na pogłębioną refleksję rozumianą jako namysł, dociekanie, rozważanie problemu z jego różnych – w działaniu i nad działaniem, ujawniającą zło- żoność aktu uczenia się, ukazującą rolę indywidualnego odbioru tych samych sytuacji edukacyjnych, ich indywidualnej interpretacji. Refleksję będącą okazją do zdobywania wiedzy osobistej, pozwalającej na rozumienie zdarzeń edukacyjnych. Jest ona, moim zdaniem, niezbędnym warunkiem rozwijania studenta, a potem nauczyciela postawy badawczej, dzięki której świat przestaje być postrzegany jako trwała i harmonijna struktura, a staje się zbiorem pytań, obszarem niepewności poznawczej i praktycznej. Wspiera gotowość do tworzenia, do transgresji polegającej na przekraczaniu tego, co się już wie i umie.

17

Zajęcia komputerowe w edukacji wczesnoszkolnej – badania wstępne nad celowością wprowadzenia przedmiotu przez reformę programową

70%

Gauda K.

Problemy Wczesnej Edukacji

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2013

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vol. 9

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issue 4(23)

51-59

EN

The article is an analysis of the desirability of the introduction by the reform program of course computer classes into the first stage of education. This analysis was based on a study taking account of a pedagogical experiment carried out in a primary school.

18

Model nauczyciela wczesnoszkolnej edukacji włączającej

70%

Zamkowska A.

Roczniki Pedagogiczne

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2019

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vol. 11(47)

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issue 2

93-103

PL

Celem artykułu jest prezentacja wybranych modeli nauczyciela włączającej edukacji wczesnoszkolnej oraz wyników badań dotyczących ich implementacji. Szczególną uwagę zwrócono na uznanie wartości jako źródła kształtowania kompetencji nauczyciela i potrzebę posiadania przez niego kompetencji w zakresie zrozumienia złożonych sytuacji edukacyjnych, refleksyjnego na nie reagowania, rozwoju zawodowego i kreatywnego kształtowania środowiska klasy włączającej. Aby skutecznie pracować z uczniami o różnych umiejętnościach, konieczne jest opanowanie kompetencji komunikacyjnych i kompetencji umożliwiających efektywną współpracę z innymi partnerami, takimi jak nauczyciel wspomagający i członkowie zespołu specjalistów.

EN

The aim of the paper is to present the selected models of Inclusive Early Childhood Education teacher as well as results of research on their implementation. Particular attention was paid to recognizing values as a source of shaping the teacher’s competences and the need to aqiure such competences as understanding complex educational situations, reflective response to them, professional development and creative shaping of the class environment. In order to work effectively with students with diverse abilities, it is necessary to master communication competences and competences enabling effective cooperation with other partners, such as a support teacher and members of a specialists’ team.

19

Czy nauczyciel wczesnej edukacji może być wzorem porozumiewania się w języku ojczystym? Rozważania o (nie)kompetencjach językowych studentów pedagogiki

70%

Sławińska M., Kaczmarczyk M.

Prace Językoznawcze

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2017

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issue XIX/1

137–150

EN

One of the goals of an early education teacher is to support language development of children. The aim of the research presented in this article was to determine whether the candidates for teachers, students of pedagogy, will be able to meet this challenge. The first part of the research, the survey, concerns self-assessment of the students in the area of communication in their mother tongue. In the second part language papers of the students were analyzed to determine their real language skills. The results indicate disproportionately high self-assessment of the students in relation to their knowledge and skills, which poses a threat to the quality of early education. An incompetent teacher cannot be a role model of mother tongue communication. What is more, such a teacher is not able to consciously form language and communication skills, which leads to reproduction of ignorance.

PL

Jednym z zadań nauczyciela wczesnej edukacji jest wpieranie rozwoju językowego dziecka. Celem badań prezentowanych w niniejszym tekście było ustalenie, czy kandydaci na nauczycieli-studenci pedagogiki będą w stanie sprostać temu zadaniu. Pierwsza część badań, o charakterze sondażowym, dotyczyła samooceny studentów w zakresie porozumiewania się w języku ojczystym. W drugiej części zanalizowano prace o charakterze językowym przygotowane przez osoby badane, aby określić rzeczywisty poziom ich kompetencji. Wyniki wskazują, iż samoocena studentów jest niewspółmiernie wysoka w stosunku do wiedzy i umiejętności, co należy traktować jako zagrożenie dla jakości edukacji przedszkolnej i wczesnoszkolnej. Niekompetentny nauczyciel nie tylko nie może być wzorem porozumiewania się w języku ojczystym, ale także nie jest w stanie świadomie kształtować kompetencji językowych i komunikacyjnych, co prowadzi do reprodukcji niewiedzy.

20

Dylematy kreatywności nauczycieli wczesnej edukacji w przestrzeni szkolnej

70%

Kłosińska T.

Konteksty Pedagogiczne

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2016

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vol. 1

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issue 6

EN

In this paper are discussed results of studies related to conditions of creative approaches of early education teachers. Inhibitors and simulators sup-porting creative attitudes of teachers were specified as the result of this diagnostic procedure. The specificity of teachers’ attitudes towards creativity was also shown.

PL

W tekście omówiono wyniki badań odnoszących się do uwarun-kowań postaw twórczych nauczycieli wczesnej edukacji. W wyniku procedury diagnostycznej ustalono inhibitory i stymulatory wspierające postawy twórcze badanych nauczycieli. Ukazano swoistość postaw nauczycieli wobec twórczości.

Refine search results

Nowe technologie w pracy nauczyciela edukacji wczesnoszkolnej. Raport z badań

Analiza wybranych norm prawnych określających nowe obowiązki nauczycieli i specjalistów wychowania przedszkolnego i wczesnoszkolnego oraz poradni psychologiczno-pedagogicznych

The agency of children as learners – writing as a socio-political act

The learning environment as a space for changes

Democracy: A fundamental value of education

Actor and Sapper in the Classroom: A Method of Evaluation and Students’ Results

Children’s experience of distance learning – the everyday life of first graders

Graphomotor Skills in Children Carrying out the One-Year Preschool Preparation Obligation – the Need of Wide Range Assessment

Jakie książki obowiązkowo powinien przeczytać pedagog wczesnoszkolny? Znaczenie literatury w formowaniu przyszłej kadry nauczycielskiej

Teaching for Wisdom in Early Modern Education

Difficulties in Graphomotor Activities of Children Carrying Out the One-Year Preschool Preparation Obligation and in First-Grade Primary School Children

Current Trends in Early Pedagogy

Common Sense of L2 Instruction in Early Education. Its Salience and Transferability

Designing a pre-service CLIL teacher education program

Myśl pedagogiczna Aleksandra Grozy. Wokół cyklu Elementarzy

Tworzenie warunków dla refleksyjności studentów i nauczycieli na przykładzie projektu ,,Poznać – Zrozumieć – Doświadczyć”

Zajęcia komputerowe w edukacji wczesnoszkolnej – badania wstępne nad celowością wprowadzenia przedmiotu przez reformę programową

Model nauczyciela wczesnoszkolnej edukacji włączającej

Czy nauczyciel wczesnej edukacji może być wzorem porozumiewania się w języku ojczystym? Rozważania o (nie)kompetencjach językowych studentów pedagogiki

Dylematy kreatywności nauczycieli wczesnej edukacji w przestrzeni szkolnej