Search results

1

Pełnomocność dziecka w edukacji wczesnoszkolnej w odsłonie krytycznych zdarzeń

100%

Nowicka M.

Studia Edukacyjne

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2019

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issue 55

27-38

EN

The article presents the concept of empowerment in the context of early childhood education, mentioning its 5 dimensions, i.e. meaning, self-determination, competence, influence and security. Attempts to identify these dimensions are presented in the collected research material in the form of critical events from students’ pedagogical practices. In the light of the results obtained, early school education appears as an environment for blocking students’ empowerment in each of the highlighted aspects. The summary of the article identifies the possibilities of overcoming barriers in respecting the autonomy of a child at school.

2

Rozwiązywa(nie) zadań tekstowych – stare wyzwania i nowe potrzeby edukacji wczesnoszkolnej

100%

Nawolska B., Żądło-Treder J.

Studia Edukacyjne

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2020

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issue 58

213-232

EN

Every human needs the ability to solve problems. In early childhood education, the development of this skill can and should be implemented by solving text tasks. Meanwhile, according to a variety of analyses, a significant number of students are unable to solve these tasks. This is most likely the result of insufficient mathematical competencies of teachers in early school education and related teaching errors, mainly involving calculating exercises and solving tasks according to patterns. At the same time, students who are in fact unable to solve tasks but only limit themselves to the use of learned patterns, in non-standard task situations (not practiced at school) do quite well.

3

Wczesnoszkolne nauczanie języków obcych – polskie prace empiryczne w świetle aktualnych dyskusji o badaniach przyswajania języka obcego przez dzieci

98%

Andrzejewska E.

Neofilolog

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2010

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issue 35

131-141

EN

The introduction of compulsory teaching of a foreign language in the early years of education is the most important development in recent accounts of foreign language teaching. The identification of the early start is accompanied by attempts to obtain empirically based concepts aiming to show how to teach children in school conditions in the most effective way. Last 10 years witnessed a considerable progress in the area of learning and teaching foreign languages by/to children. This article presents Polish empirical studies in the light of contemporary research related to teaching a foreign language in the early years of education.

4

Helping a child with learning difficulties and his independenceAbstract

93%

Skrzetuska E.

Problemy Opiekuńczo-Wychowawcze

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2020

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vol. 589(4)

3-12

EN

The author presents changes in ways of helping a child with learning difficulties. Contemporary early school education focuses on leaving a child a lot of independence during pedagogical activities aimed at helping in the implementation of tasks that are difficult for a child. Particularly important here is the need to leave a child time to understand the whole task to be performed. Helping a child to perform particular activities must not interfere with his understanding and independent thinking as well as the activities planned by him. It is important for the child to seek his own way to achieve the result even at the cost of making mistakes and repeating work.

5

Trudności wychowawcze w edukacji wczesnoszkolnej z perspektywy nauczycieli

93%

Komorowska B.

Roczniki Pedagogiczne

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2014

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vol. 6(42)

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issue 2

97-107

EN

The article presents the phenomenon of educational problems in early childhood education in teacher's opinion. The results of the empirical studies have been included in the article. They take into account aspects like: size of the phenomenon, its symptoms, causes and preventing actions taken by schools in this regard.

PL

Artykuł przedstawia zjawisko trudności wychowawczych w edukacji wczesnoszkolnej w opinii nauczycieli. Zostały w nim zawarte wyniki badań empirycznych uwzględniające rozmiar zjawiska, jego przejawy, przyczyny, a także działania profilaktyczne podejmowane przez szkoły w tym zakresie.

6

Technical Education and Arts Education in the Opinions of Teachers of Early School Education – Selected Issues

93%

Piwowarska E.

Journal of Education, Technology and Computer Science

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2021

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vol. 12

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issue 2(32)

61-65

EN

Technical education and arts education in younger years of elementary school often contribute to final effects of the activities undertaken by children. This process is connected with the human need to create objects, which apart from being more or less useful should be also beautiful. The study focuses on the difficulties some early school education teachers have to distinguish activities related to tasks carried out within the scope of technical education and those related to arts education. It should be underlined that children’s ability to create objects of practical use is mostly emphasized by the principles and aims of technical education, whereas the purpose of art activities is to help children discover beauty by collecting experience. Despite such assumptions, a significant part of the respondents does not notice any distinctive variations between these educational areas, stating that the distinctions are blurred and indicating that selected art tasks are parts of technical classes.

7

O nędznym robaku i rwących się niciach, czyli rzecz o upokorzeniu

93%

Cywiński A.

Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN

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2014

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vol. 2

EN

In the text, the author writes about his experiences from childhood. He discovers that using the term “humiliation”, he can cope with painful experiences. Then, in order to avoid too serious subject matter, using the convention of a story in the story, he refers to the subject of SF.

8

KWESTIA PODMIOTOWOŚCI UCZNIA W RAMACH EDUKACJI WCZESNOSZKOLNEJ.REFLEKSJE NAD FILOZOFIĄ PODSTAWY PROGRAMOWEJ

93%

KŁOS M.

Scientific Bulletin of Chełm - Section of Pedagogy

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2021

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issue 1

169-180

EN

The student’s subjectivity during the first stage of general education is the subject matter of this publication. The paricular attention is directed to the role of the modern teacher in forming of child’s personality in younger school age and abilities of teachers of early school education in realization of core curriculum. Education is a process of constant development and change and upbringing is focused on values and student’s subjective treatment. The teacher’s role in the process of education is the support and attention to each student’s individuality in order to show them that they live in the world of values which they also create.

9

Listening as (in)competence of a child at early school age in the context of contemporary learning paradigms

93%

Kochanowska E.

Problemy Opiekuńczo-Wychowawcze

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2019

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vol. 578(3)

11-19

EN

Listening is one of the basic communicative competencies and language skills that enable proper functioning of a child in the social and educational environment. This competency, depending on the educational model, is assigned a different meaning, and each of them prefers specific forms of listening. The aim of the following article is to show the need to shape and develop the skills of effective listening in the process of educating children at early school age with the teachers' recognition of the essence of the pedagogical relationship as a subject interaction. The author analyses factors conditioning effective listening, understood on the one hand as a competency conditioning interpersonal communication, and on the other ‒ as a skill whose goals are related to the performance of complex intellectual operations, measured with self-learning competency indicators.

10

Formy teatralne i parateatralne w polonistycznej edukacji wczesnoszkolnej w Polsce

93%

Szymik E., Kováčová Z.

Journal of Modern Science

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2017

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issue 4(35)

65-76

PL

The article makes the reader familiar with the most important and most interesting theatrical and quasi-theatrical forms, methods and techniques used in contemporary Polish schools. It begins with description of the simplest ones helping to develop the so-called ‘living word culture’ (e.g. narrating aloud, reading aloud, reciting, reading with roles assigned) Further, stage adaptations and modern forms of work utilising student-activating methods such as: drama games, inscenised trial, ’theatrical-literary workshop’, and drama are described. After T. Samulczyk-Pawluk, the following contemporary theatrical forms are listed as well: self-made theatre, doll theatre, objects theatre, poetry theatre, pantomime, plastic theatre, theatre of propositions, small forms theatre. The article contains a discussion of theatrical and quasi-theatrical forms in an early school education teacher’s work. These can to a large extent catalyse a pupil’s creative expression, which in turn allows him better to understand the text being discussed in class or play his part.

11

Problematyka sprawności mówienia we wczesnoszkolnej edukacji językowej w świetle współczesnych niemieckojęzycznych badań empirycznych

82%

Wieszczeczyńska E.

Neofilolog

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2010

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issue 35

143-152

PL

The main goal of this paper is to evaluate recent empirical studiesconducted in the German environment which concern theprocesses of foreign language acquisition by young children intheir early school education. The results of these new studies led tothe development of new teaching strategies based on the interactionbetween the teacher and the young learners. Different aspectsof the studies reported in the paper are now subject to a widespreaddebate and they deserve attention in our educational contextas well, since Polish schools resemble German ones in manyrespects. Therefore, the critical overview presented here can beseen as an inspiration for a new research agenda in the area ofsecond language research and teaching methodology for that agegroup. Moreover, from the practical point of view, it opens newoptions in developing new teaching methods and teaching materialsfor young foreign language learners in Polish schools.

12

Dziecko w wieży Babel czyli przygotowanie do wielojęzyczności na etapie wczesnoszkolnym

82%

Strzemeska R.

Neofilolog

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2010

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issue 35

75-84

EN

The current Polish tendencies to promote only English language in primary schools and various constraints in the „building of multilingualismfriendly environment” in early education call for an urgent action. To meet European appeals for multilingualism from an early age, two languages could be introduced in kindergartens and schools even in the present reality. This would require a new approch to teacher training, teacher co-operation, good administrative decisions, co-operation with parents, and integrated teaching. These statements will be illustrated by positive examples taken from the life of a kindergarten and a primary school in Toruń and Gdańsk, Poland.

13

About visual education in the context of artistic illustration: historical and contemporary aspect

81%

Boguszewska A.

Problemy Opiekuńczo-Wychowawcze

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2020

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vol. 587(2)

14-23

EN

This article presents the aspect of aesthetic education using issue of artistic book graphics for pre-school children and early school education students. It presents the assumptions of education in this field. Particular attention was focused on the educational impact of book illustrations. A brief historical outline of Polish artistic illustration in the children's book was presented. Key development trends and representative figures of Polish illustration have been pointed out. Examples of the use of an outstanding author's book by the authors for workshop forms of book culture animation among children were presented. They constitute a reference and justification of activities initiated in the implementation of the “ZA PROGIEM – wyprawy odkrywców” project at the pedagogical faculty of the Maria Curie-Skłodowska University in Lublin and “Warsztaty językowo-czytelnicze” [en. “Language and reading workshops”] conducted by Małgorzata Centner-Guz. In the era of new media, which for the young generation are an extremely important element of their life, not just communication life, for the youngest recipients contact with the book is still important.

14

METODA DIALOGU DYDAKTYCZNEGO A ODPOWIEDZIALNOŚĆ ORAZ INTERAKCJA MIĘDZYLUDZKA W EDUKACJI ZRÓWNOWAŻONEGO ROZWOJU

81%

Wąglorz P.

Eunomia – Rozwój Zrównoważony – Sustainable Development

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2019

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issue 1(96)

27-39

EN

The article aims to show the innovative role of dialogue in the education of sustainable development. The method of didactic dialogue building a community is based on directives taken from hermeneutic and personalistic pedagogy. The translation of the obtained directives into the praxeological plane gives it an empirically verifiable dimension. Such a dialogue takes on a completely new form, referring to the implementation of the goals of sustainable development in interpersonal interaction and responsibility. This dialogue creates a network of connections and interpersonal influences, thus creating the principle of coexistence based on the process of awareness. In the field of early childhood education, it is a didactic method influencing the young generation, giving sowing its impact on the macro scale, that is society.

15

Chosen mathematics concepts and their understanding by students of early school education ‒ the concept of measure and measurement

81%

Żądło-Treder J.

Problemy Opiekuńczo-Wychowawcze

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2019

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vol. 580(5)

59-76

EN

The early school education stage is a particularly important period, in which the child has possibility to confront colloquial and formal knowledge. An important area of such confrontation is the so-called practical information and skills, including the concept of measure and measuring ability. At the elementary level the child passes from colloquial knowledge of measurement to formal knowledge and starts to understand the interrelationships between various measures. One of the basic threats in shaping the concept of measure in children is too early formalization of knowledge. The article presents the results of the pilot studies regarding the understanding by 7‒9 year old children the sense of measuring continuous magnitudes such as: length, volume, mass, time, temperature and surface area. On the basis of the results, it was found that the most difficulties for children is to measure mass, volume and surface area. Basically, the studied group does not understand the importance of balance on the beam balance, so they cannot determine the result of mass measurement. Based on the observation it was noticed that children mostly associate the measuring activity with length and special tools. They are not aware that we can measure with any chosen units and that we can measure different continuous magnitudes.

16

Articulation disorders of the sigmatism type and the level of self-esteem of students completing the stage of early school education. Own research conducted in the Greater Poland region

80%

Trębacz A.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2020

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issue 30

PL

One of the sources of a student’s self-esteem at a younger school age are social comparisons within their peer group. Articulation disorders may limit the effectiveness of communication and increase the likelihood of a sense of shame, stigmatisation, peer rejection or limitation of social contacts, which may lead to the formation of a negative self image and lower self-esteem. The research procedure was conducted in two groups of students in 10 primary schools in the Greater Poland region with the use of a reliable and valid research tool. The discussed research results constitute a part of a larger project concerning the significance of articulation disorders of the sigmatism type for interpersonal and intrapersonal attitudes and attitudes towards the world of students completing the stage of early education. In the present text, an analysis of the empirical material from the subscale: self-esteem is presented. The analysis did not reveal statistically significant differences. However, the fact that the level of self-esteem, regardless of the presence or absence of a speech impediment, in nearly 70% of all respondents remains at an average or low level is alarming.

17

Edukacja domowa – szansa czy zagrożenie we wczesnym kształceniu dziecka?

70%

Juszczyk-Rygałło J.

Edukacja Elementarna w Teorii i Praktyce

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2014

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issue 4(34)

121-136

PL

W artykule porównano dwie formy edukacji: formalną, czyli szkolnoinstytucjonalną i naturalną, nazywaną rodzinno-środowiskową. W tradycyjnym szkolno-instytucjonalnym modelu pedagogicznym pełną odpowiedzialność za proces wychowania i efekty kształcenia ponosi nauczyciel, który kieruje całym procesem szkolnej edukacji. Stosowane metody i techniki nauczania w tym modelu koncentrują się na przekazywaniu wiedzy w trybie podawczym, w kierunku od nauczyciela do ucznia. Praktyka ta ukształtowała się w połowie XIX wieku pod wpływem ówczesnego pruskiego wzorca cywilizacyjnego. Natomiast kształcenie dzieci w środowisku rodzinnym stanowiło przez wiele stuleci główną formę edukacji w społeczeństwach różnych krajów. Ponowne odrodzenie się i rozwój edukacji domowej nastąpił na przełomie lat siedemdziesiątych i osiemdziesiątych minionego wieku i był konsekwencją dyskusji na temat alternatywnego szkolnictwa, samorządności i obowiązku szkolnego, jaka przetoczyła się w połowie XX wieku. Obecnie edukacja domowa jest praktykowana w stosunku do dzieci w wieku przedszkolnym i wczesnoszkolnym, rzadko natomiast dotyczy okresu adolescencji. Jest ona organizowana przez rodziców i opiera się na wspólnej aktywności rodziców i dziecka. W artykule przedstawiono umiejscowienie edukacji domowej w polskim i międzynarodowym ustawodawstwie. Określono także rzeczywiste i społeczne okoliczności oraz powody, dla których rodzicie decydują się na nauczanie dzieci w warunkach domowych. Omówiono wady i zalety nauczania indywidualnego, które jest prowadzone w środowisku domowym, a w którym odpowiedzialność za prawidłowe kształcenie dziecka przejmują rodzice. Przedstawiono również uwarunkowania edukacji domowej w kształceniu wczesnoszkolnym.

EN

This article discusses two forms of education: formal education, which is school-based and institutional, and natural education, in the sense of home schooling, which is environmental in character. As far as the traditional models of school-based and institutional education are concerned,full responsibility for the process of education and its effects must rest with the teacher, who manages the entire process of school teaching. Methods and techniques applied within this model focus on transferring knowledge by conveying it through teachers, so that they can feed pupils with information. Such a practice was established in the middle of the 19th century, under the influence of Prussian civilizational models, which were prevalent at that time. Even so, educating children in the family environment had previously constituted the leading form of teaching in various societies for many centuries. Also, a rebirth and some further development of home schooling took place in the late 1970s and early 1980s. This was a result of discussions about alternative schooling, self-governance and compulsory education, held in the mid-20th century. Currently, home schooling is practised in relation to children at preschool and early school ages, but rarely extends to the period of adolescence. It is organized by parents and is based on the active mutual involvement of parents and their child. The article shows where home schooling stands in relation to Polish and international legislation. It also defines the real social circumstances, together with the reasons, that determine parents’ decisions when they opt for home schooling. It discusses the advantages and disadvantages of individual learning conducted in the home environment, where responsibility for the appropriateness of a child’s development rests with the parents. Finally, it presents the conditions affecting home schooling during the period of early school education.

18

Ergonomia stanowiska nauki dzieci wczesnoszkolnych w aspekcie efektywności procesu nauczania-uczenia się

70%

MAŃKA A. K., LEDWOŃ D. J., MITAS A. W.

Edukacja-Technika-Informatyka

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2019

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vol. 10

|

issue 3

133-140

PL

Promowany obecnie styl pracy i nauki wymusza pozycję siedzącą, co w połączeniu z mało aktywnym trybem życia dzieci przynosi wiele negatywnych skutków zarówno w aspekcie medycznym, jak i pedagogicznym. Istnieje pilna konieczność przeciwdziałania szkodliwym nawykom prezentowanym dzisiaj przez dzieci wczesnoszkolne. Potrzeba ta jest nierozłącznie powiązana z próbą adaptacji technologii informacyjno-komunikacyjnych z jednoczesnym wykorzystaniem aktywnych siedzisk w salach szkolnych. Włączenie nowych technologii w proces dydaktyczny oraz odblokowanie możliwości aktywizacji ruchowej podczas zajęć pozwoli prowadzić lekcje zgodnie z osobistymi potrzebami danego dziecka. Nowoczesne rozwiązania właściwie wprowadzone do sal lekcyjnych otworzą możliwości samodzielnego organizowania się oraz kooperacji z innymi uczestnikami zajęć, wybrania i realizacji stawianych sobie celów bez zaburzania właściwego rozwoju fizycznego dziecka.

EN

The currently promoted style of work and learning enforces a sitting position, which in combination with a less active lifestyle of children brings many negative effects both in medical and pedagogical terms. There is an urgent need to counteract the harmful habits presented by early schoolchildren today. It is connected with the attempt to adapt information and communication technologies with the simultaneous use of actives eats in classrooms. Including new technologies in the didactic process and enabling physical activation during classes will allow to conduct lessons according to the personal needs of the child. Modern solutions introduced into classrooms properly will open up the possibility of independent organization and cooperation with other participants of classes, selection and implementation of goals with out disturbing the proper physical development of the child.

19

FUNKCJONOWANIE SZEŚCIOLATKA W KLASIE PIERWSZEJ W OCENIE NAUCZYCIELI Z WYBRANYCH SZKÓŁ LUBELSKICH

70%

EWELINA Z.

Scientific Bulletin of Chełm - Section of Pedagogy

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2016

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issue 1

99-111

EN

The article is a partof the dialogue of the pundit sand practitioners concerning reducing the age of compulsory education to the age of six and the search for effective impacts teaching and educational toop timize the crossing of the thre shold of the school children. In the article the results of empirical research carrie doutamong primary teachers working with six-year old child in first class were presented. The purpose of the study was toget the respondents aquainted with functioning of the six-years choolin different area so factivity and activities for teaching,and educational activities of teachers.

20

„Edubal” jako nowa metoda w pedagogii gier i zabaw z piłką – przegląd badań

70%

Rokita A., Cichy I.

Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu

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2014

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vol. 45

70-78

EN

The aim of this study was to sum up the experiences gained during twelve-year research on effects of using educational balls called ‘edubal’ in PE classes in grades 1 to 3 of the primary school (i.e. children aged 7 to 10). The research was carried out in Poland an in Germany. The authors focused their attention on objectives and tasks of contemporary education of children aged 7 to 10 – first of all supporting and stimulating comprehensive development of children, especially with regard to improving coordinative motor abilities which determine, inter alia, reading and writing skills. Employment of ‘edubal’ education balls in early school education (grades 1 to 3 of the primary school) activates cognitive, emotional and physical spheres of a child and hence contributes to the integration of the subject content. The children while participating in PE classes with the use of education balls learn about letters, spelling rules, colours, mathematical signs and punctuation marks as well as numerous rules which are useful in linguistic and mathematical education and they shape their coordination abilities and improve physical skills. Moreover, they also develop their coordination abilities. ‘Edubal’ education balls have a much wider scope of application than it was the case twelve years ago. They are also used in occupational therapy of disabled persons and in work with dyslectic children who attend therapeutic schools.

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Pełnomocność dziecka w edukacji wczesnoszkolnej w odsłonie krytycznych zdarzeń

Rozwiązywa(nie) zadań tekstowych – stare wyzwania i nowe potrzeby edukacji wczesnoszkolnej