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Paidia i paideia. Zabawa i etyka w Drzewie do samego nieba Marii Terlikowskie

100%
Wójcik-Du dek M.
Filoteknos
|
2019
|
issue 9
222–231
PL
Artykuł jest poświęcony problematyce zabawy oraz jej znaczeniu w kulturze, edukacji i życiu dziecka. Ogląd tematu zaproponowany przez autorkę artykułu jest zainspirowany teorią zabawy sformułowaną przez Roger Caillois and Jerzego Cieślikowskiego. Tekst stanowi próbę interpretacji książki Marii Terlikowskiej pt. “Drzewo do samego nieba”, której centralnym tematem jest zabawa. Dziecięcy bohaterowie bronią przed ścięciem drzewo rosnące na ich podwórku. Drzewo jest centrum ich świata. Pozornie prosta historia staje się przypowieścią o dorastaniu i dojrzewaniu do odpowiedzialności. Tym samym opowieść Terlikowskiej według badaczki traktuje o zastępowaniu przestrzeni paidii przestrzenią paidei.
EN
The article is devoted to the issues of play and its importance in culture, education and life of the child. The presentation of the subject proposed by the author of article is inspired by the play theory formulated by Roger Caillois and Jerzy Cieślikowski. The text is an attempt to interpret the book by Maria Terlikowska, Drzewo do samego nieba, in which play and fun play the most important role. The tree growing in the yard is the center of the world of children’s heroes who will have to defend them against cutting. A seemingly simple story becomes a parable about growing up and growing up to responsibility. In other words, it is a story about getting out of the paidia space into the space of paideia.
2
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Dziecięce wyobrażenia paidii

100%
Guzy A.
Paidia i Literatura
|
2019
|
issue 1
41-53
EN
This chapter consists of two parts: theoretical background and case studies. It aims at presenting children’s fantasies or mental images (be it verbal or iconic) of paidia as a word. The first part is dedicated to the investigations into children’s imagination, stages of its development, and factors that affect it. The other part analyses the works of 51 pupils who were supposed to draw “a paidia” and reads the ways they both concretised it on the pictures and described them.
3
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O magicznym czarze pewnej głoski

100%
Wacławek M.
Paidia i Literatura
|
2019
|
issue 1
55-67
EN
The correct pronunciation of [č] sound is one of the most difficult problems in articulation that arises in the last period of speech development among children. Be it nursery rhymes or other rhymed texts, the orthophonic games and activities supposed to evoke this sound and develop articulation include the words of fairy‑tale origins; not only do they contain and exercise the aforementioned sound, but also they point to the theme that is liked and highly regarded by children. In addition to the brief analysis of this issue, the chapter presents some of the games and activities that might facilitate acquisition and processing of the correct pronunciation of the aforementioned “magical” sound.
4
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Czary nad kołyską. Magia słowa w kołysance ludowej i lirycznym wierszu kołysankowym

98%
Stefaniak-Maślanka B.
Poznańskie Studia Slawistyczne
|
2012
|
issue 3
159-171
EN
The article focuses on some examples of magic in traditional folk lullabies and lyrical lullabies for children. The aforementioned types of genre should invoke child’s sleep by using special words or melody. On the other hand, traditional lullabies were used to protect children or bring them health and happiness. To accomplish this, the singer often called some „higher  being”  for  help.  In  the article  that  kind  of  speech  acts  are  considered  as  magical behavior.  The  second  part  of  the text  discusses  use of  language,  character  of  content  and some special procedures in lyrical lullabies, that can be called „magical”. This kind of magic is,  however,  created  by  lullaby  authors, who  practice  it  as  an  intentional  method  to  „do things with words”. 
5
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NARRACJA WYLICZENIOWO-REPETYCYJNEGO MODELU WIERSZY JAKO SCENARIUSZY ĆWICZEŃ JĘZYKOWYCH

71%
Ostasz M.
Świat Tekstów. Rocznik Słupski
|
2016
|
issue 14
189-206
EN
The purpose of my article is to demonstrate the efficiency of the educational enumerated-repetitive or infantile model of poem, which is characteristic for paideia aimed at repetition (ilinx). It should be noted that the enumerated-repetitive narrative is very efficient and effective for both children fun and pedagogically. The selected paideia poems are primarily for improving a speech act, as well as the efficiency of the language in terms of grammar and vocabulary. Paideia poems fit into the psychophysical condition of perceptive of a child – the world portrayed inspires certain phenomenon or roles (mimicry), and the magical power of words (alea) urges (enslave) for repetitive play (ilinx) and competition in their role or filling (agon), and therefore represent scenarios of spontaneous language learning exercises. The poems of Maria Konopnicka, Julian Tuwim or Jan Brzechwa and contemporary poets such as Ludwik Jerzy Kern, Marcin Brykczyński, Anna Edyk-Psut, Urszula Budkiewicz or Łukasz Dębski are paideia scenarios of articulation exercises enriched by semantic fields, realizes the construction of words, etc. So they are excellent proposition of both fun and education – spontaneous language learning exercises.
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