Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl
System messages
  • Session was invalidated!

Results found: 7

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

Zmiana sposobu funkcjonowania dziecka a gotowość szkolna: analiza w kontekście koncepcji Lwa S. Wygotskiego

100%
Smykowski B.
Teraźniejszość – Człowiek – Edukacja
|
2015
|
vol. 18
|
issue 3(71)
39-58
EN
The preschool age has a significant impact on a child school functioning. During this stage of development we can observe the changes in the meaning of natural and cultural processes which affect the ways of coping with particular tasks. Such cultural skills as using language, counting, drawing, etc. become a basis of the adaptation. Mastering those skills depends on the stage of the development of psychical functions. It is crucial to notice whether they are activated and incorporated in a cultural or rather a natural system. A child who is under the influence of the natural-activation system, though it is objectively immersed in cultural environment (such as home, backyard, kindergarten), would be more sensitive to sounds, images and smells than to their meanings. The mechanisms of such child’s adaptation are focused on physical aspects of the environment and not on social ones. Its mechanisms of adaptation are based on direct ways of behaving, but not on behaviors in which the use of the cultural skills is necessary. The earlier the change of a preschool child’s system of activation occurs, the more time it will have to develop culturally its higher psychical functions (scaffolding) to the level which increases the probability of success in school and its environment.
PL
Wiek przedszkolny ma szczególne znaczenie dla możliwości uczenia się szkolnego. W jego trakcie dochodzi do zmiany wagi, w procesach radzenia sobie z zadaniami, procesów naturalnych i kulturowych. Podstawą adaptacji zaczynają być takie kulturowe środki pomocnicze, jak posługiwanie się językiem, liczenie, rysowanie itd. Ich opanowanie zależne jest od tego, czy służące temu funkcje psychiczne zostały wprowadzone w kulturowy system aktywacji, czy dalej pozostają pod wpływem naturalnego. Dziecko, które pozostaje pod wpływem naturalnego systemu aktywacji, mimo że znajdzie się w środowisku obiektywnie kulturowym (domu, podwórka, przedszkola), będzie bardziej wrażliwe na dźwięki, obrazy, zapachy niż na znaczenia. Mechanizmy adaptacji takiego dziecka są skoncentrowane na fizycznych aspektach środowiska, a nie na społecznych. Jego mechanizmy adaptacji oparte są na bezpośrednich sposobach zachowania, a nie zapośredniczonych przez kulturowe środki pomocnicze. Im wcześniej w wieku przedszkolnym dojdzie u dziecka do zmiany systemu aktywacji, tym więcej będzie ono miało czasu na uzyskanie takiego poziomu rozwoju kulturowego struktury funkcji psychicznych (zbudowanie rusztowania), który zwiększy prawdopodobieństwo odniesienia przez nie sukcesu w środowisku szkoły.
2
Content available remote

WYBORY ŻYCIOWE A RADZENIE SOBIE Z POCZUCIEM UTRACONYCH KORZYŚCI

100%
Smykowski B.
Polityka Społeczna
|
2013
|
vol. 40
|
issue 2(T) WCZESNA DOROSŁOŚĆ PROBLEMY SPOŁECZNE, RYZYKO I ZASOBY ZDROWOTNE, ZATRUDNIENIE
14-21
EN
The older people are, the awareness of responsibility for their choices grows. Especially, those choices concerning their main life problems., which leads them to make commitments with caution. Making choices become more time consuming and require even more skills then. Moreover, choices are under the pressure of passing time and the importance of their consequences. It gets even harder, when there are many choices available and every one of them seems to be the right one. Because, once the decision is made and one option is specified, it inevitably entails to a loss of something, which was possible, but was not selected. Dealing with the problem of lost benefits, is one of the major topics, when discussing a feeling of a life quality and results of the life balance. This article presents all aspects of the aforementioned topic, such as: feeling of a loss, feeling of a loss and the situation of choice, the “++” type of situation of choice, multiple life choices, ego functions and life choices, the formation of identity during adolescence, maximize profits and minimize losses and primary as well as secondary control, a balance of life.
PL
Autor próbuje określić obszar problemów wiążących się z podejmowaniem decyzji przez młodych ludzi. Prezentowane ujęcie ma wyraźnie psychologiczny charakter. Autor uważa, że zrozumienie sytuacji psychologicznej współczesnego człowieka znajdującego się pod presją konieczności ciągłego wybierania ma kluczowe znaczenie dla oceny jakości jego życia. Przez pryzmat dylematów związanych z dokonywaniem jednostkowych wyborów można zobaczyć problemy współczesnych społeczności.
3
Publication available in full text mode
Content available

Znaczenie dla pedologii odkrycia przez Lwa S. Wygotskiego okresów kryzysu w kulturowym rozwoju dzieci i młodzieży

100%
Smykowski B.
Problemy Wczesnej Edukacji
|
2018
|
vol. 42
|
issue 3
37-48
EN
The general theory of crisis stages in the cultural development of children has been outlined in the article. Nowadays such a theory seems to be extremely needed. It enables understanding of why developmental crises clearly intensify and which forms of their course favour the construction/formation or destruction of the cultural development. The formulation of such a general theory of crisis stages in the cultural development of children is of particular importance for pedagogical practices. This type of psychological reflection can become a basis of the pedagogics of the crisis stages in the cultural development of children, postulated by Vygotsky many years ago.
4
Publication available in full text mode
Content available

Actualization of human potential as a criteria of successfulness of its development

100%
Smykowski B.
Nauka
|
2019
|
issue 1
EN
The article is an invitation to discuss the way of understanding human development as an actualization of individual’s potential. I present two opposite approaches to this particular problem: human development as choosing preferable potentials and also as striving to actualization of, in some way, every potential, especially these which concern the uniqueness of an individual. In the following parts of the article I locate the problem of human potential in three main discourses regarding: 1) human nature and its origin, 2) the possibility of full experience of individual lifespan 3) the possibility of influence through people on the content and the form of their actualizing potential. To the latter and strictly practical issue I pay most attention. I formulate five thesis regarding this issue. They may, in my opinion, be a starting point to discuss the general problem mentioned above. Therefore, they encourage to think about the mechanism of human development and the future environment of his life.
5
Publication available in full text mode
Content available

Znaczenie intymności i zaangażowania interpersonalnego w regulacji dystansu w związkach miłosnych we wczesnej dorosłości

63%
Mamot A. W., Smykowski B.
Człowiek i Społeczeństwo
|
2021
|
vol. 51
23-60
EN
The aim of the theoretical and empirical studies presented in the article was to analyze the relationship between intimacy and interpersonal commitment experienced in love relationships during early adulthood. The study involved 172 participants asked completed Interpersonal Commitment Questionnaire and Intimacy Questionnaire. The results of the research confirmed the occurrence of a relationship between interpersonal commitment and experienced intimacy, but not in all their dimensions. It was also established that the length of the relationship does not matter for the dimensions of both experienced intimacy and interpersonal commitment. For some of them, the type of love relationship is significant.
6
Publication available in full text mode
Content available

Diagnoza społeczności lokalnej dla celów animacji i aktywizacji

63%
Smykowski B., Rosińska A.
Człowiek i Społeczeństwo
|
2015
|
vol. 39
197-214
EN
Błażej Smykowski, Agnieszka Rosińska, Diagnoza społeczności lokalnej dla celów animacji i aktywizacji [Diagnosing a local community for the purposes of social animation and community organizing], edited by Z. Drozdowicz, S. Sztajer, „Człowiek i Społeczeństwo”, vol. XXXIX, Poznań 2015, pp. 197-214, Adam Mickiewicz University Press. ISBN 978-83-232-2953-7, ISSN 0239-3271.The paper discusses the problem of diagnosing a local community for the purposes of social animationand community organizing activities. Its main goal is to create a general theoretical framework for the development of specific procedures and tools that could be harnessed in such a diagnosis. For such a framework to be created it is necessary to clarify basic terms and concepts. The focus of this paper is on the concepts of social animation and community organizing. The differentiation between the two makes it possible to develop two different diagnostic procedures. Drawing on the social theory and practice we have attempted to describe and explain these two concepts. The relations between social animation and community organizing constitute the key conclusions of our paper. In the process of diagnosing a social system it is vital to decide whether the goal is to strengthen the system through inspiring and promoting social activity or through developing new structures within and around the system. This paper concludes by stressing the role and significance of a professional diagnosis whenever an intervention in a community is planned and when the aim is to understand its development process.
7
Publication available in full text mode
Content available

Skala Spontaniczność-Reaktywność (S-RS): podstawowe założenia i badania

63%
Smykowski B., Kleka P.
Polskie Forum Psychologiczne
|
2017
|
vol. XXII
|
issue 1
116-138
EN
The main goal of the article is to present the current stage of work on the Spontaneity - Reactivity Scale (S-RS). The Scale serves as an assessment of the extent to which children in preschool and younger school age are ready to learn under the guidance of a teacher. The increase in reactivity of the child and the decline of his spontaneity is regarded as an indicator of readiness. In the course of work on Scale it turned out that its positions are grouped around two non-orthogonal factors: the level of socialization of the will and the level of operating in the field of attention. Theoretical and psychometric analysis confirmed both the validity and reliability of the tool. Validity was estimated by confirmation analysis with good model fit to the data (CFI = 0.932; TLI = 0.920; RMSEA = 0.074 [0,069-0,079]; SRMR = 0.054; AGFI = 0.894) and on the basis of relations with contextual variables (positive correlation with age r = 0.47, p <0.001; higher scores of girls: F (1, 917) = 34.51, p <0.001). The reliability with the Cronbach’s coefficient also reached a satisfactory level: full scale alpha = 0.92 [0,91-0,94], for subscales, respectively 0.86 and 0.92. The tool allows to diagnose children at an older age than in the group of 6-year olds, due to the lack of ceiling effect - the average results oldest children which we tested were at a level of 75% of full scale. In opinions of teachers and educators the Scale gained is a simple to use tool with easy to interpret the results.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.