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EN
Crossing the school threshold, meeting new obligations, requirements and situations is an important moment that changes the lives of children so far. Especially the youngest who, on the one hand, want to go to school very much and, on the other hand, are afraid of it - not knowing their friends, colleagues and teachers. The article First-Day of School, First-Day Success written on the basis of articles from the American magazine “Scholastic Instructor” presents, how to help you succeed in school.
EN
In the given article I deal with the problem strictly connected to depicting a master in an occupation of an early stage teacher. The fundamental assumption here is that gaining and developing certain professional teaching competences is equal to the prospective occupational development of a teacher, who, on the other hand, is depicted by his career. And this is the way to their pedagogical mastery. The matter I deal with became the starting point to the empirical researches run in both rural and urban environments. 529 teachers, whose professionalism was evaluated on the basis of their self-esteem, and assessed by 101 school directors and also the assessment run by methodological advisors with the reports on evaluation, took part in this research. The results of this empirical documentation constitute the basis for the quantity and quality analysis of the index determining the level of the given pedagogical competences and their factors. On the basis of which it was possible to formulate the picture of an early stage teacher- the master in their occupation.
EN
The article by Anna Szkolak-Stępień concerns specificdifficultiesin learning reading and writing. The choice of the topic results from the changes in the Polish educational reality at the time of social, political and cultural transformation. The article presents the complexity of the educational environment of the modern child and the functioning of Polish schools in the reform period. Modern times impose on the teacher increasingly complex tasks, requiring new professional competences, which will include new types of teaching methods, methodological considerations and a new quality of professional performance.
EN
The aim of the article is to examine the views of early childhood education teachers about the realities of widely understood remote education. Due to the times of the pandemic, the research sample and the research itself is just a conversation with two teachers of early childhood education, taking into account the same research problems. The authors wanted them to be people who teach at the same level of education, with different professional experience and a diverse range of experiences. Both teachers were positive about the conversations. They were guided by the willingness to help and the curiosity of the research results.
EN
The article concerns the role of motivation among early education teachers in striving for pedagogical mastery. The aim of the exploratory research was to outline the motives of early childhood education teachers in their pursuit of pedagogical mastery. The main challenge was to determine what factors motivate a teacher to strive for excellence and what methods are used to achieve it. This question was answered by collecting empirical evidence from January to May 2019. The research conducted by the author was of a mixed nature (quantitative and qualitative). The findings suggest that there are many motives for Polish teachers of early childhood education to achieve pedagogical mastery, but chief among them is financial gratification. In Poland, the amount of remuneration depends on one’s professional degree. A professional career and its further advancement is balanced with the journey to achieve pedagogical mastery.
EN
In the European Union does not apply a uniform system of education and competence in this area belong mainly to the Member States. The educational systems in different countries vary in ways which results from the different traditions of teaching. This article presents the training of preschool and early childhood education teachers in Slovakia.
EN
The aim of the exploratory research was developing a grounded theory that could outline the importance of the personality of an early childhood education teacher. The described research process was carried out in accordance with the concept of grounded theory. The empirical material consisted of transcriptions interviews held with mothers of children at an early school age in Portugal. As a result, it was possible to formulate a research hypothesis which led to the conclusions that mothers recognize the importance of the personality of an early childhood education teacher in the educational process, and their statements oscillate around four areas arranged according to the degree of intensity of their statements, namely: build positive relationships, motivate to learn and act, stimulate correct development and maintain the well-being of students.
PL
Celem opisywanych badań o charakterze eksploracyjnym było wypracowanie teorii ugruntowanej, która mogłaby nakreślić znaczenie osobowości nauczyciela wczesnej edukacji. Opisywany proces badawczy odbywał się zgodnie z ideą metody teorii ugruntowanej. Materiał empiryczny stanowiły transkrypcje wywiadów prowadzonych z matkami dzieci w młodszym wieku szkolnym w Portugalii. W efekcie prowadzonych prac możliwe było sformułowanie hipotezy badawczej, dzięki której wyprowadzono wnioski, że badane matki widzą istotną rolę osobowości nauczyciela wczesnej edukacji w procesie edukacyjnym, a ich wypowiedzi oscylują wokół czterech obszarów ułożonych według stopnia natężenia wypowiedzi, a mianowicie: w budowaniu pozytywnych relacji, motywowaniu do nauki i działania, stymulowaniu prawidłowego rozwoju i zachowaniu dobrego samopoczucia uczniów.
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