Search results - CEJSH

1

Socjologia dzieciństwa: dyskusja nad pozycją dziecka w socjologii

100%

Albański Ł.

Studia Edukacyjne

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2017

|

issue 46

73-88

EN

This article addresses the issue of constructing childhood sociologically. Classical sociology focused on the transformation of children into reliable adult social actors, namely on the process of socialization. In contrast, the sociology of childhood, as a relatively young branch of the discipline, is sensitive to the place of children in society. Therefore, the sociology of childhood explores the very idea of the child rather than treats the child as a being with a relatively determined trajectory. The article presents sociology’s conceptual base and its different approaches to the child. In particular, the central concepts of the childhood sociology are outlined and critically discussed.

2

Obligatory protective vaccinations and the implementation of parental authority: a study of judicial decisions in the area of legal liability

93%

Zieliński G., Kanecki K., Nitsch-Osuch A., Tyszko P.

Family Medicine & Primary Care Review

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2019

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issue 3

289-295

XX

Obligatory protective vaccinations and the implementation of parental authority: a study of judicial decisions in the area of legal liability

3

Pozytywny wpływ i negatywne skutki oddziaływania telewizji na rozwój dziecka

93%

Znyk J.

Społeczeństwo. Edukacja. Język

|

2013

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vol. 1

90-94

EN

The article deals with the issue of positive and negative impact of television on the development of a child. It describes the results of direct and indirect stimuli on the emotions of a very young viewer. The author analyses the threats posed by prolonged time spend on watching television to psychophysical child development.

4

Child vaccination at the Outpatient Clinic of the Pro Medica Center in Bialystok, Poland, in the years 2013–2016

93%

Kraśnicka J., Krajewska-Kułak E., Klimaszewska K., Cybulski M., Guzowski A., Baranowska A., Lankau A., szyszko-Perłowska A., Kondzior D., Doroszkiewicz H., Sengupta P., Kułak W.

Family Medicine & Primary Care Review

|

2018

|

issue 4

341-345

5

Relationship of electronic device usage with obesity and speech delay in children

93%

Borajy S., Albkhari D., Turkistani H., Altuwairiqi R., Aboalshamat K., Altaib T., Almehman W.

Family Medicine & Primary Care Review

|

2019

|

issue 2

93-97

EN

Background. Smart device usage has become favorable among children worldwide. Objectives. The study aimed to identify the relation between usage of electronic devices with obesity and speech delay. Material and methods. A cross-sectional study was conducted among 452 healthy children (18 months to 14 years old) from pediatric clinics of the Ministry of Health (MOH), Jeddah, Saudi Arabia. Data was collected from June to July 2018. Analysis included linear regression, logistic regression, chi-square, t-test and ANOVA. Results and discussion. Male participants totalled 57.7% and females 42.3% (mean age 82.27 months) (SD = 40.18). Mean duration of usage: 3.1 hours (SD = 2.58) per day. Among toddlers only, 31.1% had speech delay. The results showed no relation between the duration of smart device usage and obesity (p-value = 0.904) or speech delay (p-value = 0.538). Duration of usage was not influenced by gender or parents’ marital status; however, children who live with both parents spent less time on smart devices than others. The smart device most used was a tablet (47%), and the main usage was primarily entertainment (60.8%) and games (47.6%). Only 57.8% reported having parental supervision. Among children, 59.3% eat chips and 48.9% eat candy as snacks during usage. Among parents, 71.5% believe devices reduce children’s physical activities, 64.8% believe that the smart device is a problem, 62.5% of parents should control time of use, and 60.5% believe that their children are attached to the devices. Conclusions. There is no association between the duration of using smart devices and obesity, nor speech delay. Future directions and recommendations should be discussed.

6

Reklama dziecięca w świetle prawa

93%

Nowińska E.

Psychologia Rozwojowa

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2012

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vol. 17

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issue 1

77-84

EN

Children consist the significant part of commercial recipients and as a consumers have a great importance for companies. At the same time commercials have significant and multidimensional influence on children. It is truism to say that adults make their buy or not decisions under the pressure of their children, who obtain the knowledge about the market and products straight from the commercials. They receive the commercial content from plethora of media. Until recently mostly from the TV screen, nowadays more often from computer one. If we take into account that commercials are at the same time the instrument of creation of needs, pointer of their fulfillment, trendsetter and identity builder we can not be blind on its significance for the personality of young men. Because of the obvious commercial reasons there is no possibility to eliminate the products and the children addressed advertising out of the market. However this do not mean we should no constrain such broadcasts because of their form or content. That is the main reason to construct legal constrains. The fundamental ones are included in regulations fighting the unfair competition. In the Polish unfair competition act legislator included the ‘commercial’ article 16 combating forms and contents that infringe the fair competition rules. One of the clauses prohibits advertising that ‘uses the credulity of the children’ – pt 3) pt 1 art. 16 unfair competition act. This is solely one clause within whole act that tackles this issue. Additionally it’s construction causes doubts about the interpretation. It is hard to asses when actually one can say about the use of immanent children virtue of credulity. Another, important act is the statue on the radio and television containing clauses directly regulating rules on children advertising. According to the act it is prohibited to broadcast commercials that directly incite children to buy products or services, or encourage children to uphold pressure on their parents or other persons in the aim to incite them to buy advertised products or services (art. 16). Among the most important regulation falls provisions of pharmaceutical law. According to them “Advertising of healing product can not be directed to children or contain element addressed to them” (art. 53 p. 2). However even short analyze of tv commercials of healing products for children leads to the conclusion that almost each is apparently addressed to them taking into account their content, fairytale scenery, costumes or children actors. Above leads to the conclusions that even the most detail regulation does not prevent children against harming influence of commercial content, if the traders would not have will to do it.

7

Factors affecting stunting among children under five years of age in Bangladesh

93%

Talukder A., Rahman Razu S., Zobayer H.

Family Medicine & Primary Care Review

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2018

|

issue 4

356-362

8

Acute mastoiditis, a severe complication of acute otitis media in children – prevalence, diagnosis and treatment

93%

Kałużna-Młynarczyk A., Pucher B., Nurczyk N., Adamczyk P., Prauzińska M., Kotowski M., Szydłowski J.

Family Medicine & Primary Care Review

|

2018

|

issue 3

227-231

9

Najbliższe otoczenie w kreatywności werbalnej dziecka

93%

Adamowicz M. M.

Konteksty Pedagogiczne

|

2015

|

vol. 1

|

issue 4

EN

Because I represent interactional theory of creativity, and I want to explore and talk about creativity (in the full sense of the word) personality traits are taken into account, the creative process, the properties of creative work and lifestyle. When I take into account only one of the aspects I talk about subjective creativity. For these reasons, this text focuses on the verbal subjective creativity of students class I–III, which is an integral sphere of their lives. They create their own language, as soon as they hear what others say to him or her. In natural situations, verbal subjective creativity of the child can be seen in two ways: as a creative language learning and as its creative use. In the first case emphasizes that the child ran onto a language not just by imitation. In the process of learn-ing a language student creates it at the same time, so the overlap are two ways of acquiring it: creation and imitation. Mastering the language and using it in social situations and cognition are inseparable from creative activity. Language is a tool for a child with which the child communicates with the environment, material for artistic activity and object recognition. The more variety of situations requiring the usage of language encounters the child, the more you have the op-portunity to shape in the belief that language is a very variable, flexible „creation” which gives many opportunities to express the same content in a different way.

PL

Ponieważ reprezentuję interakcyjną teorię twórczości, to chcąc ba-dać twórczość i mówić o niej (w pełnym tego słowa znaczeniu), uwzględniam cechy osobowości, proces twórczy, właściwości dzieła twórczego oraz styl życia. Gdy zaś biorę pod uwagę tylko jeden z powyższych aspektów, mówię o kreatyw-ności. Z tych względów w tym tekście koncentruję się na kreatywności werbalnej uczniów klas I–III, która jest nierozłączną dziedziną ich życia. Oni tworzą swój język, w miarę jak słyszą, co do nich mówią inni. W naturalnych sytuacjach kreatywność werbalna dziecka rozpatrywać więc można dwojako: jako twórcze uczenie się języka oraz jako jego twórcze używanie. W pierwszym przypadku podkreśla się, iż dziecko nie opanowuje języka przez samo tylko naśladowanie. W procesie uczenia się języka uczeń tworzy go zarazem, a więc nakładają się tu dwa sposoby przyswajania go: kreacja i naśladownictwo. Opanowanie języka i używanie go w sytuacjach społecznych i poznawczych łączą się nierozerwalnie z aktywnością twórczą. Język jest dla dziecka narzędziem porozumiewania się z otoczeniem, tworzywem dla działalności artystycznej oraz obiektem pozna-nia. Im więcej różnorodnych sytuacji wymagających używania języka napotyka dziecko, tym więcej ma okazji do ukształtowania w sobie przekonania, iż język to „twór” bardzo zmienny, elastyczny, dający wiele możliwości wyrażania tej samej treści w odmienny sposób.

10

Mycophenolate mofetil for treatment of idiopathic nephrotic syndrome – a single center experience (preliminary study)

93%

Tomczyk D., Jander A., Mihailescu J., Tkaczyk M.

Progress in Health Sciences

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2014

|

vol. 4

|

issue 1

61-67

XX

Introduction: Mycophenolate mofetil (MMF) is used in treatment of idiopathic nephrotic syndrome in children (INS). Purpose: To evaluate clinical results of MMF treatment in steroid-dependent (SD) and steroid-resistant (SR) nephrotic syndrome. Materials and methods: A retrospective analysis of 26 patients (19 boys, 7 girls) with SDINS and SRINS treated with MMF during the years 2003–2013 was made. The remission length of INS and number of relapses per year before the introduction of MMF and after 12 months was calculated. An analysis of the side effects was made. Results: The median age of INS diagnosis was 26.5 months (IQRs 24-36 months). Nineteen of the patients (73%) suffered from SDINS whereas the remaining 7 (27%) had SRINS. Twenty three (88.5%) patients underwent renal biopsy: minimal change disease (MCD) in 69.6% (n=16), focal segmental glomerulosclerosis (FSGS) in 17.4% (n=4), membranoproliferative glomerulonephritis (MPGN) in 8.7% (n=2) and mesangial cell proliferation in one case. The median MMF dosage was 956.0 mg/m2/24h (IQRs 768.1-1059.7 mg/m2/24h). Eleven patients (42.3%) were taking MMF together with cyclosporine A (CsA). In patients suffering from SDINS, there was a trend to lower the recurrence rate during MMF treatment [2.0/year (IQRs 0.25-2.0 per year) vs 2.0/year (IQRs 1.0-2.75 per year), p=0.09]. Remission without proteinuria was significantly longer in patients treated with MMF; remission median was 8.5 month (IQRs 6.25-11.0 month) vs 4.5 month (IQRs 4.0-7.5 month), (p=0.014), similarly the average length of remission without corticosteroids was 6.0 months (IQRs 0.25-8.5 months) vs 3.0 months (IQRs 0.0-7.25) months (p=0.028). In children SRINS, 4/7 children MMF treatment was clinically ineffective. Side effects of the treatment were: leucopenia (n =10), hyperbilirubinemia (n = 3), gastrointestinal disorders (n = 1) and anemia (n = 1). Conclusion: This study confirmed the efficacy of the treatment with MMF in SDINR in comparison with previously used drugs, with a small number of side effects.

11

An assessment of the association between antenatal care and child malnutrition in Bangladesh

93%

Toma A., Talukder A., Shirin Khan S., Razu S. R.

Family Medicine & Primary Care Review

|

2018

|

issue 4

373-378

12

Najbliższe otoczenie w kreatywności werbalnej dziecka

93%

Adamowicz M. M.

Konteksty Pedagogiczne

|

2013

|

vol. 1

|

issue 4

EN

Because I represent interactional theory of creativity, and I want to explore and talk about creativity (in the full sense of the word) personality traits are taken into account, the creative process, the properties of creative work and lifestyle. When I take into account only one of the aspects I talk about subjective creativity. For these reasons, this text focuses on the verbal subjective creativity of students class I–III, which is an integral sphere of their lives. They create their own language, as soon as they hear what others say to him or her. In natural situations, verbal subjective creativity of the child can be seen in two ways: as a creative language learning and as its creative use. In the first case emphasizes that the child ran onto a language not just by imitation. In the process of learn-ing a language student creates it at the same time, so the overlap are two ways of acquiring it: creation and imitation. Mastering the language and using it in social situations and cognition are inseparable from creative activity. Language is a tool for a child with which the child communicates with the environment, material for artistic activity and object recognition. The more variety of situations requiring the usage of language encounters the child, the more you have the op-portunity to shape in the belief that language is a very variable, flexible „creation” which gives many opportunities to express the same content in a different way.

PL

Ponieważ reprezentuję interakcyjną teorię twórczości, to chcąc ba-dać twórczość i mówić o niej (w pełnym tego słowa znaczeniu), uwzględniam cechy osobowości, proces twórczy, właściwości dzieła twórczego oraz styl życia. Gdy zaś biorę pod uwagę tylko jeden z powyższych aspektów, mówię o kreatyw-ności. Z tych względów w tym tekście koncentruję się na kreatywności werbalnej uczniów klas I–III, która jest nierozłączną dziedziną ich życia. Oni tworzą swój język, w miarę jak słyszą, co do nich mówią inni. W naturalnych sytuacjach kreatywność werbalna dziecka rozpatrywać więc można dwojako: jako twórcze uczenie się języka oraz jako jego twórcze używanie. W pierwszym przypadku podkreśla się, iż dziecko nie opanowuje języka przez samo tylko naśladowanie. W procesie uczenia się języka uczeń tworzy go zarazem, a więc nakładają się tu dwa sposoby przyswajania go: kreacja i naśladownictwo. Opanowanie języka i używanie go w sytuacjach społecznych i poznawczych łączą się nierozerwalnie z aktywnością twórczą. Język jest dla dziecka narzędziem porozumiewania się z otoczeniem, tworzywem dla działalności artystycznej oraz obiektem pozna-nia. Im więcej różnorodnych sytuacji wymagających używania języka napotyka dziecko, tym więcej ma okazji do ukształtowania w sobie przekonania, iż język to „twór” bardzo zmienny, elastyczny, dający wiele możliwości wyrażania tej samej treści w odmienny sposób.

13

Rhinoscopy assisted lacrimal probing – minimal invasive and effective therapeutic option for children with congenital nasolacrimal duct obstruction

93%

Prauzińska M., Pucher B., Kałużna-Młymarczyk A., Kotowski M., Kolasińska-Lipińska J., Adamczyk P., Szydłowski J.

Family Medicine & Primary Care Review

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2018

|

issue 3

255-258

14

Budowanie właściwych wzorców żywieniowych u otyłego dziecka. Studium przypadku

93%

Słoma M., Szeja N., Adamek B., Krenzel I.

Ekonomia. Wrocław Economic Review

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2017

|

vol. 23

|

issue 4

195 - 206

EN

One of the most common health and economic problems in developed countries is the issue of overweight. The aim of the study was to evaluate the effect of individual dietary intervention on weight reduction and build proper nutritional patterns in obese children. A boy at age 11 was referred by a pediatrician to a Metabolic Disorders and Obesity Disorders Clinic. At the time of the first visit, the body weight of the patient was 68.7 kg with a height of 1.54 m (value above 97 centile of the OLAF program, obesity). Analysis of the food diary from the seven days before the visit, developed jointly by the patient and his mother, revealed excessive energy supply relative to daily requirements and an incorrect composition of the daily ration. For a half-year period, a balanced diet with a daily caloric deficit of 300 kcal was introduced. During regular follow-up visits, the nutritional education of the child and parents was further enhanced, and the importance of daily physical activity in the treatment and prevention of obesity. After six months of dieting, weight reduction was achieved. Proper dietary patterns have been implemented to the patient and his immediate family. Comprehensive education has resulted in the implementation of daily physical activity. This cannot only be an emergency intervention but also a basis for the prevention of obesity and its complications.

15

SCHMIDOV OBRAZ DIET’AT’A A DETSTVA

93%

Kubealaková M.

Conversatoria Litteraria

|

2017

|

vol. 11

|

issue XI

43-50

SL

Article explores how Christopher von Schmid created child character and childhood in collection of stories Veškeré spisy pro mládež a přátelé její (1858 ‒ 1870). Their common feature is sophistication and playfulness as a distinctive attribute of childhood is missing. Schmid children's characters are lifeless, unrealistic, portraying as small adults and moral model, which does not correspond to contemporary knowledge of child development.

16

Samotność dziecka w świecie dorosłych (na przykładzie „Kiedy znów będę mały”, „Feralnego tygodnia” i „Spowiedzi motyla” Janusza Korczaka)

93%

Kruszyńska E.

Jednak Książki. Gdańskie Czasopismo Humanistyczne

|

2017

|

issue 7 "Pomiędzy dziećmi i dorosłymi. Przekraczanie granic w literaturze dla dzieci i młodzieży"

67-80

EN

This article focuses on psychological needs and spiritual world of child misunderstood by adults. Janusz Korczak was a precursor of the struggle for children’s rights. He said that children and their needs deserve respect. He loved children and noticed their loneliness among adults. He described this problem in 3 books: Kiedy znów będę mały, Feralny tydzień and Spowiedź motyla. Books of Janusz Korczak are excellent source of knowledge about the child and childhood.

17

The Paradigm of Unity in Prenatal Education and Pedagogy

93%

Kornas-Biela D.

Journal for Perspectives of Economic Political and Social Integration

|

2014

|

vol. 19

|

issue 1-2

193-206

EN

The traditional approach to the relation between parents and their prenatal child presents the child as a fetus, a mainly passive recipient of the mother’s vital biological resources. Contemporary prenatal psychology and pedagogy recognizes this relationship in a quite different perspective: the prenatal child is a member of the family and may be seen as an active member of the wider family as a community, extended to grandparents and other relatives. Between parents and their child in the womb exists a reciprocal relationship at a physiological (hormonal), psychological and spiritual level. The prenatal child communicates with the parents in different ways and reacts to their stimulation (acoustic, tactile, loco-motoric, chemo-receptive, thermo-receptive, and emotional). This dialogue of the parents and their prenatal child enriches each member of the family community. In this sense, the prenatal child is a gift and a challenge for the parents to develop their personality, social competences and spiritual life. The reflections presented in this paper fit the conception of the paradigm of unity applied into the area of prenatal education and prenatal pedagogy as a new pedagogical subdisciline. The concept of paradigm in the philosophy of science was introduced by T. Kuhn (1962). In his understanding, paradigm means a mental breakthrough in the way of ujmowaniu/describing/approaching the subject of study, and/or in the research methods used, but above all in the theoretical and systemic vision of reality, which is the basis for formulating research questions and hypotheses, operationalising the research procedure, analyzing the obtained research results and a theoretical interpretation of these results. To Kuhn, a paradigm may be understood in such way only in the natural sciences, when new visions of the studied natural reality appear. This is accompanied by a mental change in the cognitive schema itself of understanding reality not only for the creator of this vision, but also in its/his/her broader scientific environment. Kuhn considered the most eminent example of such appearing paradigm in the history of science to be the Copernican revolution, thanks to which the view on the world of nature surrounding the human being has completely changed and there was a mental breakthrough in the 15th and 16th century not only in the area of science, but also in the worldview of people of those times, for whom the world has become more open and broad. Kuhn, however, did not consider a paradigm to be a methodological concept in the humanities or social sciences. He was of the opinion that they must first mature more and make their methodological status more precise if one wishes to talk about a paradigm in these sciences. A scientific event that gave an occasion to reflect on the possibility of introducing the concept of paradigm into social sciences was the occasion of granting the title of doctor honoris causa in the field of social sciences by the Catholic University of Lublin to Chiara Lubich. The Focolare movement, also called The Movement of Unity, founded and led by her, introduced, a new approach to the area of human relations at every level (interpersonal, family, local society, economic relations, intra- and inter-denominational dialogue). The arguments for granting the title included the fact that the practical activity of Ch. Lubich in various areas of social integration may be described as a Copernican revolution in the cultural-religious relations, and even in social-economical ones, according to the new paradigm, understood practically, which may be called a paradigm of unity. It was stressed that these activities may play a serious/significant inspiring role in the methodological reflections on the paradigm of unity in the social sciences (Biela, 1996). Such reflections were actually brought up first generally in the social sciences (Biela, 2006), and then within the methodology of psychology (Biela, 2009) and education (Kozubek, 2009). At present, one may consider introducing this paradigm into prenatal education and pedagogy.

18

The Child as Other in Shakespeare’s Plays

93%

Radmila N.

Gender Studies

|

2012

|

vol. 11

|

issue Supplement

1-11

EN

Although there are not many children in Shakespeare’s plays, his treatment of them is quite unique, both for his own time and today. Shakespeare’s children are authentic selves who frequently possess extraordinary intellect and vision. Shakespeare’s introduction of child characters as victims highlights his implicit condemnation of violence as embodied in people in power.

19

Dzieciństwo osamotnione w rodzinie niepełnej. Raport z badań

93%

Matyjas B.

Kwartalnik Pedagogiczny

|

2015

|

issue 1(235)

207-224

EN

Lonely childhood constitutes one of the forms of children’s existence, bringing pain and suffering, which are caused by unfavourable situations and environmental conditions, mainly family-related, towards which a child is helpless, defenceless, and which lead to weakening or breaking the emotional bond between the child, parents, siblings or other family members and which always result in the child feeling lonely. The article is an attempt at a diagnosis of the situation of the child in the environment in which one of the parents is absent. The issues discussed are family determinants which can lead to loneliness. The aim of the research is also to show ways to prevent isolation of the child and to indicate some pedagogical strategies aimed at positive changes that should occur in the life of a child affected by loneliness.

20

Dzieciństwo osamotnione w rodzinie niepełnej. Raport z badań

93%

Matyjas B.

Kwartalnik Pedagogiczny

|

2015

|

vol. 60(1 (235))

207-224

PL

Lonely childhood constitutes one of the forms of children’s existence, bringing pain and suffering, which are caused by unfavourable situations and environmental conditions, mainly family-related, towards which a child is helpless, defenceless, and which lead to weakening or breaking the emotional bond between the child, parents, siblings or other family members and which always result in the child feeling lonely. The article is an attempt at a diagnosis of the situation of the child in the environment in which one of the parents is absent. The issues discussed are family determinants which can lead to loneliness. The aim of the research is also to show ways to prevent isolation of the child and to indicate some pedagogical strategies aimed at positive changes that should occur in the life of a child affected by loneliness.

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