Search results

1

Koncept smrti u dětí: komponenty a determinanty

100%

Loučka M.

Československá psychologie (Czechoslovak Psychology)

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2011

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vol. 55

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issue 1

38-48

CS

Porozumění dětskému vývoji chápání skutečnosti smrti může být podstatné např. v situaci závažného onemocnění dítěte nebo v kontextu ztráty blízké osoby. Poznatky z této oblasti je možné nalézt především v zahraniční literatuře. Tato studie charakterizuje vývoj dětského porozumění smrti z perspektivy měnících se trendů ve výzkumu (psychoanalytické, kognitivistické, existenciální a naivně-biologické pojetí). Definuje základní komponenty konceptu smrti a dále uvádí proměnné, které individuální vývoj konceptu smrti u dětí ovlivňují: vedle věku a kognitivního vývoje řadí mezi vlivné faktory osobní zkušenost dítěte, religiozitu rodiny, úzkostnost dítěte a rodičů, a způsob komunikace o tématu v rodině. Studie mj. upozorňuje na rizika plynoucí z odlišností chápání smrti u dětí a dospělých, poukazuje na snížení věkové hranice v utváření tzv. dospělého konceptu smrti, popisuje rozpory v závěrech dosud provedených studií a nabízí podněty pro další výzkum.

2

School Skills of Digital Natives in the Context of Functional Illiteracy

100%

Lichtańska K., Cygan B.

Przegląd Pedagogiczny

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2020

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issue 1

254-267

EN

Contemporary discussion on health, and intellectual and social condition of the human in the 21st century, often concerns the issues of using, or even abusing, modern technologies. The authors of the article refer to the concept of illiteracy, and describe its current contexts. The authors’ own research results picture the present-day linguistic competence of primary school students. Lichtańska and Cygan attempt to present characteristics of the current stage of linguistic evolution, which – in the light of experts’ opinions – is reflecting cultural changes.

3

Neurośrodowiskowe przyczyny opóźnionego rozwoju mowy w wieku niemowlęcym

100%

Cieszyńska-Rożek J.

Poznańskie Studia Polonistyczne. Seria Językoznawcza

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2022

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vol. 29

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issue 1

117-196

EN

The article presents the results of the experimental studies conducted so far on the devel- opment of infants’ primary communicative abilities, carried out in vivo. The findings of neurobiologists on the formation of the structures of the social brain not only influ- ence the process of early diagnosis of developmental disorders, but also allow for the construction of principles of early intervention. The article discusses the results of our own study of thirteen infants born in Poland and abroad, conducted by means of par- ticipant observation (online). The aim was to reveal the disturbances in shaping social responses in a lockdown situation and to define a pattern for preventive interventions.

4

Exploitation of Mineral Resources for Sustainable Development on the Example of Poland

100%

Sobczyk W., Kowalska A., Sobczyk J.

Journal of Education, Technology and Computer Science

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2020

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vol. 11

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issue 1(31)

49-52

EN

Nuisance for the people living in areas covered by the direct or indirect impact of the mining industry is an important social problem. The development of the mining industry depends on high environmental requirements, in particular, it is closely related to the fulfillment of obligations of safety for human health and life. Through consultation with the local society and targeted actions degraded land can become attractive. In contrast, the lack of reclamation leads to the intensification of negative phenomena: erosion, surface mass movements, changes in the ecosystem, eutrophication of water tanks. Maintaining balance in the natural environment is the basic criterion for the proper functioning of industrial facilities. Mining activity is a threat to the environment, including human health and life. Use of the environment by mining is subject to adjustment to the legislation and carrying out mining activities in line with environmental requirements. Mining activities and nature protection can operate in a sustainable manner. Appropriate selection of methods for mineral exploitation allows you to minimize the impact on the environment components. The positive impact of opencast mining is reflected in the creation of new habitats of plants and animals in post-mining areas, in the creation of new recreation places, in diversifying the landscape thanks to the construction of water reservoirs. Lakes formed after use of natural aggregates overgrown vegetation reed, acting as a convenient place to settle th e water birds.

5

“Being Human”: Edward Bond’s Theories of Drama

100%

Allen D., Handley A.

Text Matters: A Journal of Literature, Theory and Culture

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2017

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issue 7

307-329

EN

The playwright Edward Bond has recalled the impact of seeing photographs of Nazi atrocities at the end of World War Two: “It was the ground zero of the human soul.” He argues we need a different kind of drama, based in “a new interpretation of what it means to be human.” He has developed an extensive body of theoretical writings to set alongside his plays. Arguably, his own reflections on “what it means to be human” are based in his reaction to the Holocaust, and his attempt to confront “the totality of evil.”Bond argues we are born “radically innocent.” There is a “pre-psychological” state of being. The neonate does not “read” ideology; it has to use its own imagination to make sense of the world. To enter society, however, the child must be corrupted; its imagination is “ideologized.” Bond claims that “radical innocence” can never wholly be lost. Through drama, we can escape “ideology” and recover our “autonomy.” It leads us to confront extreme situations, and to define for ourselves “what it means to be human.” The terms of Bond’s theory are Manichean (innocent-corrupt, autonomous-ideologized etc.). His arguments are based in the assumption that there is a fundamental “humanity” that exists prior to socialization. In fact, the process of socialization begins at birth. As an account of child development, “radical innocence” does not stand up to close scrutiny. Arguably, however, Bond’s work escapes the confines of his own theory. It can be read, not in terms of the “ideologized” vs. the “autonomous” mind, but rather, in terms of “conscious” and “unconscious.” In Coffee (2000), Bond takes character of Nold on a journey into the Dantean hell of his own unconscious. He does not recover his “innocence,” but, rather, he has to face the darkness of both history and the psyche.

6

“Being Human”: Edward Bond’s Theories of Drama

100%

Allen D., Handley A.

Text Matters: A Journal of Literature, Theory and Culture

|

2017

|

issue 7

307-329

EN

The playwright Edward Bond has recalled the impact of seeing photographs of Nazi atrocities at the end of World War Two: “It was the ground zero of the human soul.” He argues we need a different kind of drama, based in “a new interpretation of what it means to be human.” He has developed an extensive body of theoretical writings to set alongside his plays. Arguably, his own reflections on “what it means to be human” are based in his reaction to the Holocaust, and his attempt to confront “the totality of evil.”Bond argues we are born “radically innocent.” There is a “pre-psychological” state of being. The neonate does not “read” ideology; it has to use its own imagination to make sense of the world. To enter society, however, the child must be corrupted; its imagination is “ideologized.” Bond claims that “radical innocence” can never wholly be lost. Through drama, we can escape “ideology” and recover our “autonomy.” It leads us to confront extreme situations, and to define for ourselves “what it means to be human.” The terms of Bond’s theory are Manichean (innocent-corrupt, autonomous-ideologized etc.). His arguments are based in the assumption that there is a fundamental “humanity” that exists prior to socialization. In fact, the process of socialization begins at birth. As an account of child development, “radical innocence” does not stand up to close scrutiny. Arguably, however, Bond’s work escapes the confines of his own theory. It can be read, not in terms of the “ideologized” vs. the “autonomous” mind, but rather, in terms of “conscious” and “unconscious.” In Coffee (2000), Bond takes character of Nold on a journey into the Dantean hell of his own unconscious. He does not recover his “innocence,” but, rather, he has to face the darkness of both history and the psyche.

7

A Socio-Linguistic Approach to the Development of Folk Psychology

88%

Ohreen D.

Human Affairs

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2008

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vol. 18

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issue 2

214-224

EN

One of the most interesting issues central to folk psychology is how it develops in humans. Over the past few decades, two distinct theories have emerged known as the Theory-Theory and Simulation Theory. Theory-theory supporters argue that children construct theories to explain behavior, while simulation theorists extol the virtues of empathy-putting yourself in another person's shoes. I argue that each position falls short of an adequate account of how folk psychology develops. Instead, explaining behavior is a matter of acquiring folk psychological concepts within a culture and then learning how to deploy such terms with competence.

8

Vulnerability in Facing the Covid-19 Pandemic in the Light of Relational Trauma

88%

Simonič B., Gostečnik C., Repič Slavič, T., Poljak Lukek S., Cvetek R., Pate T., Valenta T.

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II

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2020

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vol. 11

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issue 2

5-25

EN

Coping with the COVID-19 pandemic has revealed different ways individuals react to frustrations they have experienced. Many times we have witnessed an increased level of aggression in interpersonal relationships and in the general social context. We find that there are some differences in coping and responding according to gender, with men showing a higher level of vulnerability and risk of inappropriate regulation and expression of anger when frustrated. To a certain extent, the answer to why this happens is provided by neuroscientific research, which shows that already at an early age, boys’ brains develop differently from girls’, as it takes more time to develop their stress-regulating mechanism; consequently, due to slower development, boys are more vulnerable to early stressful situations and have more problems with self-regulation of affective states at this early age. Together with the possibility of relational trauma in the family, to which many children are exposed from the earliest period of their lives and which plays an important role in providing a context for the development of affect regulation, that means that boys and men are even more vulnerable and sensitive to stress, aggression and trauma later in life. It makes sense to take these neuroscience findings into account when building an understanding of responses to stressful challenges, such as coping with a pandemic, as well as when planning appropriate models to help individuals cope with different types of stress.

9

The Opportunities for Development of the Child’s Creative Potential in Local Institutions

88%

Kasprzak M.

Studia Edukacyjne

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2018

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issue 48

295-302

PL

In this article, the main goal is to present on the basis of own scientificobservations different principles of developing the child’s creative potential. The author presents three elements: encouraging, identifying and fostering in the context of child’s creative potential and then she presents three perspective of opportunities for development child’s creative potential in the local institutions for children. In summary she write a short concept about the opportunities for development to creativity of each child from the disfavoured backgrounds.

10

Child from Single Parent Family in Preschool Environment – a Theoretical Outline and Practical Tips

76%

Schmidt A.

Studia Edukacyjne

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2017

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issue 44

363-375

PL

Nowadays, the subject of a family is often mentioned and researched. It’s needs, transformations, crisis, roles and functioning are widely discussed. It is indeed a very complex issue. The article present the theoretical background and mention diverse sources concerning issues such as: single families, preschool environment, child development, single parenting – definitionsand models, pre-school environment, child development, challenges and support for a child from single parent family in a kindergarten. The great role of teacher-educator and other specialists, but also working with institutions in the process of supporting the family. In the text the organization of comprehensive assistance for the child was also highlighted. In conclusion, the author referred to the results of her mini-resources and pointed to the need to support the child in the area of emotional and social functioning, which in case of children from single parent family is particularly vulnerable and shaky.

11

Rozwój kreatywności dzieci w okresie średniego dzieciństwa i jego uwarunkowania

75%

Farnicka M., Miłkowska M.

Psychologiczne Zeszyty Naukowe

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2018

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issue 1

93-108

PL

Celem artykułu jest dyskusja nad możliwościami wspierania procesu kreatywności u dzieci w wieku przedszkolnym. W prezentowanej pracy zwrócono uwagę na różnice definicyjne i pojęciowe w rozumieniu zjawiska kreatywności. W pierwszej części pracy przedstawiono uwarunkowania tego procesu z różnych perspektyw. Zaprezentowano ujęcie integracyjne oraz klasyczne poszukujące uwarunkowań kreatywności w charakterystyce indywidualnej rozwijającej się jednostki. W drugiej części skupiono się na opisie i uwarunkowaniach tego procesu z perspektywy rozwojowej. W tym ujęciu przedstawiono normatywny rozwój procesów poznawczych, takich jak: sprawności percepcyjne, funkcje zarządzające, pamięć, myślenie i reprezentacje poznawcze oraz ich związki ze zjawiskiem kreatywności u dzieci w wieku przedszkolnym. W podsumowaniu podjęto kontekstualne uwarunkowania rozwoju kreatywności. Wskazano potencjał tkwiący w środowisku oraz wyzwania i możliwości stojące przed edukacją przedszkolną w XXI wieku.

EN

The article aims were to present an discussion on the concept of creativity and its developmental support among children in pre- school education institutions. Article is composed of three parts. In the first part, different conceptualizations of creativity were presented. The second part is addressed to the problem of determinants of this process from integrative and developmental perspectives. This issue is focused on cognitive processes such as perceptual skills, management functions, memory and thinking. And their’ impact and connection with the phenomenon of creativity were analyzed. In the last part, the importance of the environment for the development of creativity was taken into consideration. The relational and contextual conditionings of development of creativity among children aged 3-6 was pointed. This potential was considered to be a challenge in the XXI century pre- school education.

12

Kształtowanie sprawności motorycznych dziecka w wieku przedszkolnym w aspekcie nauki pisania

75%

Stelmasiak I., Różańska M.

Kultura i Wychowanie

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2021

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vol. 19

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issue 1

87-107

EN

This article concerns supporting the development of children’s motor skills at pre-school age. Issues were raised regarding the stages of development of gross/fine motor skills and stimulating manual skills and writing learning. It presents the development of the motor skills sphere in terms of shaping writing skills, which belong to the fundamental manual competences of the child.

PL

Problematyka artykułu dotyczy wspomagania rozwoju motoryki dziecka w wieku przedszkolnym. Poruszone zostały kwestie dotyczące etapów rozwoju motoryki dużej małej oraz stymulowania zdolności manualnych i nauki pisania. Przedstawiono rozwój sfery motorycznej w aspekcie kształtowania umiejętności pisania, która należy do fundamentalnych kompetencji manualnych dziecka.

13

Domácí násilí z pohledu vývoje a ochrany dětí

75%

Sobotková I.

Psychologie a její kontexty

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2016

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vol. 7

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issue 1

3-17

EN

The article deals with a socially relevant and actual issue of domestic violence with respect to the development and protection of children. First, it describes the concept of domestic violence, particularly intimate partner violence, and brings some numerical data. In spite of the fact that the reported numbers are different, each situation when a child is exposed to the domestic violence is very unfavorable or even traumatic for him. The immediate effects are feelings of fear, anxiety, confusion, anger and helplessness. Younger children often feel guilty for the situation at home. Most experts are convinced that long-term consequences of witnessing domestic violence are very negative for the development of child's personality. The exposure to intimate partner violence is increasingly being recognized as a form of child maltreatment. The World Health Organization expressed this conviction in 2013 when children´s exposure to domestic violence was added to the syndrome of child abuse and neglect as one form of psychic abuse. Further, the consequences of exposure to the domestic violence are summarized developmentally from early childhood to young adulthood. The typical symptom in children growing up in an atmosphere of fear and violence is the reduced self-esteem. Emotional and behavioral disorders are also frequent. It was even proven that children who are passively exposed to domestic violence tend to have equally severe emotional symptoms (e.g. depression) as children who are really physically abused. The intensity and extent of the consequences of children's exposure to domestic violence depend on several factors, such as age and sex of the child, his resilience, rate of brutality and frequency of its occurrence, supportive social network of the family and so on. The fact that reduced parental skills are common in families with domestic violence is pointed out. Empirical evidence shows that the quality of parenting and the ability to meet the needs of the child are decreased. Little research attention has been paid to the relationship between father and child in families where the offender is a man/father. The transgenerational transmission of violence is mentioned, too. Finally, the possibilities of child protection and several practical implications are outlined. The most important thing is to ensure the safety of the child, to protect his/her health, not only physical but also psychological. The child should understand the situation, which can be difficult due to the age and intellectual maturity of the child. The primary prevention of violence since childhood is important, including examples of parents, education for responsibility and tolerance of differences, achievement of adequate self-confidence and skills to solve problems. The issue of domestic violence and child protection must be addressed interdisciplinary.

14

Edukacja telewizyjna jako forma edukacji kulturowej (ujęcie psychokulturowe)

75%

Ogonowska A.

Annales Universitatis Paedagogicae Cracoviensis. Studia de Cultura

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2014

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issue 6 "Edukacja kulturowa. Ujęcie monograficzne"

68-79

EN

The purpose of this article is to show the need for television competence development in various forms of home education. This issue is shown in the perspective of psychology of child development, mainly social, emotional, cognitive and linguistic aspects of the process. A separate space has been devoted to defining what a television education is and what are its basic components. These issues are illustrated with concrete examples.

15

Współczesne uwarunkowania wychowania moralnego dzieci. Zarys problematyki

75%

Langier C.

Edukacja-Technika-Informatyka

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2019

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vol. 10

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issue 4

53-59

EN

An important problem of modern upbringing is moral education, understood as an introduction of pupils into the world of moral values, their understanding and acceptance of these values.This article discusses the subject of determinants of children’s moral development and it indicatesthe main factors that influence this process.

PL

Ważny problemem współczesnego wychowania stanowi edukacja moralna rozumiana jako wprowadzenie wychowanków w świat wartości moralnych, zrozumienie ich i przyjęcie. W artykule poruszono kwestie uwarunkowań rozwoju moralnego dziecka, wskazując główne czynniki determinujące ten proces.

16

„Podwórko komputerowe” a „podwórko z trzepakami” – wybrane, psychologiczne aspekty współczesnych relacji u dzieci

63%

Ruszel M. E.

Studia Gdańskie

|

2015

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issue 36

159-166

PL

Celem artykułu jest ukazanie w przystępnej, krótkiej psychologicznej charakterystyce wpływów na rozwój dziecka dwóch typów środowisk wychowawczych: „podwórka z trzepakami” oraz „podwórka komputerowego”. Autorka nie poprzestaje na ich charakterystyce, lecz ukazuje także pozytywne i negatywne aspekty z nimi związane, jak również możliwości mądrego wychowawczego wykorzystania każdego z nich w rozwoju i wychowaniu dziecka.

EN

The aim of this article is to provide a short description of two types of environment, real (physical) and virtual, which affect the development and upbringing of children. The author points out their positive and negative psychological aspects and shows how these two types of environments can be wisely used.

17

Wczesnodziecięce style przywiązania do opiekuna a osiągnięcia szkolne i funkcjonowanie społeczne uczniów

63%

Nowotnik A.

Edukacja

|

2014

|

issue 2(127)

7–20

PL

W artykule przedstawiono potencjał teorii przywiązania w zakresie przewidywania i wyjaśniania zjawisk związanych z funkcjonowaniem społecznym i osiągnięciami szkolnymi uczniów. Omówione zostały dwie ścieżki wpływu wczesnodziecięcych relacji z opiekunami na późniejsze osiągnięcia szkolne: bezpośrednia, związana z wpływem przywiązania na rozwój procesów poznawczych, i pośrednia, związana z wpływem reprezentacji przywiązania na późniejsze relacje ucznia z nauczycielami i rówieśnikami, które ze swej strony oddziałują na poziom osiągnięć szkolnych.

EN

The paper presents attachment theory as applied to the psychology of education. It is aimed to show the potential of attachment theory to anticipate and explain phenomena associated with social functioning and achievement at school. The author puts forward a thesis for two paths by which attachment quality would impact on school achievement. The indirect path is in the relationship between quality of attachment and the development of cognitive processes, while the direct path follows the impact of attachment style on the quality of a child’s relationships with teachers and peers. This in turn influences level of educational attainment.

18

BŁĘDY WYCHOWAWCZE POPEŁNIANE PRZEZ RODZICÓW I ICH ROLA W KSZTAŁTOWANIU ROZWOJU DZIECKA

63%

Aszkiełowicz A.

Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika

|

2018

|

issue 16

158-167

PL

Efekt procesu wychowania w dużym stopniu uzależniony jest od postawy rodzica. Staje się to negacją obowiązującego przekonania, że skutecznie wychowywać może każdy, i jednocześnie wskazuje na potrzebę prowadzenia edukacji wśród rodziców dotyczącej prawidłowych wzorców i metod wychowania. Popełniane błędy wychowawcze stanowią pewnego rodzaju temat tabu. Zasadniczym celem badań było rozpoznanie błędów wychowawczych popełnianych przez rodziców uczniów klas wczesnoszkolnych.

EN

The effect of the upbringing process depends to a large extent on the parent’s attitude. It becomes a negation of the existing belief that everyone can be effectively raised and at the same time indicates the need to educate parents about correct patterns and methods of education. The educational mistakes made are a kind of taboo subject. The main goal of the research was to recognize educational mistakes made by parents of early school-age students.

19

Dziecko w przedszkolu w Polsce i Norwegii (z zajęciami ruchowymi w tle)

63%

Bielińska I.

Problemy Wczesnej Edukacji

|

2013

|

vol. 9

|

issue 1(20)

100-111

EN

The paper was written to identify the similarities and differences in the functioning of pre-school institutions in Poland and Norway, with particular emphasis on physical activities. It contains general notes on the operation of kindergartens in both countries, information on personnel, characteristics of space and time organization, and above all, an analysis of the area of child’s autonomy in an institution. The analysis is based on the author’s own professional experience in Norwegian kindergartens and contacts with Polish kindergarten workers.

20

Zastosowanie mapy myśli w pracy z dziećmi w wieku wczesnoszkolnym

63%

Kaczor A.

Społeczeństwo. Edukacja. Język

|

2020

|

vol. 12

EN

10.19251/sej/2020.12(7) The article deals with the use of the idea created and disseminated by T. Buzan to mind map in work with early school children. The benefits of using mind maps in the teaching and learning process are a strong argument to organize, record and articulate thoughts in this form. Visualizing information in the form of a mind map (created on a sheet of paper or using a computer program) supports children's thought processes, promotes the development of imagination, memory and creativity.

PL

10.19251/sej/2020.12(7) Artykuł podejmuje tematykę wykorzystania stworzonego i rozpowszechnionego przez T. Buzana mapowania myśli w pracy z dziećmi w wieku wczesnoszkolnym. Korzyści, jakie dla wspierania rozwoju dzieci w młodszym wieku szkolnym przynosi wykorzystywanie w procesie nauczania-uczenia się map myśli, stanowią mocny argument, aby porządkować, utrwalać i artykułować myśli w tej właśnie formie. Wizualizowanie informacji w postaci mapy myśli (tworzonej na arkuszu papieru bądź przy użyciu programu komputerowego) wspiera procesy myślowe dzieci, sprzyja rozwojowi wyobraźni, pamięci i kreatywności.

Refine search results

Koncept smrti u dětí: komponenty a determinanty

School Skills of Digital Natives in the Context of Functional Illiteracy

Neurośrodowiskowe przyczyny opóźnionego rozwoju mowy w wieku niemowlęcym

Exploitation of Mineral Resources for Sustainable Development on the Example of Poland

“Being Human”: Edward Bond’s Theories of Drama

“Being Human”: Edward Bond’s Theories of Drama

A Socio-Linguistic Approach to the Development of Folk Psychology

Vulnerability in Facing the Covid-19 Pandemic in the Light of Relational Trauma

The Opportunities for Development of the Child’s Creative Potential in Local Institutions

Child from Single Parent Family in Preschool Environment – a Theoretical Outline and Practical Tips

Rozwój kreatywności dzieci w okresie średniego dzieciństwa i jego uwarunkowania

Kształtowanie sprawności motorycznych dziecka w wieku przedszkolnym w aspekcie nauki pisania

Domácí násilí z pohledu vývoje a ochrany dětí

Edukacja telewizyjna jako forma edukacji kulturowej (ujęcie psychokulturowe)

Współczesne uwarunkowania wychowania moralnego dzieci. Zarys problematyki

„Podwórko komputerowe” a „podwórko z trzepakami” – wybrane, psychologiczne aspekty współczesnych relacji u dzieci

Wczesnodziecięce style przywiązania do opiekuna a osiągnięcia szkolne i funkcjonowanie społeczne uczniów

BŁĘDY WYCHOWAWCZE POPEŁNIANE PRZEZ RODZICÓW I ICH ROLA W KSZTAŁTOWANIU ROZWOJU DZIECKA

Dziecko w przedszkolu w Polsce i Norwegii (z zajęciami ruchowymi w tle)

Zastosowanie mapy myśli w pracy z dziećmi w wieku wczesnoszkolnym