The article presents the pedagogical basis for pro-ecological attitudes in the early-stage school teaching. The author pointed out the importance of environmental education in the curriculum for the first stage of education. He indicated the tasks which the school should fulfill so that pupils acquire practical skills needed to form their positive attitudes towards the environment. The author also discussed the principles, methods and forms to be used in formation of the right attitudes in early-stage education. He paid attention to the relationships between education objectives and students’ achievements in the early school age.
In the article the authors discuss the practical implementation of the model work with a plastically gifted child “Science – Art – Education”, founded at the end of 2013. As a result of implementation of the international research project. The resulting model, from the theoretical point of view, has been described in the scientific monograph edited by J. Aksman: Science – Art – Education. Innovative model of diagnosis, methods and forms of work and care for plastically gifted children. This model shows the importance of science in early school education through art, based on the innovative combination of art education and health education of children in grades 1–3 of primary school. The consequence of this combination is the intention of the authors of the project to shape life skills of the mentioned children. Theoretically reasoned innovative model Science – Art – Education (SAE) was extremely important but the initial stage of the work. Another one, which has now been adopted and which is described in the article – is associated with a wider than before application of this innovative model – with an attempt of its implementation in everyday practice of art lessons with pupils in early school age. This task involves a further, currently implemented on a research project The effectiveness of the model of work with a plastically gifted child “Science – Art – Education” in the three-year cycle of lessons (WPiNH/DS/5/2015) directed by J. Aksman. The attempts to further applications of the Innovative Model into daily teaching practice and forms of its popularization are very important and they are described in this article: – the creation by J. Aksman and J. Gabzdyl and publishing by Oficyna Wydawnicza AFM (Publishing House AFM) methodological studies in early school age and materials for students as well as teachers who have been currently participating in the model SAE under the guidance of J. Aksman in Województwo małopolskie (Lesser Poland Voivodeship); – the introduction of newer and newer appropriate contents to the educational programs of students majoring in Pedagogy at Andrzej Frycz Modrzewski Academy in Cracow; – training of professionally active teachers of Województwo małopolskie (Lesser Poland Voivodeship); – as well as training of scientific staff and students Educational faculty at Matej Bel University in Banská Bystrica, implemented within the framework of international cooperation, including participation of J. Aksman and J. Gabzdyl in a research project Strategy in the education of art – the creation of new models and study materials for courses (KEGA č. 036UMB-4/2015) under the guidance of L. Kasáčová.
With this article, the author intends to outline a legitimising basis for implementing education for sustainable development (ESD) in early childhood education, in juridical, pedagogical and political terms. Starting from our current ecological crisis, the ontological assumptions of modern culture are considered obstructive to possibilities for mitigation. The author affirms a need for constructing new conceptual frameworks in the field of ESD suitable also for the youngest children. The very logic of the reigning notion of knowledge requires revision in order to secure successful implementation as well as fostering citizens with the moral agency required to meet calamity. Ontological insights from deep ecology are suggested integrated with the more practical epistemological concept of ecological habitus. Possible gains are not exclusively related to sustainability, but also include positive impacts on the life quality of young children as such.
Many studies that are currently conducted in the United States and Western Europe, indicate the advantage of cooperative learning over individual learning, which creates conditions for rivalry and competition. It is surprising, therefore, that in Poland there are still few publications and research reports on the subject. The literature available does not present analyses of cognitive effects of interacting with peers; it exposes only the importance of collaborative learning for social and personal development of students. Also, cooperative learning is still rarely used in Polish schools, although it is generally considered as an important element of the constructivist approach to teaching. The aim of this study is to identify the opinions of early childhood education teachers on cooperative learning. The survey results describe teachers’ beliefs on the children’s learning process and the place of cooperative learning in the classroom. They also show how the respondents perceive their role in promoting the cooperation of students in a team when performing the tasks.
Many studies that are currently conducted in the United States and Western Europe, indicate the advantage of cooperative learning over individual learning, which creates conditions for rivalry and competition. It is surprising, therefore, that in Poland there are still few publications and research reports on the subject. The literature available does not present analyses of cognitive effects of interacting with peers; it exposes only the importance of collaborative learning for social and personal development of students. Also, cooperative learning is still rarely used in Polish schools, although it is generally considered as an important element of the constructivist approach to teaching. The aim of this study is to identify the opinions of early childhood education teachers on cooperative learning. The survey results describe teachers’ beliefs on the children’s learning process and the place of cooperative learning in the classroom. They also show how the respondents perceive their role in promoting the cooperation of students in a team when performing the tasks.
Jadwiga Walczyna (1916–1991) was a pedagogue who made significant contribution to Polish theory and practice concerning early childhood and elementary education. During her work at the Faculty of Education, University of Warsaw, she carried out research and theoretical analyses which focused on necessary changes in teacher training for the first stage of education. She promoted the idea of close relationship between theory and practice. Professor Walczyna was one of the creators of the innovative pedagogical concept called integrated education in primary school.
Modern technologies are an inseparable structure of modern human life. Nowadays, it is impossible to imagine existence without a phone, smartphone or computer. They are ubiquitous in work, play, social life and school education. Children are starting to use modern technologies more and more actively. This publication attempts to present the importance of modern technologies in remote work with students. Referring to the literature on the subject and relying on their own observations and experiences in working with students at a younger school age, an attempt was made to make the reader aware that modern methods and technological measures have a significant impact on the development and behavior of students from an early age of education. The significant role of the teacher in the entire didactic process was also indicated. The advantages and disadvantages of distance learning were also highlighted.
Remote education is not a new issue discussed in the literature, but in the face of the restrictions introduced by the COVID-19 pandemic, this type of education has developed dynamically. In the conditions of technological progress, it seems that the virtual model is particularly interesting in remote education. It was applied in March-June 2020 at the level of early childhood education at the Cogito Public Primary School in Poznań. In order to identify and evaluate remote education in the virtual model from the perspective of students and teachers, surveys with the use of an on-line questionnaire and focused group interviews were carried out.
W niniejszym artykule podjęto problematykę programowania w edukacji formalnej i nieformalnej, ze szczególnym uwzględnieniem wczesnej edukacji dziecka. Analizie poddano założenia podstawy programowej wchodzącej w życie we wrześniu 2017 r. w świetle dostępnych raportów i zagranicznych praktyk.
EN
The article presents the issue of programming in formal and informal education in early childhood education. In this paper program basis from September 2017 in the light of available reports and foreign practices was analyzed.
The purpose of the following article is to present the results of the research on the musical intelligence of candidates for early childhood education teachers. The research was carried out using a standardized test developed by Herbert D. Wing. The author of the paper bases on the assumption that the level of musical intelligence of future teachers in kindergarten and fi rst grades of primary school largely determines the effects of didactic work in the fi eld of music education conducted by academic teachers. The text ends with conclusions and postulates aimed at optimizing teacher education as part of music education.
The aim of the article is to present the achievements of the employees of the Department of Early Childhood Education and Media Pedagogy in mathematical education over forty years of its functioning.. Mathematics is a particularly important area of teaching a young child, which builds the basis for later education and largely determines its success or failure. It is a subject that is difficult by its very nature, and its hierarchical structure means that each element must be well mastered. That is why it is so important to train the teachers of kindergarten and primary education so that they can build a good basis for teaching this subject.
Theoretically based on early pedagogical and psychoanalytic research ndings, the Austrian W-INN-study aims at con rming research questions as well as nding possible new hypotheses about men’s in uence on children. The pilot study focuses on different research questions: What similarities and/or differences can be found in interactions with children de- pending on childcare staff composition (mixed gender vs. female)? What are childrens’ (re-)actions in these groups/towards staff? Are there possible ‘compensatory effects’ of male childcarers for children who don’t have much contact with fathers and/or men in general? Our paper will present the main results of the research project and its practical implications
The article contains the overview of research on the beliefs of pre-school and primary school teachers (n = 100) about developing the plurilingual competence in children. Research shows that the teachers highly appreciate the scientific, practical and motivational values of developing the plurilingual competence, but they lack knowledge about the teaching methods and tools and organizational forms that can be used for the development of plurilingual competence in the early stages of education. When discussing the results I analyze i.a. (a) the reasons for not taking actions aimed at the development of individual plurilingualism indicated by the respondents and (b) the actions taken declaratory by the respondents in the context of the objectives of plurilingual education.
This article refers to the research and analysis by Professor Borowicz, dedicated to how primary socialization influences educational opportunities for students at the first threshold of selection. The author transfers the mechanism of the selection process presented by Borowicz into the field of early childhood education and describes the relationship between primary socialization and school achievement of young pupils. The author analyzes three groups of factors influencing the fate of a child’s school performance: psychological, social and pedagogical. The author uses the categories of pupils’ personality to connect these factors. She recognizes influences of family and primary socialization as key determinants of school achievement. She proves that the concepts of professor Borowicz are still current and exist in contemporary scientific discourse.
Migration puts children in a difficult situation – it takes away their stability and constancy of everyday events and plucks them from a safe environment. The purpose of the article is to present the main assumptions and innovative ideas related to the author’s Positive Early Childhood Education Curriculum, as well as indicating the forms of work with students with migration trauma experience. The applied method was the educational project description. The extraordinary nature of the Curriculum is exhibited in the relocation of metatheoretical assumptions – from pedagogy of “lack” to pedagogy of “growth”. Therefore, it is recommended that the child’s well-being should be nurtured (M. Seligman, A. Antonovsky) alongside the development of intercultural proximity and “soft competences”, which are of importance for students with trauma experiences. The Curriculum allows as well for acquiring teacher’s self-awareness. It has been indicated how to implement the Curriculum assumptions – positivity, optimality, balance, and prospectivity for students with various cultural and biographical backgrounds. Special attention is devoted to strengthening the resilience in students with migration experiences and to the directions of actions to enable them the emotional, socio-cultural, instrumental, material and procedural, systemic, environmental and preventive support.
The article touches upon the issues of the conditions of learning which play a signifi cant role in acquiring and developing knowledge by younger school-age children. The aim of the research was to recognize the common concepts of younger school-age children about the factors which facilitate or hinder the learning process. The article presents the assumptions of qualitative research carried out on several focus groups consisting of 135 younger school-age children. The analysis of data acquired during the focus interview shows that the knowledge of the younger school-age children on the conditions of learning process is really extensive and touches upon numerous aspects pertaining to the process itself. Children are able to recognize and name, in a colloquial language, the factors which either hinder or support their learning process. The presented analysis is the basis to form the conclusions in the fi nal part of the article.
The aim of this article is to present a historical perspective on intercultural education, contemporary methods of supporting foreign students as well as the role of the teacher and the specific competence required to teach effectively in an intercultural environment. Contemporary methods of support are presented based on the example of good educational practice taking place at “Mieszko” Private Elementary School in Poznań. Actions that can be initiated by a teacher in early education have been divided into four areas: physical, didactic, social and in the classroom. The physical area addresses the issue of school space and activities that help to identify and address students’ difficulties in areas related to senses and coordination. The didactic area represents cultural events designed to entertain and educate; there are also examples of how to equalize educational opportunities among students. The subsequent area, encompassing activities carried out within a class group, show intercultural activities included in the curriculum and indicate which activities may help to control difficult behaviours of children. The social area activities are designed to support students in maintaining meaningful relationships with their peers and collaborating with other organizations that can complement and enrich intercultural formal education.
In recent years, politicians, parents, educators, and psychologists have extensively discussed the topic of the education of children. Changes in education pertain to varying degrees to children’s daily school experiences, and the issue of the education of children is particularly important to consider as cultures change. Providing school age children with the proper tools and skills allows them effectively and constructively participate in society and civic life. Patriotic education specifically teaches children how a united national consciousness can exist in a multicultural society. Patriotism also entails preserving and expressing one’s culture and the beauty of one’s native language.
PL
W ostatnich latach edukacja dzieci stała się przedmiotem intensywnej dyskusji polityków, rodziców, pedagogów i psychologów. Te obszary zmian edukacyjnych w różnym stopniu dotyczą codzienności szkolnej dziecka. W sytuacjach przełomu kulturowego zawsze zwracamy się w stronę wychowania dziecka. Kształtowanie kompetencji społecznych i obywatelskich przygotowują ucznia w młodszym wieku szkolnym do skutecznego i konstruktywnego uczestnictwa w życiu społecznym. Natomiast wychowanie patriotyczne uczy jak jednostkowa świadomość narodowa pozwala odnaleźć się w wielokulturowym społeczeństwie. Patriotyzm to jednocześnie dbanie o kulturę i piękno ojczystego języka.
This article draws from experiences in an ongoing study of children’s narrative competence in the early years across early childhood education and school settings. Focusing on the research as it is being conducted in the early childhood context (a kindergarten), the paper inquires into what it means to do research in education settings where curriculum is constituted as everything that happens there, and principles of curriculum demand empowering, responsive and reciprocal, inclusive and holistic practices. Questions of research ethics, children’s rights to assent or dissent to participate, to learn about the findings and consequences of the research, and to have the research recognised as curriculum experience are raised. Sitting at the intersection of research work and pedagogical/curriculum work the paper explores lessons from New Zealand of striving towards a fuller curriculum policy implementation and of addressing demands for ethical research practices with children who are very young.
In this article we interrogate neoliberal assemblages within the context of eating and feeding practices in early childhood education. We consider how neoliberal assemblages are enacted and created through multiple linkages between micro and macro regulations and policies, and everyday food routines. We attend to the embodied intensities, desires and affects that accompany these neoliberal formations. In particular, we are interested in making visible entanglements between particular situated neoliberal assemblages and racialization and neocolonialism. In our analysis, we consider how eating and food routines, situated within Inuit early childhood education, come to matter as instances of neoliberal encounters that merge with other discursive and material forces to create particular, situated and at times contradictory neoliberal assemblages that have colonizing and racializing effects on the capacities of certain bodies in certain spaces.
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.