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Sytuacja społeczna i relacje rówieśnicze ucznia z niepełnosprawnością wzroku

100%
Miler-Zdanowska K.
Kwartalnik Pedagogiczny
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2019
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vol. 64(3 (253))
223-238
PL
The child automatically becomes a member of the peer group when he/she starts school education. The peer group is of great importance for the student’s social development. The student can either gain a position in the group, which will give him a sense of security, or he/she can be rejected by his peers. The article concerns peer relations of children with visual impairments. It presents the conditions of peer relations of children with vision disorders and shows the results of research on the sociometric position of this group of students in the classroom in public and integration schools.
2
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Ryzyko i ochrona w środowisku rówieśniczym. Czyli o znaczeniu relacji koleżeńskich w życiu nastolatków

100%
Jankowiak B., Matysiak-Błaszczyk A.
Studia Edukacyjne
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2019
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issue 53
59-73
EN
This article is devoted to the issue of peer relations, which are an important developmental factor and affect the welfare of adolescent boys and girls. According to many authors, relationships with peers during adolescence carry not only risk as a consequence of peer pressure to undertake unfavourable behaviors, but may also potentially contribute to well-being and life success. The analysis of available research results helped to distinguish two main risk factors resulting from peer relations, which include: mutual influence and modelling of disadaptive behaviours and rejection by peers. The protective factors, in turn, included: mutual influence and modelling of adaptive behaviours, a sense of happiness resulting from peer relations and compensating for other difficulties through peer relations.
3
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Frajeři, rapeři a propadlíci: etnografie etnicity a etnizace v desegregované školní třídě

75%
Obrovská J.
Sociologický časopis. Czech Sociological Review
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2016
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vol. 52
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issue 1
53-78
EN
This article focuses on the dynamics of ethnicity in the desegregated classroom. The author examines the role of ethnicity in peer culture and finds that it is usually mediated and intersects with other categories (gender, age) and social identities of students (e.g. the friend identity). She also seeks to determine in what contexts and what directions these intersections occur and what kind of integrative or exclusionary effects ethnicity has in the classroom. She argues that ethnicity primarily becomes visible during ritualised symbolic performances in which the significance of different identities is accentuated. Against the backdrop of an ethnographic description of the role of ethnicity in the classroom she analyses the position in the classroom of Roma students, whose distinctiveness can serve as a source of exclusion or a means for selfassertion. At the intersection of the low status that Roma students are given in their role as students and the high status in their role as friends, ethnicity and ethnicisations in the classroom are to be contradictory in their effects.
4
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Art Therapy as an Educational Intervention Focused on Social Relations of Children at a Younger School Age

63%
Szczelina-Szczotka A.
Konteksty Pedagogiczne
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2019
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vol. 1
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issue 12
PL
Dzieci w młodszym wieku szkolnym przechodzą okres wzmożonego nabywania kompetencji emocjonalno-społecznych, a także zawiązywania pierwszych relacji interpersonalnych. Ważne jest, by proces ten przebiegał harmonijnie i był właściwie stymulowany. W dobie współczesnych zagrożeń jest to wyzwanie dla pedagogów, które zmusza do poszukiwania nowych, atrakcyjnych, a zarazem prostych dla dzieci metod oddziaływania wychowawczego – by mało inwazyjnie, dyskretnie i subtelnie wpływać na młodego człowieka oraz jego motywacje w obszarze umiejętności emocjonalno-społecznych z zakresu relacji rówieśniczych. Niniejszy tekst jest opisem badań nad wykorzystaniem metod arteterapeutycznych w pracy z dziećmi w młodszym wieku szkolnym w obszarze relacji rówieśniczych. Autorka stara się dowieść, że arteterapia może stać się odpowiedzią na współczesne wyzwania wychowawcze i wpływać na relacje rówieśnicze dzieci w młodszym wieku szkolnym.
EN
At their first stage of education, children face the intensified process of acquiring emotional and social competence, as well as developing interpersonal relations. It is of crucial value to make this process go smoothly and be well stimulated. In this era of modern threats, this process poses a challenge for teachers, forcing them to seek innovational and attractive educational methods which will enable them to have a gentle impact on the personal motivation of a young learner in his or her emotional and social abilities of interpersonal peer relations. This text is a description of research in the area of the use of art therapy in early learner education in the scope of their interpersonal relations. The author tries to demonstrate that art therapy can become a major key in resolving educational obstacles and can have a positive impact on interpersonal relations of children in their early education.
5
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Deklaracje postaw wobec przemocy rówieśniczej wśród gimnazjalistów

63%
Tłuściak-Deliowska A.
Psychologia Rozwojowa
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2013
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vol. 18
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issue 3
75–86
EN
Studies on bullying have typically concentrated only on the bully-victim relationship. It is as if bullying behavior is regarded only as a function of certain characteristics of the bully and/or the victim, while the group context is set aside, or forgotten. Meanwhile bullying is a group process, a social phenomenon, and each group member could assume a different role. The aim of the study was to examine different participant roles taken by individual adolescents in the bullying process, as well as the relation between the sex of the adolescent and the declared behavior. The study was conducted on a sample of 214 students. The participant roles assigned to the subjects were: reinforcer and assistant of the bully, passive bystander, outsider and defender of the victim. There were significant sex differences in the distribution of participant roles.
6
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Przyjaźń w ocenie dzieci w wieku wczesnoszkolnym – raport z badań

63%
Szewczuk K.
Edukacja Elementarna w Teorii i Praktyce
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2016
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vol. 11
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issue 4(42)
99-114
PL
Przedmiotem przeprowadzonych badań była przyjaźń występująca wśród dzieci uczęszczających do pierwszej i trzeciej klasy szkoły podstawowej. Ich celem było ukazanie opinii dzieci w wieku wczesno- szkolnym na temat przyjaźni. Problem główny przybrał postać pytania: Jakie znaczenie ma przyjaźń w opiniach dzieci w młodszym wieku szkolnym? Został on uszczegółowiony o dwa pytania dotyczące wiedzy dzieci na temat przyjaźni oraz cech, którymi powinien odznaczać się dobry przyjaciel. W celu zebrania opinii dzieci posłużono się sondażem diagnostycznym z wykorzystaniem techniki ankiety. Badaniami objęto dzieci z dwóch klas: I i III, uczęszczające do jednej z krakowskich szkół podstawowych. Grupy były równoliczne, badaniami objęto po 26 uczniów z każdej klasy. Badania były realizowane w roku szkolnym 2015/2016. Otrzymane wyniki wskazują, że dzieci mają świadomość znaczenia przyjaźni, a przyjaciel jest dla nich osobą ważną i wyjątkową. Posiadają, jak na swój wiek, zadowalającą wiedzę na temat przyjaźni. Potrafią podać definicję przyjaciela, oceniając go przez pryzmat cech charakteru, a nie wyglądu zewnętrznego. W relacjach przyjacielskich zwracają uwagę na takie zachowania, jak: koleżeńskość, dobroć, prawdomówność, chęć pomagania sobie nawzajem.
EN
The subject of the conducted research was friendship among pupils of the first and third grades of elementary school. Its aim was to present an early school age child’s opinions about friendship. The main problem took the form of the following question: “What is the significance of friendship in the opinions of early school age children?” It was further clarified as two questions concerning children’s knowledge about friendship and personality traits which a friend should have. In order to collect children’s opinions, the research tool was a diagnostic opinion poll in the form of a survey. First and third grade students of one of the elementary schools in Krakow were surveyed. There was the same number, namely 26 pupils, in each group and the research was conducted in the school year 2015/2016. The obtained results indicate that children are aware of the significance of friendship and a friend is someone important and exceptional. Taking into account their young age, children possess a satisfactory knowledge about friendship. They are capable of providing a definition of a friend, judging him or her by their personality traits and not by their physical appearance. In friendly relations, they emphasize such values as friendliness, goodness, honesty and a willingness to help one another.
7
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Budowanie relacji interpersonalnych w klasach I–III w warunkach nauczania zdalnego

51%
Kosek A., Wolska A.
Pedagogika Przedszkolna i Wczesnoszkolna
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2021
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issue 1 (17)
15-28
EN
Interpersonal relations are an integral part of living in society. Interpersonal competences combine activities related to communication, making new friends, solving problems or cooperating with others. Therefore, they are extremely important at every educational stage. However, building proper relations among education participants becomes more difficult when schools around the world switch to distance learning due to the COVID-19 virus pandemic. Relations between teachers and students, as well as among classmates, often undergoes various modifications, frequently deteriorating the quality of mutual contact. Distance education has also changed the role of pupils’ parents. The new situation often required from them to adapt to their child’s schedule in order to support them and help them in learning. This particularly applies to the families with younger children. In order to explain these issues, this article will present the results of research conducted among teachers and parents of pupils from grades 1–3 on the relationship at a pupil–pupil and a student–teacher level. The didactic and educational activities of teachers that are undertaken by them in order to improve contact on both these levels in the face of the new reality will also be discussed. The article will also address the topic of transformations of the abovementioned relations, which took place during and after the transition to compulsory distance learning.
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