Search results

1

ФОРМУВАННЯ ПРОФЕСІЙНОЇ МАЙСТЕРНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ ФІЗИЧНОЇ КУЛЬТУРИ

100%

Прокопова Л., Гученко А., Гвоздецька С.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 9(53)

32-38

EN

On the basis of analysis of the methodological literature and researches the authors reveal professional skills that provides readiness of students of educational-scientific department of physical culture to professional activity. As a research problem, it appeared in XIX century. Researchers in the sphere of pedagogics interpreted this problem as a higher level of teacher training activity, it is determined as “synthesis of scientific knowledge, abilities and skills of methodological art and personal qualities of the teacher” that provides high level of personal organization of a teacher training activity. In article there are given maintains, structure and intercommunications of basic components of professional mastery of physical training teachers: pedagogical orientation, knowledge, abilities, professional qualities and their integral description. Dependence of components is on the one level with professional skills of future teachers. Pedagogical situations are good developed, business games, multimedia presentations and short films, all these made basis of teachers’ professional skills at the universities. To conduct research, we created a control group (CG) and experimental (EG) group. Classes with students in the control group were held using the traditional method of teaching. In the experimental group in the study of academic disciplines and during the students’ pedagogical practice the created by authors’ methodology of formation of professional skills of a future physical culture teacher was used. The essence of a technique consisted in the development and implementation of case studies, presentations and short films, creative execution of independent tasks, modeling of fragments of educational activities, business training games, which are the “tools” of development of theoretical and practical thinking of a specialist, able to analyze complex conditions of pedagogical activity, to put and to solve new for future specialists professional tasks. Consequently the method of forming professional skills appeared to be effective. We considered the complex of study methods with a graduate transmission. The method allows to acquire work experience, deeper realization of social setting of teachers. In future we plan to research last structural component of the personality of the teacher and orientation of his activity. The pedagogical orientation determines a conduct, attitude to profession, firstly to a child.

2

Проблемы реформирования местного самоуправления и территориальной организации власти в Украине: правовой и социально-территориальный аспекты

100%

Емельянов В., Шульга А.

Środkowoeuropejskie Studia Polityczne

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2018

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issue 4

5-25

EN

The article discusses some legal and socio-territorial problems of reforming local government and the territorial organization of power in Ukraine, especially in the context of the formation of self-governing territorial communities. The need to make appropriate amendments to the Constitution of Ukraine regarding the planned reform, and to adopt the new Law On Local Self-Government, is emphasized. The article describes the criteria for the competencies of territorial communities while focusing on their compliance with future plans for the formation of the territories of communities. The number of united communities by region of Ukraine from 2015 to March 2018, their respective areas, and the number of inhabitants are analyzed. A general rating of the regions of Ukraine regarding the process of the formation of united communities is derived. The level of coverage by united communities of the territory of the districts of Ukraine is analyzed. The author of the article concludes that the process of forming self-governing territorial communities should be approached comprehensively and a number of measures are proposed to solve these problems.

3

Predisposition as the basis of professional competence and organisational knowledge

100%

Mrozowicz K.

Zeszyty Naukowe Małopolskiej Wyższej Szkoły Ekonomicznej w Tarnowie

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2010

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issue 2(16)

87-98

EN

Each participant in an organisation has a certain potential for development: skills, preferences and interests conducive to specific groups of occupations, types of activities or types of careers. Sufficiently early and accurate diagnosis of this potential is not only an important personal question, but first and foremost an issue of major importance for the society and organisation, including also economic aspects. Indeed, classics of economics have pointed out that the wealth of nations comes not only from the general principles of market management but also from that of how they are used for individual abilities, talents and motivation of creative activities. One of the main objectives of the education system at any level should be an early identification of skills and talents and training them for effective and creative activities. Age of workers should not be here a general factor, because the intellectual development of human resources is important at every stage of their career.

PL

Każdy uczestnik organizacji dysponuje pewnym potencjałem rozwojowym: zdolnościami, preferencjami i zainteresowaniami sprzyjającymi określonym grupom zawodów, rodzajom czynności lub typom karier zawodowych. Dostatecznie wczesne i trafne rozpoznanie tego potencjału to nie tyle ważna kwestia osobista, ile przede wszystkim zagadnienie o doniosłym znaczeniu społecznym oraz organizacyjnym, w tym ekonomicznym. Już bowiem klasycy ekonomii podkreślali, że bogactwo narodów wynika nie tylko z ogólnych zasad rynkowego gospodarowania, ale także z tego, w jaki sposób wykorzystywane są indywidualne zdolności, talenty i motywacja do działań twórczych. Jednym z podstawowych celów systemu edukacji na dowolnym poziomie winno stać się więc wczesne rozpoznawanie zdolności i talentów oraz kształcenie ich dla sprawnej i twórczej działalności. Wiek pracowników nie powinien tu być czynnikiem kryterialnym, gdyż rozwój intelektualny kadr jest ważny na każdym etapie kariery zawodowej.

4

Investigating the relationship between the student’s Ability and Learning Preferences: evidence from Year 7 Mathematics students

100%

Othman R., Shahrill M., Mundia L., Tan A., Huda M.

The New Educational Review

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2016

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vol. 44

125-138

EN

In the last decade, the emergence of diverse students in a streamed class based on the mathematical ability brought upon challenges for the teacher to find an approach which could accommodate all students. This study aims to investigate the connection of students’ ability with their learning preferences in mathematics by applying differentiated instruction using tiered assignments and parallel tasks. This qualitative approach was used for this study from a sample of year 7 mathematics students within Pengukuhan Kemahiran Asas programme (PeKA) (the Basic Skills Strengthening programme), which revolved upon low ability for students with very weak numeracy skills. The findings in general revealed that there is an improvement in their performance.

5

СИСТЕМА РОБОТИ З ОБДАРОВАНИМИ УЧНЯМИ ПОЧАТКОВОЇ ЛАНКИ

88%

Вознюк Н.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 7(41)

65-71

EN

The article analyzes the system of work with gifted pupisin primary school. The essence of the concept of «gifted child» is highlighted. Certain aspects of the experience of the primary school teacher of Mikhailivska school of the I-III stages are revealed, namely the implementation of the «Talent of junior pupils» which is aimed at creation of a system of identification, selection and pedagogical support of gifted and talented pupils. The stages, foreseen by the system of work with gifted pupils in primary schools are defined, namely: 1) diagnosis and identification of the individual characteristics of gifted children; 2) creation of gifted and talented data bank, providing each pupil with individual teacher-mentor: 3) individualization of learning on the basis of differentiation and personality-oriented approach; 4) project-technological activity of the teacher and pupil; 5) analysis, correction; 6) stimulation. The peculiarities of the use of British experience of work with gifted and talented pupils in primary education are marked. In addition, the main tasks of the system of work with gifted children and composition tasks for the development of specific skills are defined. It is defined that gifted children, on the one hand, are ordinary kids which are used to solve problems in a non-standard way. However, on the other hand, these people, endowed with specific psychological features that are the result and evidence of high level of their intellectual development at the expense of speed of thinking processes. Taking into account these peculiarities gifted students require a learner-centered approach. The article is also focused on the fact that children in the process of work share their thoughts with adults, which allows the teacher to trace the level of ability development, the level of knowledge, skills and, if necessary, correct them. Perspectives for the implementation of the British experience of work with gifted and talented pupils in primary school in the practice of primary school teachers of Mikhailivska school of the I-III stages are outlined, enriching and complementing its own system of identification and development of gifted primary school pupils.

6

СОЦІАЛЬНА КОМПЕТЕНТНІСТЬ ОСОБИСТОСТІ: ПІДХОДИ ДО ВИЗНАЧЕННЯ СУТНОСТІ

88%

Варецька О.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 10(44)

241-250

EN

The paper shows the importance of individual social competence, outlines the main approaches to the definition of «social competence», which can be defined as knowledge (cognitive system), understanding, «Ego – society» correlation, the degree of training, practical efficiency, social skills, abilities, capability, personal qualities or formation, equilibrium, the transfer of social experience, the level of socialization, the result of social development, a set (complex) of competencies or constructive techniques, a part of philosophical category «art of living», functional competence, appropriate behavior, etc. Such notions as social knowledge (cognitive system), understanding, social intelligence, capacity for social interaction have been carefully analyzed. The research outlines that the knowledge of a competent person should meet the requirements of diversity, structuring, categorization, flexibility, efficiency, effectiveness; a competent person should have substantive and procedural knowledge, knowledge about his own skills and personal experience. It is emphasized that mere knowledge can’t guarantee the development of social competence. The attention is drawn to the importance of the ability to apply the knowledge effectively in the context of huge amount of disordered information with a variety of semantic relationships, meaning, subtext, technologies, critical thinking of an individual and his media informational competence as a component of social competence. The attention is paid to social and functional individual incompetence, the reasons for this incompetence have been analyzed. A teacher is referred to not only as a professional, but as an ordinary person who faces various problems every day being a market agent, a citizen, a member of legal, family and other relationships, a consumer of media information, a model, an authority, a «second mother» to younger pupils. The paper focuses on the importance of social competence for free understanding, use, interpretation of the totality of specialized and partially specialized knowledge, which have come into use, and account for general social erudition of an individual in this environment, application of individual knowledge as the basis for effective decision-making, the establishment of social interaction with society and the fulfillment of social roles, as well as readiness to change.

7

СУЧАСНІ НАУКОВІ ПІДХОДИ ДО ВИЗНАЧЕННЯ СУТНОСТІ КОНСТРУКТИВНИХ УМІНЬ МОЛОДШИХ ШКОЛЯРІВ

88%

Олійник О.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 1(55)

275-283

EN

Modern approaches to define “skills” and “functional skills” of younger learners are outlined. On the basis of our research functional skills are determined as a complex integrative ability to act consciously in order to describe objects of the outer world using creative speaking, visual and object converting means in the process of primary functional technological education (functional education). In the present article the psychological and pedagogical sources are analyzed; the scientific views on the classification of functional skills of younger learners are presented. The main groups are systemized on the basis of the theoretical material of the study: functional speaking, functional art, functional engineering. These groups make up the structure of integrative functional skills, as well as constructive information ability. The results of the mentioned skills can be verbally formed abstract notions, opinions, mental conclusions, sensory images, organized composition, structure objected products with their smell, taste and tactile senses. These three processes and their results are informative counterparts. As a result, functional skills are closely related to speaking and visual ability and some kinds of practical work. It means they have a specific nature which requires special conditions for their formation. Because of this theoretical uncertainty, it’s difficult for a teacher to develop a common method to form functional skills of integral type. Every class learners create something new that is why the applied skills are not synthetically summarized in their mind. Verbal, graphical and subject-oriented actions are efficient neither in developing functional speaking and art skills nor in improving engineering skills. Another point is that the types of functional ability, like scientific speaking, artistic and engineering are not synthesized in general functional educational process. Therefore, it’s relevant to train primary school teachers to form functional skills of younger learners with regards to the present research in the future. In our further researches we will consider the problem of the importance of constructive skills formation and the necessity of professional training of future primary school teachers to the formation of these skills.

8

Ability vs. Self-Perception in Emotional Intelligence: Do We Measure the Same Thing?

88%

Gutiérrez-Moret M., Aguilar-Moya R., Ibáñez-Martínez R., Vidal-Infer A.

The New Educational Review

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2017

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vol. 48

250-256

EN

TMMS and MSCEIT are the most frequently used tools to assess emotional intelligence. TMMS is a questionnaire to self-evaluate emotional skills, and MSCEIT is a test to measure emotional intelligence. Given that both are used equally, we examined the relationship between their dimensions. A sample of 252 adults was selected from higher education institutions. MSCEIT and TMMS-24 were administered and ANOVA and Pearson correlation analyses were conducted. The MSCEIT Managing Emotions branch was the only area that discriminates among participants. A new combined tool to assess EI is proposed in this study.

9

Pojęcie „zdolność” w narracji studentów angielskich i polskich. Ujęcie kognitywne

87%

Gierczyk M.

Studia Edukacyjne

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2017

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issue 45

211-225

EN

The purpose of this publication is to show how students from Poland and England defineand understand the concept of ‘giftedness’. The analyses result from the author’s research conducted over the years 2013-2016. In the interviews, the students presented their own associations with the matter. Materials collected from 30 respondents, including 15 students from Śląski University and from a Lublin University and 15 students from Oxford University, showed that the concept of ‘giftedness’ is understood by Polish students identically to English students. ‘Giftedness’ was definedby a series of connotations: ‘creativity’, ‘talent’, ‘ability to do something’, ‘predisposition’, and ‘organization of thinking’.

10

ІННОВАЦІЙНІ ПІДХОДИ ДО ФОРМУВАННЯ ТВОРЧОГО ПОТЕНЦІАЛУ ОСОБИСТОСТІ В УМОВАХ СОЦІОКУЛЬТУРНОГО СЕРЕДОВИЩА ГІРСЬКОЇ ШКОЛИ

75%

Червінська І.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 3(47)

305-316

EN

The purpose of this paper is a reflection on the basis of studying the specificity of mountain landscape-climatic and socio-cultural environment of innovative approaches to the formation of the creative potential of the individual in the conditions of the educational environment of school for miners. Theoretical and methodological basis of research constitute the conceptual ideas of psychological and educational research of the problem of creativity, a creative personality, the development of creative potential; the current research abilities and creative gifts; the methods of activation of creative activity. For the purposes of the study the following objectives are: to carry out theoretical analysis of the scientific approaches to the study of the phenomenon of creativity, to determine the structural components of the creative potential of the person and the conditions for its disclosure. The successful management of creative activity of the students is possible by creation favorable conditions for it: meaningful creative activity; creative development of socio-cultural environment; orientation of the whole system of educational work in schools for creative development of a student’s personality. The notion «creativity» means a set of individual skills required for creative work. The creative potential is an integral quality of a person, its essential core strength as expressing the activity of the individual in the process of self-realization. The significant role in the development of creative potential is played by the external factors. During the research the experimental work has been conducted by the mechanisms of the development of social and cultural environment: content (management and motivational) and technological (methods of socio-cultural environment and innovative technology training and education of schoolchildren). However, the creative force and its development is the core of its internal factors. The source of the creative activity of the individual living in high altitude is information and energy exchange with the environment, performed by various human potentials. To clarify the effective growth of creative potential is to disclose specifics of the process of socio-cultural learning environment of the school. The wide range of socio-cultural and educational content is characterized by a family and the artistic traditions of the inhabitants of the Carpathians.

11

ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНІХ УЧИТЕЛІВ ІНОЗЕМНИХ МОВ У СИСТЕМІ ВИЩОЇ ОСВІТИ

75%

Безлюдна В.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 4(58)

178-185

EN

The aim of our article is to cover the essence of professional training of the future foreign languages teachers’ concept, to find out professional abilities and functions which are necessary for students’ future professional activity. The author focuses attention on the major characteristics which students must form at higher education institutions in the process of their professional training. The goal of the study was facilitated by the use of the following methods: study, analysis and syntheses of pedagogical and scientifical-methodological literature. Professional training of future teachers can’t be limited only by mastering procedural aspect by a future teacher. Also purposeful activities for formation and development of the professional and personally significant qualities which provide productivity of the chosen activity are necessary. The basis of student’s professional activity includes eight types of abilities: design, adaptation, organizational, motivational, communicative, ability of control and self-checking, informative, auxiliary. These abilities in total also make a basis, a core of professional activity. Training process substantially is a modeling of teacher’s activity in higher educational establishments, modeling for the purpose of development of the specified doctrines. In the article it is noted that the teacher of a foreign language must have a high standard of foreign language knowledge, own lingvo-cultural and sociocultural information, a technique of teaching a foreign language and new development skills in this sphere. The author comes to the conclusion that professional training of the future foreign languages teachers takes the conducting place in the system of higher education today. It means getting by the future experts of professional knowledge, abilities and experience which are necessary for the subsequent successful performance of their professional tasks. Further research could be the study of the main categories of professional training of future foreign languages teachers’ concept.

12

STUDENTS’ LEARNING ABILITY AS THE BASIS FOR FUNCTIONING IN INFORMATION SOCIETY

75%

Długosz A.

Acta Scientifica Academiae Ostroviensis. Sectio A, Nauki Humanistyczne, Społeczne i Techniczne

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2018

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issue 11(1)/2018

303-317

EN

In the age of rapid civilization transformations, learning is a constant part of every human being's life. The knowledge acquired at school is rapidly becoming outdated. Learning ability is the basic condition for dealing with a fast growth of knowledge. The article has attempted to provide answers to the following questions: Do students know how to learn? Can students learn? Do students think they are prepared for learning? How do students evaluate their abilities to learn?

PL

W dobie gwałtownych przemian cywilizacyjnych uczenie się jest stałym elementem życia każdego człowieka. Wiedza zdobyta w szkole szybko ulega dezaktualizacji. Umiejętność uczenia się jest podstawowym warunkiem funkcjonowania człowieka w społeczeństwie informacyjnym charakteryzującym się ekspresowym przyrostem wiedzy. W artykule podjęto próbę udzielenia odpowiedzi na następujące pytania: Czy studenci wiedzą jak się uczyć? Czy studenci umieją się uczyć? Czy studenci uważają, że są przygotowani do uczenia się? Jak studenci oceniają swoje umiejętności uczenia się?

13

Analýza praktických zadaní úloh technickej olympiády z pohľadu profesijnej orientácie žiakov základných škôl

63%

ŠIRKA J.

Edukacja-Technika-Informatyka

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2018

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vol. 9

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issue 3

346-351

SK

Článok zameriava svoju pozornosť na analýzu praktických zadaní predmetovej súťaže tech-nická olympiáda a poukazuje na možný vplyv súťaže pri profesijnom rozhodovaní žiakov.

EN

The article focuses itsattention to the analysis of practical assignments of the subject competi-tion of Technical Olympiad and points out the possible impact of the competition during the pro-cess of professional choice of pupils.

14

МЕТОДИКА ФОРМУВАННЯ КЛЮЧОВИХ КОМПЕТЕНТНОСТЕЙ МАЙБУТНІХ ОБЛІКОВЦІВ З РЕЄСТРАЦІЇ БУХГАЛТЕРСЬКИХ ДАНИХ У ПРОЦЕСІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ У ПТНЗ

63%

Басараб В.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 4(48)

283-293

EN

The article is devoted to different alternatives to methodology of teaching future professionals. Upgrading of professional studies, preparation competitive students for the market of labour is the main task that stand before the pedagogical collectives of vocational schools. In today’s psycho-pedagogical literature there is a tendency to develop methods and tools for training that meet the vocational education of the new model and the requirements of society and how effectively contribute to the professional development of the students in the educational process of learning in VET. Such methods are widely used in the notification of new knowledge and to a lesser extent – in the process of consolidation. Much attention in the educational process should not pay to the mechanism of storing information as to achieve understanding, the ability to think logically, to use their knowledge and skills in practice. In the article the methods of forming of key competence of future accounting clerks are analysed and described of registration of accounting data by the author. The basic forms and methods of realization of theoretical and practical lessons are exposed. It is marked that the use of active methods of studies during preparation of future accounting clerks of registration of accounting data assists more quality mastering of knowledge and forming on their basis professional abilities, development professionally of important qualities of a personality, creative capabilities, promotes motivation to professional activity. The author stresses that interactive learning is a set of specific methods, techniques, forms and methods of educational process aimed at implementing the objectives of training, and the creation of favorable conditions for subject-subject interaction. In addition to activation of intellectual processes, such training should promote experience and culture of interpersonal interaction that positively affect the results of success of future teachers of vocational training building structure. In the training of the students the author recommends to use widely interactive methods, including problems that lie at the heart of a problem-based learning. Methodology of forming of economic, communicative and informative competence of future accounting clerks is certain of registration of accounting data.

15

Socio-Pedagogical Portrait of a Master’s Degree Student in International Arbitration: Experience of Great Britain

63%

Nagorna O.

Comparative Professional Pedagogy

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2016

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vol. 6

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issue 2

45-48

EN

International arbitration as the efficient means of alternative dispute resolution has become, due to globalization, a highly specialised service rendered by professionals. Master’s degree program (LLM) completion enables those interested to become competent and competitive specialists in arbitration on the international arena. Great Britain has accumulated broad practical experience in organizing professional training in the field of international arbitration. Many leading British universities offer prospective students Master’s programs in this speciality, encouraging all comers, even those with the initial non-legal background. Basic competences of LLM graduates in international arbitration (systemic competences, professional instrumental competences, professional social and personal competences) have been identified and clarified on the basis of relevant sources analysis. Professionally important knowledge, abilities and skills have been generalized and explained. For instance, an international arbitration LLM graduate is obliged to possess communicative and social skills, cognitive abilities and skills in the subject area, must be competent in English law, etc.

16

Zarządzanie sobą – umiejętność konieczna dla współczesnego nauczyciela

63%

Dawidziuk S.

Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia

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2013

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vol. 26

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issue 1-2

EN

In the modern world, people have unlimited possibilities to gain success in the field they choose. Technological progress, mainly the Internet, has ushered in a new era of communication betweenpeople. The world, being a global village, has become not yet a dream of people but the reality they live in. In such a world, one of the most important factors of a human existence is the way peopleuse their time. Therefore the role of one’s ability to manage oneself in every aspect of a human existence is constantly growing. The analysis of one’s expectations with the real achievements gives people important knowledge on the socio-economic needs. To gain success in the surrounding world we need to learn how to manage ourselves and how to develop, we need to do the things we are best at, keep the brain sharp and have energy and self-acceptance. Taking into account a teacher’s responsibility for the young people he/she teaches and raises, this profession is more like a mission. In the process of preparing the youth to live and function in the modern world, teachers should alsohelp them to create their own ability to manage themselves. Considering the relation between the master and student who follows his master’s steps, a contemporary teacher needs to do his/her best to know himself/herself well and to have a knowledge on managing oneself.

PL

Współczesny świat stwarza nieograniczone możliwości osiągania sukcesów w wybranej przez siebie dziedzinie. Postęp technologiczny, w tym Internet, zapoczątkował nową erę komunikacji międzyludzkiej. Świat jako globalna wioska stał się już nie marzeniem człowieka, lecz jego rzeczywistą codziennością. W świecie tym jednym z najważniejszych elementów funkcjonowania człowieka jest wykorzystanie czasu. Stąd coraz bardziej wzrasta rola umiejętności zarządzania sobą w każdej sferze funkcjonowania człowieka. Analiza oczekiwań z rzeczywistymi osiągnięciami danego człowieka dostarcza mu ważnej informacji o potrzebach społeczno-gospodarczych. Aby odnieść sukces w otaczającym nas świecie, należy więc nauczyć się zarządzać sobą, rozwijać się, robić to, co wychodzi nam najlepiej, zachować bystrość umysłu i energię oraz akceptację samego siebie. Nauczyciel – ze względu na odpowiedzialność za młodych ludzi, których kształci i wychowuje – wykonuje szczególny zawód, a właściwie pełni misję. Przygotowując młodych ludzi do funkcjonowania we współczesnym świecie, powinien kreować w nich tę umiejętność zarządzania sobą. Uwzględniając zasadę mistrz–uczeń, współczesny nauczyciel, chcąc służyć własnym przykładem, sam musi dążyć do mistrzostwa w zakresie poznania siebie i zarządzania sobą.

17

Zdolność rozpoznawania potrzeb innych ludzi przez dzieci przedszkolne

63%

Meissner-Łozińska J.

Edukacja Elementarna w Teorii i Praktyce

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2016

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vol. 11

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issue 4(42)

17-37

PL

Celem artykułu jest próba odpowiedzi na pytanie, czy dzieci w wieku przedszkolnym potrafią rozpoznawać potrzeby innych osób, co jest koniecznym warunkiem do podejmowania zachowań prospołecznych. Literatura psychologiczna i pedagogiczna odpowiada twierdząco na te pytania, uważając, że jest to ważne zadanie w pracy opiekuńczo-wychowawczej zarówno dla rodziców, jak i placówek przedszkolnych. Dla zweryfikowania tego problemu przeprowadzono cząstkowe badania na populacji 72 przedszkolaków będących w wieku 5 i 6 lat. W badaniach zastosowano metodę sondażu diagnostycznego, z użyciem kwestionariusza wywiadu, zawierającego test exempla ficta, składającego się z dwóch historyjek sytuacyjnych, ilustrowanych obrazkiem. Uzyskane wyniki potwierdziły zdolność do rozpoznawania potrzeb innych osób jako jednego ze składników postaw prospołecznych. Ustalono, że wpływają na to zarówno cechy indywidualne, jak i oddziaływania wychowawcze związane z funkcjonowaniem środowiska rodzinnego oraz przedszkola. Biorąc z kolei pod uwagę analizę motywacji, jakimi kierują się dzieci przedszkolne w podejmowaniu działań pomocowych, można stwierdzić, że największy procent dzieci działał z pobudek altruistycznych. Uzyskane wyniki pozwalają mieć zadowalające przeświadczenie, że dzieci 5- oraz 6-letnie są zdolne do niesienia pomocy innym, kierując się również dobrem drugiego człowieka.

EN

The aim of this article is to answer the question of whether kindergarten children are able to recognize other people’s needs, a prerequisite for social behavior. Psychological and pedagogical literature vouch for that ability and state that teaching children to recognize other people’s needs is an important pedagogical task for both parents and the institution of the kindergarten. To verify that claim, a survey of 72 kindergarten children aged 5 and 6 was conducted and the diagnostic survey method employed included the exemlaficta test with 2 illustrated situational stories.. The results of the survey confirmed the ability to recognize other people’s needs as one of the components of social behavior. It was determined that it is influenced by both individual characteristics as well as the pedagogical impact connected to the family and kindergarten environment. Taking under consideration the analysis of children’s motivation when helping, it can be stated that most of the children were taking action due to altruistic motivations. The results lead to a satisfying conclusion that children aged 5 and 6 are able to provide help as a reaction to other people’s needs.

18

Zdatność do przyjęcia urzędu chrzestnego w Kościele łacińskim

63%

JAKUBIAK T.

Prawo Kanoniczne

|

2017

|

vol. 60

|

issue 2

53-69

EN

The mission of godfather is an ecclesial office (ecclesiale officium) and as such may be entrusted to one who is fit, that is possess required qualities (see can. 149§1 CIC). Conditions to be met by candidates for godparents so they can be admitted to this ecclesiastical officium, were included in the can. 874§1 CIC. Establishing criteria that should be followed when choosing godparents, the legislator is trying to protect against unwise or even fictional entrusting the office to a person who is not able to fulfill the tasks incumbent on the godparents at the moment of baptism and in the future. In connection with the emerging doubts about the implementation of the standard saved in the can. 874§1CIC, author decided to herein bring its interpretation. This is all the more useful since the complexity of life situations poses difficulties to pastors when deciding on admitting or not admitting people to take the office of godparent. Admitting a person to undertake the task godfather is not only dependent on its suitability. Restrictions may be the result of other rules regulating the life of the Latin Church, which are also quoted by the author.

PL

Misja chrzestnego jest urzędem eklezjalnym (ecclesiale officium) i jako taki może zostać powierzony temu, kto jest do tego zdatny – czyli posiada wymagane prawem przymioty (por. kan. 149§1 KPK). Warunki, jakie muszą spełnić kandydaci na chrzestnych, aby mogli zostać dopuszczeni do spełniania tego kościelnego officium, zostały zawarte w kan. 874§1KPK. Ustawodawca ustanawiając kryteria, jakimi należy się kierować przy wyborze chrzestnych – a które to w dzisiejszych zlaicyzowanych społeczeństwach, trzeba jasno to powiedzieć, nie są wcale takie łatwe do spełnienia – stara się zabezpieczyć przed nieroztropnym, lub wręcz fikcyjnym powierzaniem urzędu chrzestnego osobie, która nie jest w stanie wypełnić zadań spoczywających na chrzestnych w chwili chrztu i w przyszłości. W związku z pojawiającymi się wątpliwościami dotyczącymi realizacji normy zapisanej w kan. 874§1KPK, autor artykułu postanowił w niniejszym tekście przybliżyć jej interpretację. Jest to tym bardziej przydatne, gdyż stopień skomplikowania sytuacji życiowych nastręcza duszpasterzom trudności przy podejmowaniu decyzji o dopuszczaniu bądź nie dopuszczeniu osób do podjęcia przez nich urzędu chrzestnego. Dopuszczenie osoby do przyjęcia zadania chrzestnego nie jest jedynie uzależnione od jej zdatności. Ograniczenia mogą być wynikiem innych norm regulujących życie Kościoła łacińskiego, które również zostały przywołane przez autora.

19

Strategie wspierania zdolnych podopiecznych pieczy zastępczej

63%

Ruszkowska M.

Kultura i Edukacja

|

2024

|

issue 1(143)

146-157

PL

Problematyka dzieci zdolnych dorastających w naturalnym środowisku rodzinnym podejmowana jest dość powszechnie. Zauważalna jest natomiast niewielka ilość badań dotyczących dzieci uzdolnionych przebywających w środowisku pieczy zastępczej. Jednocześnie kwestia posiadania, rozwijania oraz wspierania zdolności jest bardzo istotna zwłaszcza w odniesieniu do wychowanków środowisk zastępczych pozbawionych podstawowego środowiska rozwojowego, jakim jest rodzina. Środowiska zastępcze również mogą skutecznie wspierać potencjał swoich podopiecznych. Publikacja stanowi próbę odpowiedzi na pytanie, jakie działania wspierające są podejmowane w środowisku zastępczym w odniesieniu do zdolnych podopiecznych. Metodą badawczą wykorzystaną w badaniach są studia przypadków. Badania wskazują na zróżnicowane formy wsparcia zdolnych wychowanków, tj. organizacja dodatkowych zajęć, uzależnionych od zainteresowań czy posiadanych zdolności podopiecznego; pomoc finansową jako tę, która jest im niezbędna do przyszłego procesu usamodzielnienia, wsparcie emocjonalne i wiele innych. Przy czym widoczne są pewne różnice między działaniami pieczy instytucjonalnej i rodzinnej, te drugie bowiem zdecydowanie częściej korzystają z pomocy poradni psychologiczno-pedagogicznych czy organizacji wspierających zdolnych uczniów, chociażby w formie finansowanych stypendiów.

EN

The issue of gifted children growing up in a natural family environment has been addressed quite widely. However, small amount of research regarding gifted children residing in the foster care environment is noticeable. At the same time, the issue of having, developing and supporting abilities is extremely significant, especially with regard to pupils of foster care environments deprived of their primary developmental environment, which is the family. Foster care environments can also effectively support the potential of their pupils. The publication is an attempt to answer the question of what support activities are undertaken in the foster care environment in relation to gifted pupils? The research method is case studies. The research indicates various forms of support for gifted pupils: the organization of additional activities, depending on the interests or abilities of the pupil or the financial support as the one they need for the future process of independence, as well as emotional support and others. At the same time, some differences are visible between the activities of institutional and family care, as the latter definitely more often uses the help of psychological and pedagogical counseling centers or organizations supporting gifted students, even if in the form of funded scholarships.

20

Wybrane obszary wsparcia psychologicznego uczniów zdolnych

63%

Sękowski A. E., Płudowska M. M.

Lubelski Rocznik Pedagogiczny

|

2022

|

vol. 41

|

issue 3

147-160

EN

Introduction: After nearly a century of analysis, gifted students' education has evolved into a complex scientific discipline with its own methods, teaching practices and research programs. Solutions are sought that ensure, gifted children and adolescents the optimal conditions for developing their potential. It requires taking into account knowledge of the psychological mechanisms responsible for the development of abilities, achievements and the well-being of gifted individuals Research Aim: The purpose of the article was to identify psychological areas of support for gifted students. The literature on theoretical findings on the structure of giftedness was reviewed, and the results of research on selected characteristics of people belonging to this special group were analyzed. Evidence-based Facts: Based on the analysis of models of outstanding abilities and available empirical research on the difficulties and problems of gifted people, the importance of psychological support in the emotional-motivational sphere, social sphere, personality sphere, development of creativity and within the family system of gifted people is indicated. Summary: Institutional support of gifted students, adapting curricula to their needs and abilities should go hand in hand with psychological measures for harmonious development and shaping the well-being of these individuals.

PL

Wprowadzenie: Po niemalże stu latach analiz edukacja uczniów zdolnych przekształciła się w złożoną dyscyplinę naukową z własnymi metodami, praktyką nauczania i programami badawczymi. Poszukiwanie jak najlepszych rozwiązań, które zapewniłyby uzdolnionym dzieciom i młodzieży optymalne warunki dla rozwijania ich potencjału wymaga uwzględnienia wiedzy dotyczącej psychologicznych mechanizmów odpowiedzialnych za rozwój zdolności, kształtowanie osiągnięć i dobrostanu uzdolnionych jednostek. Cel badań: Celem artykułu było nakreślenie psychologicznych obszarów wsparcia uczniów zdolnych. Dokonano przeglądu literaty poświęconej teoretycznym ustaleniom w zakresie struktury zdolności oraz przeanalizowano wyniki badań dotyczących wybranych cech osób należących do tej szczególnej grupy. Stan wiedzy: Na podstawie analizy modeli wybitnych zdolności oraz dostępnych badań empirycznych w zakresie trudności i problemów osób zdolnych nakreślono znaczenie wsparcia psychologicznego w sferze emocjonalno-motywacyjnej, społecznej, osobowościowej, rozwijania kreatywności oraz w ramach systemu rodzinnego osób zdolnych. Podsumowanie: Instytucjonalne wsparcie uczniów zdolnych, dostosowywanie programów nauczania do ich potrzeb i możliwości powinno iść w parze z psychologicznymi działaniami służącymi harmonijnemu rozwojowi i kształtowaniu dobrostanu tych osób.

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Zdatność do przyjęcia urzędu chrzestnego w Kościele łacińskim

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Wybrane obszary wsparcia psychologicznego uczniów zdolnych