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1

Edukacja przedszkolna i wczesnoszkolna w systemie edukacyjnym Królestwa Hiszpanii

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Sobieszczyk M., Sobieszczyk P.

Problemy Wczesnej Edukacji

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2011

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vol. 7

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issue 13(1)

103-109

PL

The Kingdom of Spain is a constitutional monarchy based on parliamentary democracy. Throughout the last decades, especially since General Franco’s death, the Spanish government has been undertaking attempts to introduce a school system reform. The matter of education, like all other aspects of citizens’ lives, is connected with an unceasing political discourse. The basic outline of the education programme is similar to the Polish one. Educación infantile, i.e. kindergarten education, is noncompulsory, free and divided into two stages: first stage up to the age of three – day care, second stage between the ages of three and six – kindergarten. Compulsory education at a primary school in Spain is started at the age of six. Educación primaria – a primary school is compulsory and free. It is divided into three stages, each of which is two years long. Education in this period lasts from the age of six to the age of twelve.

2

Problem ubóstwa dzieci mieszkających na wsi – relacja z badań

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Czerniachowska R., Kubicka H.

Problemy Wczesnej Edukacji

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2010

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vol. 6

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issue 11(1)

127-134

PL

This paper has been prepared, based on an analysis of a street question naire and in terviews carried out with parents and graduates of a school, on the issue of certa in aspects of poverty of children living in the country. Economical, social and cultural poverty have been taken into account. The paper includes a synthesized review of Polish experience in the area of taking care of children living in the country.

3

Matematyka i problem gender

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Kopciewicz L.

Problemy Wczesnej Edukacji

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2010

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vol. 6

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issue 12(2)

39-52

PL

The article analyses the research into changing perceptions of the so-called gender and mathematics problem. In the research literature it is often taken for granted that women and girls perform significantly worse than men and boys do on mathematical tasks, activities, and examinations. This“truth” is viewed in the broader context of gender identity construction including such phenomena as sexism and stereotyped gender-role. A poststructuralist approach is proposed as a new deconstructive way of perceiving the main categories, such as girls, women and femininity, and of producing their identities through educational and mathematical discourses.

4

Edukacja małego dziecka w Republice Kazachstanu na przełomie XX/XXI wieku w kontekście wyzwań społeczeństwa wielokulturowego

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Neckar-Ilnicka T.

Problemy Wczesnej Edukacji

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2011

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vol. 7

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issue 13(1)

43-52

PL

In my paper I present the principles of children’s education in Kazakhstan which is the biggest and the richest former Soviet Union republic in Asia. Kazakhstan is a multinational country; a melting pot where various cultures meet. I analyze the standard state curriculum of early primary school education and attempt to show the similarities and differences in determining objectives and tasks between the Polish and Kazakh assumptions concerning education. I discuss the results and content of particular fields of education taking into account multicultural society challenges.

5

Recenzja: Seth Godin, Wszyscy jesteśmy dziwni. O micie masowości i końcu posłuszeństwa, tłum. M. Witkawska, Gliwice 2013

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Strzemecka A.

Uniwersyteckie Czasopismo Socjologiczne

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2014

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issue 9

132-133

PL

W moim odczuciu książka ta oddaje prawdę współczesnego świata, obalając mit masowości. Bez względu na to, czy wybierzemy tak, jak większość, czy będziemy należeć do mniejszości, czy to będzie normalność czy dziwność - zawsze chcemy czuć się członkami danego plemienia, przynależeć do danej grupy społecznej. Jesteśmy ludźmi, którzy mają wybór i świadomie go dokonują. Niekoniecznie musi to byc zawsze plemię ukierunkowane na kulturę masową. Musi to być pewien krąg ludzi podobnych do nas i wyznawający podobne wartości.

6

The possibilities of early teaching of geography from the Polish National Curriculum perspective

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Sadoń-Osowiecka T.

Problemy Wczesnej Edukacji

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2010

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vol. 6

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issue 12(2)

141-147

EN

The article gives an hermeneutical interpretation of the new Polish National Curriculum, considering the field of environmental issues for classes I–III in primary education. Placing the curriculum in the context of Dorota Klus-Stańska’s concept of educational discourses: functionalistic – behavioral, humanistic – adaptive, constructivist – developmental, critical – emancipatory, the author points to its inconsistencies. Viewing the curriculum in this light, there is also the realization that some postulates of the Curriculum might result in the stereotyping and infantilization of environmental knowledge among students.

7

Kompetentne rodzicielstwo i bezpieczna więź rodzic – dziecko. Jak przerwać „koło psychologicznej biedy”?

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Lewandowska-Walter A.

Problemy Wczesnej Edukacji

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2010

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vol. 6

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issue 11(1)

164-173

PL

The purpose of the article is to present the main elements of John Bowlby’s attachment theory: the nature of the attachment relationship and its implications for cognitive, emotional and social development of human beings, especially in early childhood as well as the process of intergenerational transmission of poor parental bonding and ways of enhancing early attachment. Attachment theory posits that the early infant – caregiver relationship forms a mental representation that is a blueprint for future relationships, including later parenting. This phenomena is the source of parenting behaviours and styles of attachment transmitted across the generations. This is also the beginning of “the circle of psychological poverty”. One of the proposals helpful in breaking this circle of the negative model of the parent – child relationship may be The Circle of Security COS Project design to alter the developmental pathway of at-risk parents and their young children.

8

Oblicza konsumpcjonizmu w kontekście ubóstwa: rola wykluczenia społecznego i pytania o dobrostan psychiczny

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Brycz H.

Problemy Wczesnej Edukacji

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2010

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vol. 6

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issue 11(1)

151-163

PL

Various approaches to consumption, the ego, and wellbeing are compared. It has turned out from three independent studies that consumerism is associated with high self-esteem, especially among mature people (40-50 years old) and adolescents, and the implementation of the use of the promotional style enhances the acceptance of egotist consumption. The recent study has shown, however, that following the start of the concept of egotist consumption, the mood decreases. The interpretation of the results is similar to the interpretations contained in Tetlock’s and others’ theory (2000) and leads to the assumption that mood could indicate the way towards „good” consumption.

9

Wczesna interwencja jako przestrzeń działań w systemie wspomagania rodziny dziecka niepełnosprawnego

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Kwaśniewska G.

Problemy Wczesnej Edukacji

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2010

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vol. 6

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issue 12(2)

193-197

PL

Considerations taken in this article show the importance of the system of early intervention in the process of supporting the development of disabled children and their families. Early intervention, as a basic pre-school space, should be made by professionals who will bring together medical early intervention and early educational support for child development into a multidisciplinary program. This space requires coordinated, comprehensive and interdisciplinary activities. It is essential therefore, that the process of system activities be started as early as possible, and then be coherently and consistently implemented.

10

K otázkam pedagogické podpory rozvoje národnostní identity krajanů z ukrajinské Volyňě

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Iljuk B.

Problemy Wczesnej Edukacji

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2010

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vol. 6

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issue 12(2)

189-192

PL

The article addresses the issue of national identity of Czechs living in Ukraine. 55 respondents (20 men and 35 women) aged 15 to 65 took part in surveys conducted in Ukraine’s five administrative regions. Questions focused on: the cultivation of Czech traditions in families, a sense of pride in Czech origin, the language used for communication in families (a choice between Czech, Russian, and Ukrainian), Czech language proficiency, reading books and magazines in Czech, and visiting the Czech Republic. The rest of the article discusses forms of support given to Czech emigrants.

11

Recenzja: Statystyka społeczna, (red.) Tomasz Panek, wydanie 2., PWE, Warszawa 2014

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Ochocki A.

Uniwersyteckie Czasopismo Socjologiczne

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2014

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issue 9

121-127

PL

W 2014 roku ukazało się drugie, zmienione wydanie podręcznika pt. Statystyka społeczna, w którym zaprezentowano ilościowe metody analizy ważnych procesów i kwestii społecznych: zastępowalności pokoleń, aktywności ekonomicznej ludności, zdrowia publicznego, edukacji, konsumpcji, jakości życia, gospodarowania czasem, ubóstwa i wykluczenia społecznego.

12

Obraz szkoły w percepcji dzieci bez dzieciństwa

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Sokołowska J.

Problemy Wczesnej Edukacji

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2010

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vol. 6

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issue 11(1)

115-126

PL

The problem of children’s poverty is not widely discussed. The subject is embarrassing and inconvenient, brought up periodically, mainly by non governmental organisations, foundations and people actively engaged in actions infavour of fighting the poverty or counteracting it. Children aren’t perceived as a direct object of he research concerning a base for recognition of children’s experiences with poverty and ways of experiencing it. The present text is an attempt at answering the question of how children living in a culture of poverty construct their identity, what as sumptions and evaluations about themselves and about the world they make. Important also is the issue of the rol of education in the processes mentioned. I would like to show the process of socialisation of the children who were examined and the way they construct their identity using as an example children living in a extreme poverty, so called chilren of the street. In the interpretation of the empirical material I will refer to the conception of cultural dynamic created by M. J. Hatch.

13

“Everything is dangerous.” Preschool teachers’ discursive practices and children’s positions

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Gawlicz K.

Problemy Wczesnej Edukacji

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2010

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vol. 6

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issue 12(2)

122-132

EN

Drawing on data from ethnographic research in two Polish preschools and taking a poststructuralist perspective as its interpretational framework, this paper examines the ways in which teachers’discursive practices centered around notions of the well-behaved child and the self-reflecting child, worked to position children. These discursive practices appeared to constitute the children as obedient and quiet, as knowing the rules and regulations, of doing only what they were told to do, of being capable of controlling their bodies and behavior, and accepting hierarchies and authority, rather than developing their own “unique personalities” as stated in the official preschool documents. However, one of the preschools, with children enrolled from the middle-class, also positioned them as moral subjects capable of taking into consideration the needs and feelings of others as well as being responsible for their peers’ well-being. Furthermore, the dominant positioning was gendered, as the submissive, passive and powerless child corresponded closely to common understandings of femininity. Discursive practices that teachers engage in may position children in ways that are very different from the teachers’ intentions, often becoming problematic. The paper therefore emphasizes the importance for teachers to reflect upon their discursive practices and to become aware of what they may bring about because of them.

14

From child poverty to the profiles of child poverty: A pathway to be explored

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Diogo F.

Problemy Wczesnej Edukacji

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2010

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vol. 6

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issue 11(1)

20-31

EN

This work is structured around the idea that it is necessary to know more about the child poverty in order to elaborate profiles which can permit a focused intervention centred on the right targets in opposition to a more diffused intervention based on individual experiences and on politics founded on the analysis of the household incomes. In more concrete terms, we problematize the concept of child poverty and mobilize the Portuguese example to confer empirical solidity to the reflections effected.

15

W poszukiwaniu źródeł dydaktyki interaktywnej

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Kruk J.

Problemy Wczesnej Edukacji

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2010

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vol. 6

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issue 12(2)

80-88

PL

The article is an attempt to introduce interactive didactics as an element of the debate on learning conditions and teaching. The sources of interactive didactics are diverse, and apart from playing a role in the New Upbringing movement, progressivism and constructivism, it has also been introduced into environmental aesthetics and symbolic interactionism. There are also examples of the practical application of the rules of interactive didactics; rules which are given a general formulation in the final part of the article.

16

The child in the virtual gallery. An analysis of selected websites of great museums

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Pater-Ejgierd N., Kaczmarczyk M.

Problemy Wczesnej Edukacji

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2010

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vol. 6

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issue 12(2)

133-140

EN

The majority of great museums offer their young visitors special websites, which are supposed to stimulate the child’s creativity, aesthetic sensitivity as well as new forms of literacy. What is more, these websites reflect the changes which have occurred in contemporary culture and social practices, especially those related to the museum and its functions as well as formal and informal art education. Bearing in mind the characteristics of a website, the authors would like to examine appropriate methods and tools of verbal-visual analysis suitable for the examination of hypertext and point out the discourses related to this field of study.

17

Rozwiązywanie matematycznych zadań problemowych w klasach początkowych – zaniechania, możliwości, szanse Recenzja książki Aliny Kalinowskiej: Matematyczne zadania problemowe w klasach początkowych – między wiedzą osobistą a jej formalizacją. Oficyna Wydawnicza „Impuls”, Kraków 2010.

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Komorowska-Zielony A.

Problemy Wczesnej Edukacji

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2010

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vol. 6

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issue 12(2)

204-207

PL

brak

18

Recenzja: Zygmunt Bauman, David Lyon, Płynna inwigilacja rozmowy, tłum. T. Kunz, Wydawnictwo Literackie, Kraków 2013

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Molenda M.

Uniwersyteckie Czasopismo Socjologiczne

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2014

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issue 9

119-120

PL

Autorami książki są światowej sławy socjologowie. Zygmunt Bauman to jeden z najbardziej wpływowych komentatorów zmian zachodzących w dzisiejszej rzeczywistości społecznej. Jest autorem wielu koncepcji tłumaczących procesy takie jak m.in. globalizacja, migracja czy mechanizmy reklamy. Poza tym w swoich pracach zajmuje się rozwiązywaniem tajemnic związków międzyludzkich - i taki też wydaje się być temat książki napisanej we współpracy z Davidem Lyonem. Ten ostatni to z kolei jeden z głównych badaczy problematyki nadzoru oraz inwigilacji.

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Program nauczania International School – międzynarodowe egzemplifikacje

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Adrjan A.

Problemy Wczesnej Edukacji

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2011

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vol. 7

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issue 13(1)

143-154

PL

In recent years International Schools have been opened also in Poland, but their performance is still rather unknown. The main aim of this article was to describe accurately the content and construction of The Primary Year Program of the International School and to present an interesting way of approaching the curriculum in practice. Moreover the thesis compares the features, tasks and aims of the constructivist learning environment with the special aspects of the school being examined: mainly the teaching methods and course schedule which are focused on the process of forming knowledge in the children’s minds and showing how to create conditions for the optimal development of a child.

20

Postmodern conditions of interpreting change in reflection over knowledge and education

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Nowak-Łojewska A.

Problemy Wczesnej Edukacji

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2010

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vol. 6

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issue 12(2)

114-121

EN

The aim of the text is to present a new approach to knowledge and education in the context of postmodern cultural change. The latter is treated as an inspiring contribution to a search for alternatives to those caused by the monologue type of education. Considering the problem posed, several parts were isolated in the structure of the text. The first one comprises a synthetic perspective of J-F. Lyotard’s, M. Foucault’s, and J. Derrida’s views treated as a new interpretation of knowledge. The second part illustrates the mechanism of cultural transmission realized in the course of school education. The last part of the text is an attempt at a confrontation of the monistic image of the Polish school with a polyphonic version of contemporary culture and the manifestation of the resultant consequences for educational practice.

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Edukacja przedszkolna i wczesnoszkolna w systemie edukacyjnym Królestwa Hiszpanii

Problem ubóstwa dzieci mieszkających na wsi – relacja z badań

Matematyka i problem gender

Edukacja małego dziecka w Republice Kazachstanu na przełomie XX/XXI wieku w kontekście wyzwań społeczeństwa wielokulturowego

Recenzja: Seth Godin, Wszyscy jesteśmy dziwni. O micie masowości i końcu posłuszeństwa, tłum. M. Witkawska, Gliwice 2013

The possibilities of early teaching of geography from the Polish National Curriculum perspective

Kompetentne rodzicielstwo i bezpieczna więź rodzic – dziecko. Jak przerwać „koło psychologicznej biedy”?

Oblicza konsumpcjonizmu w kontekście ubóstwa: rola wykluczenia społecznego i pytania o dobrostan psychiczny

Wczesna interwencja jako przestrzeń działań w systemie wspomagania rodziny dziecka niepełnosprawnego

K otázkam pedagogické podpory rozvoje národnostní identity krajanů z ukrajinské Volyňě

Recenzja: Statystyka społeczna, (red.) Tomasz Panek, wydanie 2., PWE, Warszawa 2014

Obraz szkoły w percepcji dzieci bez dzieciństwa

“Everything is dangerous.” Preschool teachers’ discursive practices and children’s positions

From child poverty to the profiles of child poverty: A pathway to be explored

W poszukiwaniu źródeł dydaktyki interaktywnej

The child in the virtual gallery. An analysis of selected websites of great museums

Recenzja: Zygmunt Bauman, David Lyon, Płynna inwigilacja rozmowy, tłum. T. Kunz, Wydawnictwo Literackie, Kraków 2013

Program nauczania International School – międzynarodowe egzemplifikacje

Postmodern conditions of interpreting change in reflection over knowledge and education