Search results - CEJSH

1

Play as narrative demonstration of children’s cognitive development

100%

Nowak-Fabrykowski K.

Problemy Wczesnej Edukacji

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2013

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vol. 9

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issue 1(20)

61-67

EN

In this paper we analyze play as a narrative demonstration of children’s cognitive development. The researcher observed fifteen three- and four-year-old children, looking at their development of cognitive concepts such as sources of fuel, construction of a house, and practical use of various geometric figures.

2

«Кабаретная» драматургия П. П. Потемкина

80%

Брызгалова Е.

Acta Universitatis Lodziensis. Folia Litteraria Rossica

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2011

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issue 4

17-23

EN

This article discusses studies of some works by Petr P. Potemkin, a poet and playwright of the Silver Age. His plays for revue theatres and cabarets have not been studied yet, and the author of the article suggests her understanding of this part of Potemkin’s artistic legacy. The article studies specific features of the one-act drama of the early 20th century.

3

Od idei do realizacji – Ogrody dziecięce im. W.E. Raua w Warszawie 1899-1901

80%

Wojewoda A.

Studia Edukacyjne

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2019

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issue 53

361-372

EN

In the 19th and 20th centuries the idea of collective games in the open was very popular. The idea of developing physical activity of children was also accepted in the Kingdom of Poland. Drawing inspiration from Germany, Sweden, Belgium and France and inspired by Henryk Jordan Gardens in Krakow, representatives of the Warsaw Hygiene Society decided to set up similar gardens in Warsaw. After the enthusiastic opening of the garden in 1899, they quickly had to interrupt the fun to includ this type of activity in the Society. At that time, being unable to formally conduct collective games, members of the organizing committee were delegated abroad to seek inspiration and organizational and methodical solutions. W.E. Raue Children’s gardens re-started their activity in 1901, after obtaining the consent of the Ministry of the Interior.

4

Zabawa w mieście: przypadek shoefiti

80%

Szalbot M.

Studia Etnologiczne i Antropologiczne

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2015

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vol. 15

167-178

EN

The paper is a voice in the current of research on ludic behaviour realized within the social and cultural space of the contemporary city. The object of study is a phenomenon known on the Internet as shoefiti. The article approaches the practice of throwing shoes tied together with shoe strings onto electric or telephone cables as a category of ludic behaviour. I present the results of existing studies and indicate further research possibilities.

5

Disabled People in Play.Toward an Existential and Differential Phenomenology of Moving with Dis-Ease

80%

Eichberg H.

Physical Culture and Sport. Studies and Research

|

2015

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vol. 65

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issue 1

14-23

EN

Disability has become an increasingly important field of investment for modern welfare policy-visible in architecture for wheelchair users as well as in budgets for health care. This documents a gain in solidarity, but it implies also some challenges of practical and philosophical character. Play and games (of, for, and with disabled people) make these challenges bodily. These challenges will here be explored in three steps. In the first step, we discover the paradoxes of equality and categorization, normalization and deviance in the understanding of disability. Ableism, a negative view on disability, is just around the corner. The Paralympic sports for disabled people make this visible. However, play with disabled people shows alternative ways. And it calls to our attention how little we know, so far, about how disabled people play. The second step leads to an existential phenomenology of disablement. Sport and play make visible to what degree the building of “handicap” is a cultural achievement. All human beings are born disabled and finally die disabled-and inbetween they create hindrances to make life dis-eased. Dis-ease is a human condition. However, and this is an important third step, disablement and dis-eased life are not just one, but highly differentiated. These differences are relevant for political practice and have to be recognized. Attention to differences opens up a differential phenomenology of disablement and of disabled people in play-as a basis for politics of recognition.

6

The Teacher – Originator of Student Activity during Play and Developmental Tasks

71%

Andrzejewska J., Guz S.

Konteksty Pedagogiczne

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2020

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vol. 2

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issue 15

PL

W prezentowanym artykule autorki skupiły się na zadaniach nauczyciela jako organizatora aktywności zabawowej i zadaniowej uczniów klas I–III. Przyjęły założenie, że zabawa jest bardzo istotnym, naturalnym elementem życia dziecka wynikającym z jego wewnętrznych potrzeb, ma ogromie znaczenie dla rozwoju wszystkich sfer osobowości dziecka. Zabawa skupia w sobie wszystkie tendencje rozwojowe dziecka. Jest ona dla dziecka źródłem rozwoju i stanowi najbliższą mu sferę rozwoju. W pracy szkoły ważne są zadania rozwojowo-dydaktyczne projektowane przez nauczyciela. W edukacji elementarnej rolą nauczyciela jest dobór odpowiednich zadań do indywidualnych potrzeb i możliwości uczniów. Zadania stawiane wychowankom powinny być na tyle trudne, aby uaktywniły cały ich potencjał rozwojowy i zmotywowały do aktywności. Tematyka badań zaprezentowana w artykule wymagała uczestniczenia w sytuacjach edukacyjnych zorganizowanych w projekcie edukacyjnym realizowanym w Instytucie Pedago-giki UMCS: „ZA PROGIEM” – wyprawy odkrywców. Metodę stanowił eksperyment nauczający, czyli autorski projekt edukacyjny badający możliwości uczniów klas I–III w wybranych obszarach. Projekt był realizowany od listopada 2018 do czerwca 2019 roku. Organizacja eksperymentu wymagała stworzenia przestrzeni edukacyjnej, w której uczniowie podejmowali aktywność zabawową i realizowali zadania rozwojowe. Sytuacje edukacyjne były obserwowane i analizowane. Obserwacja pozwoliła określić rolę nauczyciela w tworzeniu warunków rozwojowych, zaobserwować formy aktywności uczniów oraz relacje między nimi. W badaniach wykorzystano obserwację uczestniczącą. Badaniom poddano aktywność uczniów, którzy podczas wykonywania zadań pracowali indywidualnie i zespołowo. Dodatkowo w badaniach wykorzystano analizę wytworów uczniowskich w zadaniu „Projektant” i zadaniu o charakterze konstrukcyjnym. Z perspektywy badacza szukano odpowiedzi na cztery pytania: Jakie zadania stoją przed nauczycielem kreującym dziecięcą aktywność podczas zabawy i zadań rozwojowych? Jakie relacje rówieśnicze zachodzą podczas zaaranżowanych zabaw i zadań? W jaki sposób dzieci radzą sobie z zadaniem, które polega na projektowaniu? Jaka jest różnica w konstrukcjach stworzonych przez uczniów indywidualnie i podczas działań zespołowych? Wyniki badań pozwoliły na określenie zadań nauczyciela projektującego aktywność zabawową i zadaniową uczniów i sformułowanie wniosków metodycznych przydatnych w pracy nauczycieli edukacji elementarnej.

EN

The article focuses on the teacher’s role as the organizer of play and task activities in grades 1–3. The authors have assumed that play is a relevant and natural part of children’s life that results from their inner needs and has great meaning for the development of all aspects of children’s personalities. Play focuses within itself all developmental tendencies of children. It is a source of development for children and establishes the zone of proximal development. On the other hand, the development and didactic tasks designed by the teacher are important in the activity of a school. In elementary education, the role of the teacher is to choose adequate tasks for the individual needs and possibilities of students. The tasks presented to the students should be difficult enough to activate their whole developmental potential and motivate them to be active. The scope of topics presented in this article required the participation in educational situations organized within the educational project realized in the Institute of Pedagogy of the Maria Curie Sklodowska University “Beyond the Threshold.” Explorers’ Expeditions. The method incorporated was the teaching experiment, that is, an original educational project that looks into the capabilities of pupils in classes 1–3 in selected areas. The project was carried out from November 2018 to June 2019. Organization of the teaching experiment required the creation of circumstances in which the pupils observed undertook task and play activities. The situations were observed and analyzed. The observation enabled the authors to define, among others, the role of the teacher in the process of creation of the development circumstances, to observe the forms of activity of the pupils in play and tasks and the relations among them. The model of research incorporated active observation. The pupils’ individual activity and group work were under observation. Moreover, the research included analysis of the pupils’ creations. The researchers looked for the answers to the following questions: What tasks should be performed by the teacher who is leading the children’s activities during play and devel-opmental tasks? What peer relations can be observed during arranged play and tasks? How do the pupils deal with the tasks aimed at designing? What is the difference in constructions made by children individually and during group work? The results of the research enabled the authors to define the role of the teacher who designs the activity during play and tasks as well as to formulate methodological conclusions that are useful for the elementary education teachers.

7

Funkcjonalne naruszenia normy ortograficznej w memach internetowych

71%

Niekrewicz A. A.

Poznańskie Spotkania Językoznawcze

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2016

|

issue 32

93-103

EN

The aim of this article is to discuss the functional violations of the spelling rules in online memes. The author presents examples of language styles characteristic of individual templates which breach the spelling rules. She demonstrates a relationship between the changes in spelling and the depreciating intention typical of memes as well as the repeated personal stereotypes. In addition, she shows the role of the spelling modifications in creating word games and new meanings. The analysed examples prove the dominance of functional deviations over genuine spelling mistakes. Non compliance with the rules can be regarded as a specific form of appreciation of language correctness. Incorrectness is the most prominent means to depreciate politicians, celebrities and representatives of various social groups, at the same time reflecting concern about the culture of the language.

PL

Celem artykułu jest omówienie funkcjonalnych naruszeń zasad pisowni w memach internetowych. Autorka przedstawia przykłady stylizacji językowej charakterystycznej dla poszczególnych szablonów, której elementem jest naruszenie normy ortograficznej. Dowodzi związku zmian pisowni z charakterystyczną dla memów intencją deprecjonującą, a także z odtwarzaniem stereotypów osobowych. Ponadto pokazuje rolę modyfikacji pisowni w tworzeniu gier językowych i nowych znaczeń. Zanalizowane przykłady świadczą o dominacji funkcjonalnych odstępstw od normy nad rzeczywistymi błędami ortograficznymi. Brak zgodności z zasadami może być uznany za specyficzną formę aprecjacji poprawności językowej. Niepoprawność bowiem jest najbardziej wyrazistym środkiem służącym deprecjonowaniu polityków, celebrytów oraz przedstawicieli różnych grup społecznych, a jednocześnie wyrazem troski o kulturę języka.

8

Zabawa w rozwoju rozumienia społecznego i samoregulacji społecznej we wczesnym dzieciństwie

70%

Karwowska-Struczyk M.

Kwartalnik Pedagogiczny

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2016

|

vol. 61(4 (242))

197-220

PL

Despite many years of debate in psychology and education on the significant role of play in cognitive and socio-emotional development of children, educational policy and practice do not always positively react to their formulated postulates, and the role of play has been permanently marginalised. The text, based on literature review and several research findings, raises many important issues concerning the role of play in the development of the social understanding and self-regulation in young children.

9

Poetycki plac zabaw Krystyny Miłobędzkiej. Wokół Gdzie baba siała mak. Gry słowne dla teatru

70%

Nofikow-Dobrodumow E.

Białostockie Studia Literaturoznawcze

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2017

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vol. 11

EN

The article is devoted to Krystyna Miłobędzka’s texts for children’s theatre. Demonstrating the kinship between the characteristic ways of thinking of poet and child, the author analyses how space is created – the space for both child’s play and poetic ritual. Highlighted in the work is the idea of how things are done through the use of clich´es, child’s words and rhymes in poetic language. The main character of Miłobędzka’s scripts is language – its potential and power for creation.

10

Per posterius: Peirce, Hume, miracles and the boundaries of the scientific game

70%

Tritten T.

ARGUMENT: Biannual Philosophical Journal

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2014

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vol. 4

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issue 2

247-266

EN

This article provides a response to David Hume’s argument against the plausibility of miracles as found in Section 10 of his An enquiry concerning human understanding by means of Charles Sanders Peirce’s method of retroduction, hypothetic inference, and abduction, as it is explicated and applied in his article entitled A Neglected Argument for the Reality of God, rather than focusing primarily on Peirce’s explicit reaction to Hume in regard to miracles, as found in Hume on miracles. The main focus will be on Peirce’s neglected argument rather than his explicit confrontation with Hume on the issue of miracles, because his criticisms of Hume demands a methodological approach appropriate for scientifically analysing surprising phenomena or outliers, of which miracles or the reality of God would be but two examples amongst many. This article, then, consists of an attempt to construct this method as one that draws inferences neither a priori nor a posteriori, but per posterius, because such a method is capable of rigorously questioning rogue or surprising phenomena, e.g. miracles.

11

Playful Encounters in the Garden of Poetry: Children’s Poetry and Play

70%

Kalogirou T.

Filoteknos

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2019

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issue 9

98–119

EN

Poetry is heavily invested with playfulness. Drawing on the most recent critical discourse on children’s poetry, the present study aims to showcase that the significant form of play can be manifested in many ways in children’s poetry and also be traced in poetic language as playful humor and intense verbalplay. For this purpose, a cluster of poems are addressed, poems been found in poetic anthologies for children (“Overheard on a Saltmarsh”), in the street (“Bam Chi Chi La La: London, 1969”) in the playground (“I scream...”) and in single-poet collections (“Jamie Dodgers aren’t the only fruit”, “Skig the Warrior”). All poems reveal some of the essential qualities of children’s poetry and most importantly its overall playful character materialized both in linguistic and conceptual terms. The children’s poem “Come on into my tropical garden” written by the British- C aribbean poet Grace Nichols is closely analyzed as a manifestation of poetry’s playful spirit. The exuberance of its rhetoric and sound, its rhythmical feeling and the rich texture of its verses are conveyed through a well-embodied structure and form. What is more, the poem is thoroughly permeated by play as a core element both in thematics and figurative language. The poet uses and reappropriates the “garden” as a powerful metaphor for children’s poetry, placing the child at the very center of a symbolic natural landscape to celebrate nature’s delights and to exercise her insatiable appetite for play.

12

Rationalization and the Re-Enchantment of Play: the Dialectics of Legal Gambling in Israel

70%

Levy M.

Human Affairs

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2015

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vol. 25

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issue 3

317-326

EN

Romantic notions and critical theories of play describe an assault by rationalization processes on the free and spontaneous nature of play. Other theories seek to describe the dialectical nature between rationalization and freedom, between routine, and magic, and between planning and spontaneity. This article seeks to focus on the rationalization processes of play and to examine whether and in what dimensions, these processes shape the characteristics of play and hamper its spontaneity and freedom. Examination of these processes, performed by socio-historical analysis of legal gambling in Israel, shows that rationalization processes were active on both the practical and technological levels, and on the discursive level of the games of chance. Nevertheless, the characteristics of freedom, joy and spontaneity appeared only on the discursive level of the game and were designed to deliberately serve the economic interests of the various agents in the Israeli gambling field.

13

Dětská skupina jako kolektivita

70%

Jarkovská L., Slezáková K.

Sociologický časopis. Czech Sociological Review

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2021

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vol. 57

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issue 5

557-580

EN

The aim of this study is to examine the everyday life of day-care institutions and the culture of peer relationships that develop there. Interdisciplinary studies of childhood perceive it as a social construct separable from biological immaturity, and they describe a distinct toddler style of socialisation with peers. In this paradigm, participation in cultural routines is central to understanding child socialisation. Based on ethnographic observations in two facilities and interviews with teachers and parents, we explore relationships between peers, social routines, and the creation of collectivity. We focus on the perspective of adults and their perception of the children's collective and on the meanings of children's interactions. The analyses reveal that as well as socialising in hierarchical relationships with adults they also actively participate in cultural reproduction through the interpretation of meanings. What constitutes 'play' when socialising with adults becomes 'something real' when it occurs between physical and cognitive equals. Interaction with peers in a day-care facility allows a child to experience a collective 'WE', through which they are then able to to control adults. However, the creation of collectivity depends on their being conditions in place that are suitable for small children and toddlers.

14

Playing with/as Systems: Short Paper, Discussion and Demonstration

70%

Straeubig M.

Avant

|

2017

|

issue 8

EN

Complex phenomena such as play, creativity or innovation are familiar, yet difficult to describe in a systematic manner. In this short article I propose six necessary conditions for any comprehensive description of play. Against this background I discuss my systems-theoretic, constructivist and practice-informed approach to play.

15

Po co antropologom zabawa? O zabawowych aspektach badań antropologiczno-kulturowych

70%

Maciejewska-Mroczek E.

Lud

|

2015

|

vol. 99

253-270

EN

In this article I try to recognise a possible role of play in contemporary cultural anthropological research. Although the relationships between this fi eld of study and play are by no means new, what is most usually taken into account, is the formative function of play in culture, and this is often analysed only in relation to adults. Here, however, I focus on a different possible perspective: on including a playful element into the very research process. Nowadays, this becomes an important factor, pertaining to the attempts of cultural anthropologists to include children as subjects into the main course of study, as well as to recognise their role as social actors, who also build the society. Theoretical thoughts on research methodology were illustrated with a short example taken from my own and my research team’s study with children belonging to families with a history of infertility.

16

Playing with/as Systems: Short Paper, Discussion and Demonstration

70%

Straeubig M.

Avant

|

2017

|

vol. 8

EN

Complex phenomena such as play, creativity or innovation are familiar, yet difficult to describe in a systematic manner. In this short article I propose six necessary conditions for any comprehensive description of play. Against this background I discuss my systems-theoretic, constructivist and practice-informed approach to play.

17

Gamification or the Ludic Expectations of Literacy

70%

Márquez-Gómez A., Alcantud-Diaz M.

Filoteknos

|

2019

|

issue 9

323–338

EN

This article attempts to show how play, namely gamification, can fit the determined goal of achieving outstanding literacy instruction for Primary Education children. We first provide a brief overview of the recent history on the research of literacy and play. We also make reference to strong standards and gamification in Primary Education childhood classes. To do so, and after reviewing current research into the issue of gamification and literacy in education, we describe a practical experience in a state Primary Education school in Valencia (Spain) connecting gamification and literacy skills. By doing this we will try to fill a gap found after our search of the literature, which revealed that to date there are few studies that have investigated practical experiences of teachers using games. The main objective of the didactic proposal depicted here was to enhance the children’s literacy skills through gamification in the field of Teaching English as a Second Language (TESL). Thus, the implementation of this experience has studied the way of integrating game dynamics in non-recreational environments to enhance their learning. The design of the teaching sequence shown here was contextualized by using the picture book The Gruffalo, and the students as the main protagonist to finally achieve a close relationship between learning, literacy and entertainment.

18

Zabawa w rozwoju rozumienia społecznego i samoregulacji społecznej we wczesnym dzieciństwie

70%

Karwowska-Struczyk M.

Kwartalnik Pedagogiczny

|

2016

|

issue 4(242)

197-220

EN

Despite many years of debate in psychology and education on the significant role of play in cognitive and socio-emotional development of children, educational policy and practice do not always positively react to their formulated postulates, and the role of play has been permanently marginalised. The text, based on literature review and several research findings, raises many important issues concerning the role of play in the development of the social understanding and self-regulation in young children.

19

Gertrude Stein plays video games

70%

Schreiber P., Schreiber P.

Didaskalia. Gazeta Teatralna

|

2021

|

issue English Issue 2021

167-188

EN

The article juxtaposes the problems of spatiality and repetition in video game narrative with Gertrude Stein’s notion of the landscape play, in which the linear plot dissolves in favour of a complex network of connections between different elements of the work. Several examples are discussed, from The Legend of Zelda: Breath of the Wild to the Dark Souls series, showing the possible links between video games and Stein’s writing techniques, especially in the field of open world games, where the large, easily accessible spaces make it more difficult to build coherent, organised plots.

20

Gertrude Stein gra na komputerze

70%

Schreiber P.

Didaskalia. Gazeta Teatralna

|

2021

|

issue 165

227-250

EN

The article juxtaposes the problems of spatiality and repetition in video game narrative with Gertrude Stein’s notion of the landscape play, in which the linear plot dissolves in favour of a complex network of connections between different elements of the work. Several examples are discussed, from The Legend of Zelda: Breath of the Wild to the Dark Souls series, showing the possible links between video games and Stein’s writing techniques, especially in the field of open world games, where the large, easily accessible spaces make it more difficult to build coherent, organised plots.

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