Search results

1

From Personal Competence to a “Competent System.” Competence of a Preschool Education Teacher in Light of the Competence Requirements in Early Childhood Education and Care Report (2011)

100%

Ordon U.

Konteksty Pedagogiczne

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2020

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vol. 2

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issue 15

79-96

PL

Artykuł przybliża nowe ujęcie kompetencji nauczycieli edukacji przedszkolnej i wczesnoszkolnej, przedstawione w raporcie Competence Requirements in Early Childhood Education and Care. Dokument ten powstał w wyniku badań nad organizacją i jakością opieki, wychowania i edukacji dzieci najmłodszych w wybranych krajach europejskich, zrealizowanych w latach 2010–2011 przez międzynarodowy zespół badawczy. Jego autorzy rekomendują holistyczne ujęcie osób i placówek zajmujących się dziećmi, sytuując je w tzw. kompetentnym systemie. Ma on obejmować tradycyjne żłobki i przedszkola, a także instytucje opieki zdrowotnej, pomocy społecznej oraz administracji państwowej wyposażone w wiedzę, umiejętności praktyczne oraz wspólny system wartości gwarantujący najwyższą jakość usług świadczonych na rzecz najmłodszych i ich rodzin. Koncepcja ta bazuje na przekonaniu o potrzebie całościowego ujęcia potrzeb dziecka i systemowej organizacji służb zaangażowanych w ich zaspokajanie. Autorzy kompetentnego systemu edukacji przedszkolnej podkreślają też znaczenie refleksyjności wszystkich uczestników systemu, mając na uwadze stałe podnoszenie kwalifikacji i kompetencji zawodowych oraz ciągłą aktualizację zadań zgodnie z dynamiką zmian społecznych.

EN

The objective of this article is to make the reader better acquainted with the new standpoint regarding the competences of an early education teacher contained in the report entitled Competence Requirements in Early Childhood Education and Care. This document was based on research into the organisation and the quality of care, upbringing and education provided for the youngest children in selected countries of Europe conducted in the years 2010–2011 by an international team of scientists. The authors of the document in question recommend a comprehensive presentation of individuals and institutions in charge of children, perceiving them as parts of the so-called competent system. This system is to be composed of traditional nurseries and kindergartens, and also of the institutions of medical care, social care and state administration, possessing knowledge, practical abilities, and also a shared system of values, guaranteeing the highest quality of services with which the youngest and their families are provided. This conception is based upon the conviction that the needs of a child have to be approached in a holistic manner, and that a system-based organisation of services involved in fulfilling these needs to be established. The creators of the competent system of early childhood education also place emphasis upon the significance of a reflective way of thinking in the case of all those involved in the system, taking under consideration a constant improve-ment of qualifications and occupational competences as well as a constant updating of tasks in accordance with the dynamics of social changes.

2

Reflections on the Formation of a Child’s Mathematical Culture at the Beginning of School Maturity

94%

Makiewicz M., Michalak K.

Journal of Education, Technology and Computer Science

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2021

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vol. 12

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issue 2(32)

34-44

EN

The authors of the article discuss the issue of mathematical culture concerning the education of the youngest participants of the educational system – children, in the course of preschool and school education in grades 1–3. The authors also refer to the problem of developing the mathematical culture of the school pupil, in the perspective of the transformation of the Polish educational system, challenges connected with modern education and its transformation on the national area.

3

STUDENTS’ PERSPECTIVES ON THE IMPLEMENTATION OF MUSICAL ACTIVITIES IN PRESCHOOL EDUCATION

94%

Stramkale L.

Journal of Education Culture and Society

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2018

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vol. 9

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issue 2

109-116

EN

Aim. The aim of the study is to find out students’ perspectives on the necessity, readiness and disturbing factors of implementing musical activities in preschool. The theoretical part of the paper describes the particularity of preschool teachers’ work, the children’s interest in musical activities, and the benefits of implementing musical activities in preschool. Method. The empirical study involved 168 students (N=168), of which 132 students (N=132) are already working as preschool teachers in parallel with their study at the university. The study identified three questions: why do preschool teachers use musical activities? What factors prevent a preschool teacher from using musical activities? Is there a relationship between the competence of a preschool teacher in the field of music and the implementation musical activities in preschool? In order to answer the study questions, a questionnaire consisting of twelve statements was created, which had to be assessed on a four-point Likert scale. Results and conclusion. As a result of the analyses of the data obtained in the study, it was ascertained that preschool teachers use musical activities to make children happy and improve their abilities. The use of musical activities is connected with preschool teacher’s willingness to do that. One of the key factors that hinder the implementation of musical activities is an insufficient material base in the preschool. The study also found that there is a correlation between the competence of a preschool teacher in the field of music and the implementation of musical activities.

4

Social Self-reliance of Preschool Children

94%

Jędrzejowska E.

Konteksty Pedagogiczne

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2019

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vol. 1

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issue 12

PL

Apart from practical and mental autonomy, the social self-reliance of preschool children constitutes an important aspect of an individual’s attaining independence and school maturity. According to the author, contemporary children sometimes present an insufficient level of social self-reliance, which may hinder them from taking actions and implementing future life roles, especially that of a student, as well as from developing independence and a sense of success. In consequence, this may contribute to lower self-esteem and difficulties in the social functioning of the child. The author supplements theoretical considerations with the results of her own research conducted in preschool education institutions in the Opole region in 2018. An analysis of 530 questionnaires from the observation of five and six-year-old children indicated that most of them attained social self-reliance in the studied areas. There were, however, also children who scored low or very low in the area and who require particular support on their way towards self-reliance. The children had the best results in their engagement and perseverance while performing jobs for others, and the poorest – in the sphere of taking decisions or co-deciding.

5

Mathematics education published in the “Wychowanie Przedszkolne” [in English: Preschool Education] journal (1925–1939)

94%

Feliniak A. A.

Journal of Modern Science

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2019

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issue 3(42)

83-93

EN

Objectives: In the interwar period, educational magazines played a huge role in popularizing the latest concepts and didactic solutions. In the years 1918-1939, several titles were addressed to pre-school educators. In this group, "Preschool Education" can be considered as one of the most important magazines. His main tasks included improving teachers' professional competences and disseminating the achievements of Polish and world pedagogical thought. On the pages of the magazine, much attention was paid to the issue of mathematical education of a small child. These publications were substantive support for pre-school educators at the time. Material and methods: analysis of source texts Results: On the pages of the "Preschool Education" (1925-1939) magazine, many articles can be found in the field of mathematical education of a small child, constituting significant substantive support for pre-school educators in the interwar period. Conclusions: The text is a short presentation of articles in the field of mathematics education published in the journal "Preschool Education" (1925-1939).

6

Rozwijanie mądrości a podstawa programowa wychowania przedszkolnego

94%

Płóciennik E.

Problemy Wczesnej Edukacji

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2016

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vol. 12

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issue 2(33)

181-192

EN

The author would like to draw the reader’s attention to the need to introduce Teaching for Wisdom into Polish education under the current core curriculum. The analysis of the records in the core curriculum of preschool education is an example here. Their interpretation in the light of the teaching for wisdom objectives can help Polish teachers to organize conditions in order to support the development of wisdom, at pre-school age.

7

The Effect of the Environment Education Program Prepared for 6-Year-Old Children on the Environmental Consciousness of Children

94%

Kiziltaş E., Halmatov M.

The New Educational Review

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2014

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vol. 35

123-133

EN

The aim of this research was to find out if the environmental education program prepared for preschool pupil s is effective in helping the 5 - 6-year-old age group gain environmental consciousness. For these purposes, a single group, pretestfinal test pattern was used. In the research, “Children’s Environmental Attitudes Scale” was used in the experiment group, before and after application and the data obtained were compared. An educational program of 8 weeks including drama, games and activities, Turkish, music and art activities subjects about air, water, soil, extinction of animal and plant species, climate change and waste problems was applied to the children.

8

Divergent Tasks in the Diagnosis of Wisdom in Older Preschool Children

94%

Płóciennik E.

The New Educational Review

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2017

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vol. 47

279-291

EN

The author of the article, popularising education for wisdom as a basis for comprehensive development of pupils, looks for methods supporting the development of wisdom from childhood. Stimulation of wisdom in early education can be a challenge to teachers due to a lack of theoretical and practical guide- lines. Thus, the author developed and used in studies specific diagnostic tools for analysing the capabilities and skills of older preschool children in using wisdom in their thinking. The article describes the study results concerning the application of divergent tasks stimulating thinking in children in different ranges of intelligence (based on R.J. Sternberg’s concept) and conclusions from the studies conducted based on a randomly selected sample (N = 366), e.g., that used tasks make it possible to differentiate the competences and intellectual capabilities of the children in question.

9

Preschool education

94%

Śliwerski B.

Studia z Teorii Wychowania

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2020

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vol. XI(4(33))

305-311

EN

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10

Zabawa w rozwoju rozumienia społecznego i samoregulacji społecznej we wczesnym dzieciństwie

83%

Karwowska-Struczyk M.

Kwartalnik Pedagogiczny

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2016

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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.

11

Competences of preschool children in the provision of first aid - results of a pilot study

83%

Jarzynka S., Błachnio K., Piskor M., Mikler-Chwastek A.

Problemy Opiekuńczo-Wychowawcze

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2020

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vol. 588(3)

38-51

EN

Teaching basic first aid activities is one of the most important area of children`s health education. The aim of the study was to analyse the educational effects of the pilot implementation of the author's curriculum in the provision of premedical first aid for preschool children. The knowledge and skills of pre-schoolers in the provision of first aid were analysed. The research was carried out in a private kindergarten in Warsaw. As a result, the knowledge and skills of preschool children about the principles of providing first aid was insufficient. After conducting the educational program, the level of knowledge and skills of children in this area increased significantly. Educational programs introduced as early as possible, already at the stage of preschool education, can contribute to greater awareness of health-related attitudes, may affect the skills of recognizing, responding to and providing basic rescue operations, and may influence the attention to the important role of health education.

12

Zabawa w rozwoju rozumienia społecznego i samoregulacji społecznej we wczesnym dzieciństwie

83%

Karwowska-Struczyk M.

Kwartalnik Pedagogiczny

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2016

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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.

13

Předškolní vzdělávání a školní zralost dětí ze sociálně znevýhodněného prostředí

83%

Cakirpaloglu P., Kořínek R.

Psychologie a její kontexty

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2014

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vol. 5

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issue Supplement

3-16

EN

The adaptability of children to the school environment and their potential to succeed there is closely linked to the development of their cognitive and social skills. These are primarily linked to personal factors -physical maturity as well as mental or emotional maturity and the environment in which those children grow up. This fact is evident in children growing up in disadvantageous socio-economic conditions. In general the school readiness of children from socially-disadvantaged backgrounds is affected by the specific environment, the primary family and a number of other factors. A significant support of psychosocial development and successful adaptability at the start of the compulsory education is the preschool education, especially for children growing up in disadvantageous socio-economic conditions. The presented study focused on the effect of pre-school education on school readiness in first grade children. 24 children from socially disadvantaged environment were tested twice - for first time shortly after the beginning of their first grade and for the second time before the end of the first grade. The children were then divided into two groups - those who attended pre-school education and those who started school without any pre-school education programme. The attendance thus made the independent variable in the research design. There were three research questions - what is the impact of pre-school education on: Q1: general cognitive functioning (tested using the Intelligence Image Scale), Q2: on the ability to acquire the reading skills (tested using the Reversal test by Edfeldt) and Q3 on the social maturity of the children (tested using the Vineland scale of adaptive behaviour) The results of the study suggest that pre-school education has significant effect on social skills and this effect increases during the first year. The reading skills were better in children who attended the pre-school education however this impact decreases over time. There was no statistically significant difference between cognitive functioning in both groups of children. No negative effects of pre-school education were identified. The results are in partial contradiction to other research and literature - specifically the outcome in cognitive functioning was unexpected. This can be attributed to limited number of participants. However we suppose that the results support the importance of pre-school education. Its impact could be further studied using longitudinal studies as well as focusing in more detail on the individual aspects of social exclusion and its effects on school readiness.

14

ТЕОРЕТИЧНІ АСПЕКТИ ПРОБЛЕМИ ЗДОРОВ’ЯЗБЕРЕЖЕННЯ ДІТЕЙ У СИСТЕМІ ДОШКІЛЬНОЇ ОСВІТИ

83%

Бутенко В.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 9(43)

65-72

EN

The article tells about the actuality of the subject of preschoolers’ health status. The necessity of organizing the health saving process for preschool children is caused by understanding the fact that children may be taught easily in the early age and we should develop in them some habits of health promotion which will become a component of our culture and will influence the society positively. The essence of the health preservation process is explained in the article as well. The health saving process in pedagogical aspect is considered to be a value, a system and a result. Considering that health saving is a value in preschool education, it can be treated like a state, social and personal value. Health saving as a system characterizes the health aspect of functioning of preschool educational institutions the effectiveness of which depends on the aim and the content of the activity, on the tools which are used in the process of health saving and the principles which should be basic for this kind of pedagogical system. Among them are the principles of science, accessibility, visibility, consistency, age, taking into account individual characteristics, activity, humanization, democratization, integration, and unity of the kindergarten and the child's family. Health saving as a process in pre-school education involves the development, education and training which is not harmful to children's health and which creates safe and comfortable staying in kindergarten, provides individual educational trajectory of a child, prevents stress or some kind of overload or fatigue.The result of health saving activities in preschools is a basis of child's literacy, culture and competence. We believe that Ukrainian problems of health in kindergartens are particularly relevant; this is connected with the presence of negative medical and demographic situation in Ukraine and the unfavorable trend of indicators of children's health. Therefore, there is a necessity in the formation of new ideas based on the preservation of health and the child's consciousness, which requires the teachers of preschool education level to use careful selection methods, special tools, content and organizational forms. The problem for further research can be connected with the assurance of continuity in the organization of health saving process.

15

Preschool Education in the Light of Current Program Assumptions. Selected Aspects

83%

ORDON U.

Edukacja-Technika-Informatyka

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2018

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vol. 9

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issue 2

98-103

EN

In the context of current education reforms carried out at various levels of education, it is im-portant to ask about high quality and child friendly preschool education. As stated by Klim- -Klimaszewska, “preschool education in Poland is the first stage of education system. Its main task is not only to help parents in mentoring and education of children, but first of all to stimulate their comprehensive development and school preparation” (Klim-Klimaszewska, 2012, p. 9). At the level of preschool education we observed multidimensional transformations that aimed at new approach to the theory and paradigms of education, which serves improvement of effectiveness of children’s education.

16

Places, toys and activities observed in the course of children’s free play in preschool

83%

Bilewicz-Kuźnia B.

The New Educational Review

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2016

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vol. 44

257-269

EN

The article presents results of 38 observation sessions of 10 groups of children aged 3 to 6 years during the time dedicated to play. The aim of the research was to determine the material and emotional conditions for free play depending on the time of day. The results of the observation showed that preschool-aged children play in different places of the preschool classroom, engage mostly in construction and theme play. They use many more toys in their play in the morning and before noon than they do in the afternoon. Play activity is especially intensive in the morning in comparison to the afternoon.

17

The Impact of Preschool Education Experience on Multidimensional Non-Cognitive Abilities and Personality Development of Adolescents

83%

Zhang G., Chayanuvata A.

The New Educational Review

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2023

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vol. 71

101-113

EN

The topic’s relevance is based on solving the problems of the influence of preschool education experience on the multidimensional non-cognitive abilities and personality development of adolescents. The purpose of the article was to analyse the problems of the formation of multidimensional non-cognitive processes, substantiating and determining the non-cognitive abilities of preschool children: highly developed personality, giftedness, intelligence, soft skills and conducting an experiment using the basic survey of the 2013-2014 school years conducted by the Chinese Expert Research on Education (CEPS) at Renmin University (China). The methodological approach of the research was based on the methods of analysis, synthesis, comparison, generalisation of literary sources on the problem of researching the formation of multidimensional non-cognitive abilities, graphic methods for visual illustration and comparison of the results of the ascertaining and formative stages of the research. The content of the main concepts of “abilities” and “non-cognitive abilities” is determined, and their features and features are revealed. The identified non-cognitive abilities and their indicators, as well as the methods of their formation, can be used as methodical material for universities and for the personal development of individual preschool education specialists in near and far foreign countries.

18

Rozśpiewane przedszkole. O potrzebie zajęć umuzykalniających w codziennym wychowaniu przedszkolnym

82%

Adamczewski J.

Studia Edukacyjne

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2020

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issue 58

329-340

EN

The article presents the educational aspects of the music education in everyday preschool activities. The main idea is to widely describe the role of the music activities dedicated to the youngest. Based on the literature, I tried to connect the theory with the examples of everyday teaching practice. Each part was supported with free and accessible sources of educational materials. The role of the catholic preschool teacher was stressed as well, which is crucial for the future of Polish music education.

19

Inclusion in Kindergarten, with An Aspect on Social Disadvantage

72%

Stárek L., Buchtová E.

Studia Edukacyjne

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2020

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issue 59

311-334

EN

Social disadvantage is a construct that captures various dimensions of social position, such as economic status, educational attainment, as well as ethnicity. There is considerable evidence that social disadvantage is associated with emotional and behavioural problems in children (Bergin & Bergin, 2015). Nowadays, the theme of inclusion is accurate hence the issue of social disadvantages is not topic just for the pedagogy and pedagogical workers. At the same level, the authors focus on social disadvantages children in kindergartens. A challenge for intervention includes that social disadvantage is often structural in nature and, as a result, is largely impervious to change. It has been found that much of the association of low family income with adverse child development is indirect, through more proximal processes such as parental mental health and the home environment, rather than direct. Therefore, it is crucial for pedagogical workers such as teacher, teacher assistants etc., to acknowledge the sensitivity of social disadvantages which a family can face to. This chapter aims to highlights the issue of social disadvantages which can occur in kindergarten, with an emphasis on inclusion. By using the case studies the authors have found out how a status of a social disadvantage child influence a child and its family. Also, how this problematic is seen by pedagogical workers in chosen kindergarten.

20

ФОРМУВАННЯ БАЗОВИХ МАТЕМАТИЧНИХ УЯВЛЕНЬ У ДОШКІЛЬНИКІВ ЯК ЗАСІБ ЇХ ІНТЕЛЕКТУАЛЬНОГО РОЗВИТКУ НА ПРИКЛАДІ БРИТАНСЬКОЇ ПЕДАГОГІКИ

71%

Гарник І.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 6(50)

396-404

EN

The article is devoted to the investigation of theoretical aspect of developing children’s primary mathematical concepts in early years in the system of early childhood education in the UK. The aim of the article is to study the conditions for the development of basic mathematical concepts in early childhood education in the UK. The analysis of British programmes, curriculum guidance and other authentic resources proves that intellectual education occupies a prominent place in Britain’s educational system and the preconditions of child’s brain development are the appropriate educational aids, which are favourable for proper upbringing of a healthy personality. The research defines the main areas of studying in the programmes of British pre-school institutions aimed at child’s intellectual development: communication and language, literacy, mathematics, science and technology, knowledge and understanding of the world. It explicates the methodological recommendations of the leading British scientists as to the development of children’s mathematical skills in the family environment. It determines the classification of age-related differences in the process of developing mathematical skills. The research work defines the basic skills in Maths that the child must have in early years before going to school. It analyzes the main activities for the formation of elementary mathematical skills at pre-school institutions in the UK. The formation of mathematical skills is important in preparing a child for school, for his better adjustment to the educational process at school. Mastering math skills are not the same for children of the same age, they occur in different orders and according to different age categories. The most productive way for obtaining knowledge in the field of mathematics by the child of preschool age is the play. In British pre-school institutions there are the following play activities: games with adapted natural building material (sand and water), block play, box modelling, woodwork, outdoor play, folklore (nursery rhymes, counting rhymes, finger play) etc. The study does not cover all aspects of the identified problem, which determines the necessity for further study. A separate research is required in the area of children’s gender characteristics at preschool age; the interaction between family, pre-school institutions and public organizations on children’s intellectual development at preschool age.

Refine search results

From Personal Competence to a “Competent System.” Competence of a Preschool Education Teacher in Light of the Competence Requirements in Early Childhood Education and Care Report (2011)

Reflections on the Formation of a Child’s Mathematical Culture at the Beginning of School Maturity

STUDENTS’ PERSPECTIVES ON THE IMPLEMENTATION OF MUSICAL ACTIVITIES IN PRESCHOOL EDUCATION

Social Self-reliance of Preschool Children

Mathematics education published in the “Wychowanie Przedszkolne” [in English: Preschool Education] journal (1925–1939)

Rozwijanie mądrości a podstawa programowa wychowania przedszkolnego

The Effect of the Environment Education Program Prepared for 6-Year-Old Children on the Environmental Consciousness of Children

Divergent Tasks in the Diagnosis of Wisdom in Older Preschool Children

Preschool education

Zabawa w rozwoju rozumienia społecznego i samoregulacji społecznej we wczesnym dzieciństwie