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Zabawa w rozwoju rozumienia społecznego i samoregulacji społecznej we wczesnym dzieciństwie

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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.
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Reggio Emilia – pożądana filozofia i praktyka dla edukacji przedszkolnej

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Karwowska-Struczyk M.
Problemy Wczesnej Edukacji
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2011
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vol. 7
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issue 14(2)
48-72
PL
In this article, the author discusses two main traditions in the ECE for children from birth to 6 years as mentioned in Starting Strong II (2006) : the first is called the social pedagogy tradition, and the second the readiness for school tradition. The first is reflected in the Reggio Emilia approach, since it is directed to the education of the whole child, not only to the areas useful for school readiness. The author describes the social and political roots of the Reggio Emilia approach, characterizes its main components, such as social interdependency among children, parents and teachers, and the social community. It is a project method approach, and uses the role of the documentation of children and teachers` activities as a basis for an emergent curriculum. She ends with descriptions of the spatial considerations «the third teacher» as the teachers in Reggio Emilia describe the educational space. Generally, the author gives an insight into the Reggio Emilia approach. However she does not cover the ground, but encourages the deepening of knowledge.
3
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Kontynuacja i koniunkcja pedagogiczna – rodzice, nauczyciele, decydenci o osiągnięciach rozwojowych dzieci w żłobku i przedszkolu

100%
Karwowska-Struczyk M.
Kwartalnik Pedagogiczny
|
2018
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vol. 63(2 (248))
68-108
PL
In the article the author examines parents’, caregivers’ working in crèche, preschool teachers’ and educational and social policy makers’ beliefs concerning the child’s developmental achievements. Three groups of respondents were asked what kind of skills a child leaving crèche and then preschool they think will achieve. The author assumes that a congruence of beliefs, their educational conjunction and continuity may support a child, enforce the child’s development, and make the process of educational transition from one institution to another (from crèche to preschool and finally to school) easier for him/her.
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