Temat: relational education - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Participant Action Research (PAR) for early childhood and primary education: the example of the THRIECE project
Autorzy:: O’Toole, Leah
Powiązania:: https://bibliotekanauki.pl/articles/1386956.pdf
Data publikacji:: 2020-06-17
Wydawca:: Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:: Participant Action Research
holistic
inclusive
relational education
Opis:: This paper explores the potential benefits of Participant Action Research (PAR) for early childhood and primary education. It presents the example of the Erasmus+ funded THRIECE (Teaching for Holistic, Relational and Inclusive Early Childhood Education) project, and drawing on the reflections of its participants, supports PAR as a respectful, inclusive, relevant approach to educational research that can lead to deep personal and intercultural learning. It highlights the importance of embracing the ‘messiness’ of action research, and allowing its non-linear complexity to enhance both process and outcomes. It explores the potential of PAR to allow for investigation of and value for the embodied, tacit knowledge and understandings of expert educators, supporting continuous development of practice and providing the language for educators to explain their approaches. Finally, it identifies the crucial nature of a relational approach for the success of Participant Action Research.
Źródło:: Problemy Wczesnej Edukacji; 2020, 49, 2; 31-44
1734-1582
2451-2230
Pojawia się w:: Problemy Wczesnej Edukacji
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Swobodna zabawa w przedszkolu – ku edukacyjnej wolności
Free play in preschool. Towards educational freedom
Autorzy:: Kmita Zaniewska, Katarzyna
Powiązania:: https://bibliotekanauki.pl/articles/2134323.pdf
Data publikacji:: 2022
Wydawca:: Uniwersytet Wrocławski. Wydział Nauk Historycznych i Pedagogicznych. Instytut Pedagogiki. Zakład Historii Edukacji
Tematy:: swobodna zabawa
wczesna edukacja
przedszkole
edukacja oparta na relacjach
unstructured play
early education
preschool
relational education
Opis:: Cel. Celem artykułu jest ukazanie nieustrukturyzowanej, swobodnej zabawy jako naturalnej aktywności dzieci oraz warunku ich holistycznego rozwoju. Metody. Autorka dokonuje przeglądu teoretycznego na podstawie literatury przedmiotu. Wyniki. Rodzice i nauczyciele jako animatorzy dziecięcej zabawy ograniczają najmłodszym perspektywę rozwoju emocjonalnego, społecznego i fizycznego w naturalnych warunkach socjalizacji, czyli w grupie rówieśniczej. Podczas swobodnej zabawy dzieci zdobywają kompetencje niezbędne do podejmowania przyszłych ról, radzenia sobie w sytuacjach konfliktowych, zmagania się z problemami, budowania relacji i odkrywania innowacyjnych rozwiązań. Wnioski. Pomimo świadomości potrzeb rozwojowych dzieci i korzyści płynących z respektowania prawa do (swobodnej) zabawy, pozostawienie dzieciom wolności w decydowaniu o sposobach zagospodarowania czasu może być dla nauczycieli przedszkoli oraz rodziców dużym wyzwaniem, natomiast realizacja podejścia pedagogicznego, nasyconego zaufaniem do dzieci, respektowaniem ich autonomii i samorządności – barierą, której nie zdołają przekroczyć.
Aim. The aim of the article is to present unstructured, free play as a natural activity of children and a condition for their holistic development. Methods. The author conducts a theoretical review of literature. Results. Parents and teachers as animators of children’s play, limit the children’s emotional, social, and physical development in the natural conditions of socialization – in a peer group. By playing freely, children acquire competences necessary to take up future roles, coping with conflicts, dealing with problems, building relationships, and discovering innovate solutions. Conclusions. Despite the awareness of the developmental needs of children and the benefits of respecting their right to (free) play, allowing children to decide how to spend their free time may be the big challenge for preschool teachers and parents. Implementation of a pedagogical approach, filled with trust in children, their autonomy and self-governance, may be a barrier they cannot cross.
Źródło:: Wychowanie w Rodzinie; 2021, XXV, (2/2021); 81-97
2082-9019
Pojawia się w:: Wychowanie w Rodzinie
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Z doświadczeń uczestników projektu THRIECE – perspektywa dziecka i dorosłego
The experiences of THRIECE participants – child’s and adult’s perspectives
Autorzy:: Nowak-Łojewska, Agnieszka
Powiązania:: https://bibliotekanauki.pl/articles/1386947.pdf
Data publikacji:: 2020-06-17
Wydawca:: Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:: project THRIECE
holistic
relational and inclusive education
early education
Opis:: The text is a description of the international project THRIECE (Agreement 2017-1-IE01- KA201-025698) realised as Erasmus+ Programme in 2017-2020. Experiences of its participants (teachers and children 3 to 10 years old) were reconstructed. In this article a qualitative analysis of teachers’ utterances was applied and children’s narrations with mosaic approach were used. Classes observations, children’s utterances and their pieces of work were helpful. As a result of the research, an innovative approach was revealed with elements of holistic, relational and inclusive education, which are the three basic pillars of the project. These innovative ideas resulted in examples of new interesting educational practices.
Źródło:: Problemy Wczesnej Edukacji; 2020, 49, 2; 103-114
1734-1582
2451-2230
Pojawia się w:: Problemy Wczesnej Edukacji
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Ties and identity bonds. Museum education and cognitive conservatism
Autorzy:: Karczewski, Leszek
Powiązania:: https://bibliotekanauki.pl/articles/27711473.pdf
Data publikacji:: 2023-10-17
Wydawca:: Krajowy Ośrodek Badań i Dokumentacji Zabytków
Tematy:: identity
museum
conservatism
museum education
relational art
Opis:: The article discusses the complexity of identity, the interdependence of social and cultural identity, and their relationship with museum education. The Author emphasizes that an individual’s identity is shaped both by their membership in a social group and the internalization of its cultural values. With respect to museums, institutional employment contributes to identity formation, while cultural identity stems from museum narratives. The Author analyzes individual identity as a manifestation of cognitive conservatism influenced by neurophysiological mechanisms. The Author argues that museum education can play a significant role in transforming individual identity, especially by exposing individuals to diverse perspectives and values. The research indicating the potential for lasting changes in preferences as a result of educational activities is cited. The Author highlights the importance of social bonds formed within the museum, and suggests expanding the perspective of relational art to include the experiences of museum education. Furthermore, it is also emphasized that museum education initiatives should not be viewed as tools for analyzing the museum institution but as opportunities for participants to express themselves and build connections with one another.
Źródło:: Muzealnictwo; 2023, 64; 154-158
0464-1086
Pojawia się w:: Muzealnictwo
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: „To learn with” in the view of the holistic, relational and inclusive education
Autorzy:: Agnieszka, Nowak-Łojewska,
Leah, O’Toole,
Claire, Regan,
Manuela, Ferreira,
Powiązania:: https://bibliotekanauki.pl/articles/892367.pdf
Data publikacji:: 2019-04-30
Wydawca:: Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:: children
education
holistic
inclusive and relational pedagogy
Opis:: The text is an attempt at illustrating the category “to learn with…” in three approaches: holistic, inclusive and relational. Each of them brings in interesting solutions to work with children which originate in a constructivist-humanistic approach to education. The text points out the value of communication and building relationships between a teacher and a child; the sense of play and active learning by using a problem-solving approach, motivation and children’s interest in the world.
Źródło:: Kwartalnik Pedagogiczny; 2019, 64(1(251)); 151-162
0023-5938
Pojawia się w:: Kwartalnik Pedagogiczny
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Development of a caring teacher-student realationship in higher education
Autorzy:: Simel Pranjić, Sanja
Powiązania:: https://bibliotekanauki.pl/articles/1366480.pdf
Data publikacji:: 2021-06-17
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: care
student-teacher relationship
upbringing
relational pedagogy
higher education
Opis:: Aim. This article aims to summarize the current state of understanding on a development of a caring teacher-student relationship in higher education context, grounded in relational pedagogy. Also, it provides critical reflection on the data from available literature. Methods. The development of a caring teacher-student relationship was presented using the method of description, based on the review of relevant literature. Results. The development of a caring relationship between students and higher education teachers can be monitored in stages. At first, there is the introductory meeting with the students when a teacher with his personality, authenticity, and approach lays the foundations for the development of a caring relationship. During further meetings, the teacher encourages mutual trust, respect, and appreciation and deepens the relationship by adapting the teaching process to the needs, interests, and affinities of students, until the formal completion of their cooperation. Conclusion. In order to achieve a caring relationship with students in higher education, a teacher needs to approach it consciously, intentionally, thoughtfully and to plan it well from the very beginning. It is crucial to get to know the students as real persons, and accordingly, continuously adapt the teaching process to their needs and interests, allowing them to express themselves freely in a safe, accepting, and encouraging environment. Cognitive value. By presenting the stages of a development of the caring relationship between students and higher education teachers and the synthesis of their characteristics, this paper contributes to a deeper understanding of this phenomenon.
Źródło:: Journal of Education Culture and Society; 2021, 12, 1; 151-163
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: A relational concept of inclusion. Critical perspectives
Autorzy:: Caroline, Schmitt,
Powiązania:: https://bibliotekanauki.pl/articles/892988.pdf
Data publikacji:: 2019-07-29
Wydawca:: Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:: inclusion
relational inclusion
integration
separation
social work
special needs education
participation
agency
vulnerability
Opis:: The adoption of the Convention on the Rights of Persons with Disabilities (CRPD) underlines the status of inclusion as a human right. In this context, inclusion means being involved in society, and people being acknowledged whatever their abilities and needs. The article gives an insight into the international debate on inclusion, and the discussion and state of implementation in Germany. It advocates a relational concept of inclusion making use of an “agency-vulnerability nexus”. Just like the human rights understanding of inclusion, relational theories of agency and vulnerability examine the processes in social environments which enable or hinder agency. They focus on professional practice, the organisational structures of social services, political conditions and social discourse (for example on disability or refugeeism) and how they are relevant to subjective scopes of action. A perspective of this kind has inherent potential with regard to social criticism, and this is indispensable for a debate which understands inclusion as a task to be tackled by society as a whole.
Źródło:: Papers of Social Pedagogy; 2019, 11(1); 60-76
2392-3083
Pojawia się w:: Papers of Social Pedagogy
Dostawca treści:: Biblioteka Nauki

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