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Wyświetlanie 1-10 z 10
Tytuł:
Dorośli (i dorosłość) w pismach Janusza Korczaka
Adults (and adulthood) in the writings of Janusz Korczak
Autorzy:
Szczepska-Pustkowska, Maria
Powiązania:
https://bibliotekanauki.pl/articles/1387205.pdf
Data publikacji:
2019-09-30
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
Korczak
adult-adulthood
child-childhood
Opis:
Analyzing the texts of Janusz Korczak, we focus mainly on the child (and childhood), which he put in the center of his reflections. He emphasized the importance of childhood humanity (full and not maimed), associated with it: the dignity of the child and respect for him and the world he created. The purpose of this text is to reflect on how Korczak perceived adults and adulthood and what meaning he gave them in his writings. In order to achieve such a goal, a phenomenographic analysis of the content of several leading works of Janusz Korczak was made. It seems that this topic, although not as expressive in his works as the theme of a child and childhood, is equally important, because in the care and education for centuries, children and adults face each other.
Źródło:
Problemy Wczesnej Edukacji; 2019, 46, 3; 16-25
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Od binarności do nowej fali – między modernizmem a postmodernizmem w nowej socjologii dzieciństwa
From the binary to the new wave – between modernism and postmodernism in the new sociology of childhood
Autorzy:
Kowalik-Olubińska, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/1386954.pdf
Data publikacji:
2020-06-17
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
child
childhood
new sociology of childhood
modernism
postmodernism
holistic understanding of child and childhood
Opis:
The area of the author’s investigations is the new study paradigm, known as the new sociology of childhood, formulated at the end of the 20th century. The subject of the author’s interest is one of the currents, known as the new wave, which the author considers in the context of modernism, out of which the current of the new wave has emerged, and postmodernism, which constitutes the significant intellectual background for it. The objective of the article is to depict the way of understanding both the child and childhood contained within the investigative current of the new wave, which has enabled the child to be considered as a fully dimensional and biological, psychological and social being, as well as adaptation of the holistic understanding of childhood as a phenomenon within which culture meets nature, whereas what is social inextricably intertwines with what is natural. The author discusses the modernistic dichotomies, the criticism of which has contributed to the emergence of the new wave of study, within the context of the assumptions of the new sociology of childhood. The author presents conceptual categories which make it possible to get out of dichotomy when describing and analyzing childhood. At the end of the article the author indicates the implications of the assumptions of the new wave analyzed in the article for education of the child.
Źródło:
Problemy Wczesnej Edukacji; 2020, 49, 2; 81-90
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wyjść poza reżim imperatywu rozwojowego. Między inspiracjami Rousseau a wpływem myśli Foucaulta na współczesne studia nad dzieciństwem
Moving away from the regime of the developmental imperative. Between the inspiration of Rousseau and the influence of the thinking of Foucault on contemporary childhood studies
Autorzy:
Klus-Stańska, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/1388581.pdf
Data publikacji:
2015-09-30
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
child
childhood
childhood studies
develpment
Rousseau
Foucault
Opis:
The text is an attempt at a comparative analysis of the concept by Rousseau in which he proposed moving away from the directive control of the development of the child, with those concepts that can be found in poststructural childhood psychology and pedagogy, whose authors are inspired by the work of Michel Foucault. The author reconstructs the incidents of the child’s crying (Book 2) and child’s agency (Book 3) described in “Emile”, to show that Rousseau’s proposition is, in reality, manipulative and oppressive in relation to the child, being as it is based upon the all-knowing mentor, who carries out his own hidden programme. The poststructural proposition frees childhood from the regime of standardization and normalisation, taking as its starting point a problematisation of so-called, scientific developmental psychology, questioning the very term development and the role of educational institutions. The fundamental difference between the concept of the right of the child to enjoy their life in freedom formulated by Rousseau and poststructuralist concepts, is identified by the author in terms of four areas: certainty “versus” the uncertainty of deciding(differences in status given to the thesis and the project, universalism “versus” localism (differences in scope of agreed upon understandings), binary “versus” diversity (differences in accepted ontological assumptions), instruction “versus” description (differences in moral attitude towards the child).
Źródło:
Problemy Wczesnej Edukacji; 2015, 30, 3; 7-22
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Od idei poznania dziecka do pedologii jako nauki o dziecku
From the idea of child recognition to pedology as the theory of children’s behaviour and development
Autorzy:
Jakubiak, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/1388536.pdf
Data publikacji:
2015-06-30
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
pedagogy
child recognition
childhood
experimental psychology
Opis:
The child and childhood as socio-pedagogical categories are studied and described in the relatively recent pedagogical literature. Indeed systematic scientific reflection on childhood began in the mid nineteenth century and was connected with the contemporary development of child psychology and later pedology as the theory of the child. The article intends to develop the thesis that pedology had its origins in the European tradition of modern era pedagogy and, what is more important, that it was referring to the mid-eighteenth century postulates which proclaimed the need to know the child. Therefore, the main aim of this theory, which has been developing in Europe and the United States of America since the late nineteenth century as an interdisciplinary, experiential study, was to investigate the nature of the child.
Źródło:
Problemy Wczesnej Edukacji; 2015, 29, 2; 15-22
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dzieciństwo, dziecko i jego dobro w perspektywie Korczakowskiej
Childhood, child and the best interest of the child in the Korczak perspective
Autorzy:
Turczyk, Małgorzata
Kusztal, Justyna
Powiązania:
https://bibliotekanauki.pl/articles/1387204.pdf
Data publikacji:
2019-09-30
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
childhood
child
the good of the child
Janusz Korczak
Opis:
This article is an attempt to specify the meanings of a child’s category, childhood and the best interest of the child made on the basis of analysis and interpretation of pedagogical thought of Janusz Korczak and literature analysis. The interpretations and references to Korczak’s thoughts have been there included. The research project were based on document content analysis. Korczak – the figure undoubtedly the foreground in Polish pedagogy and the world doctrine of children’s rights. It is his pedagogical practice and contemporary reception of his thoughts, made by educators and lawyers, that will become the basis for seeking the meanings of categories on which the modern doctrine of children’s rights and the system of their protection are built. As a result: the principle of the best interest of the child as a determinant of the pedagogical practice of Janusz Korczak has been normalized in the Convention on the Rights of the Child and other acts of Polish and international law. This category is interpreted dynamically in the context of changes in the discourses of a child and childhood functioning in social and political life, especially in the area of education and upbringing of the young generation. As a pedagogical category, it is visible in the reflection of many pedagogues as a central category, most often identified with the goal of all adult activities for the child.
Źródło:
Problemy Wczesnej Edukacji; 2019, 46, 3; 7-15
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Edukacja dziecka ku ponadczasowym wartościom – rozważania na przykładzie współczesnej "Baśni o perle" Anny Gibasiewicz
Child education toward atemporal values – considerations on the example of "Fairy tale about a pearl" by Anna Gibasiewicz
Autorzy:
Józefowicz, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1387058.pdf
Data publikacji:
2019-03-31
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
fairy tale
child
values
early childhood education
Opis:
Baśń o perle (ang. Fairy tale about a pearl) by Anna Gibasiewicz (2016), is a moving story of heroes, whose fates intertwine in extraordinary circumstances, a tale of transformation and searching for the most important things in life. By its form the fairy tale refers to the folk magic tales, the mood of melancholy is similar to Andersen’s fairy tales. The story is addressed to children at the early school age. On its example, I look at the contemporary implementation of the traditional genre, which is a fairy tale and the values carried by the story. I pay attention to fairy tales, which may form the basis for educational activities with children. Analyzing the literary text of Baśń o perle (ang. Fairy tale about pearl) I refer to psychoanalytic interpretations of folk tales made by Bruno Bettelhaim and archetypal critique by Alicja Baluch. Reading fairy tales to the contemporary child still can perform a „miraculous and useful” role in his social and emotional development.
Źródło:
Problemy Wczesnej Edukacji; 2019, 44, 1; 94-102
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Badania dotyczące dzieciństw(a) – perspektywa praw dziecka
Studies concerning childhood(s) – Children’s rights perspective
Autorzy:
Jarosz, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/1387910.pdf
Data publikacji:
2018-12-31
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
childhoods
childhood studies
rights of the child
Opis:
Research concerning children and childhood has been developing on the background of the evolution of different narrations (discourses) about a child. After the Convention on the rights of the child, narrations on the children’s rights and then about child well-being and the quality of children’s life became the very meaningful. As a consequence, a new type of research on childhood has been developing which has some specific foundations as for the object and procedures used. In the paper an attempt to expose main methodological assumptions of the new paradigm is presented, the role of subjective treatment of children in research and some patterns of childhood studies. This paradigm is dedicated to pedagogues, especially social pedagogues, as the way of researching childhoods close to their perception of studies as socially engaged and as interdisciplinary in the spectrum of exploration.
Źródło:
Problemy Wczesnej Edukacji; 2018, 43, 4; 7-19
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Przeciwdziałanie ubóstwu dzieci i młodzieży w Unii Europejskiej. Między planowaniem a działaniem
Counteracting child and youth poverty in the European Union. Between planning and action
Autorzy:
Białobrzeska, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/1387892.pdf
Data publikacji:
2018-12-31
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
child poverty
counteract child poverty
investment in children
early childhood education and care
Opis:
The aim of the article is to examine whether the member states of the European Union guarantee children in poverty the right to specific means of equal opportunities as guaranteed by the European pillar of social rights. A strategy for counteracting poverty based on the A. Giddens’s concept of the ‘social investment state’ was created in the EU. According to this concept, the state should support most of all these social groups which guarantee the highest social advantages. Following this idea, the union strategy for fighting poverty emphasizes the necessity of investing in children from early years of their lives. According to the social investment paradigm adopted by the European Commission, a crucial role in strategies for counteracting child poverty plays early childhood education and care.
Źródło:
Problemy Wczesnej Edukacji; 2018, 43, 4; 96-104
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rola wczesnej edukacji i opieki w ograniczaniu skutków ubóstwa wśród dzieci
Role of early childhood education and care in reducing the effects of poverty among children
Autorzy:
Subocz, Elżbieta
Powiązania:
https://bibliotekanauki.pl/articles/1387989.pdf
Data publikacji:
2017-05-24
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
early childhood education and care
early intervention education
child poverty
consequences of child poverty
Opis:
This article attempts to answer the question: what role does the process of early childhood education and care play in reducing the effects of poverty among children? The main argument of the article states that education (started as early and lasting as long as possible) is the only chance to limit the negative consequences of poverty, as well as to overcome the intergenerational transmission of poverty and social exclusion. Relying on the results of foreign (mostly American) surveys, it has been proven that good quality early childhood education and care is beneficial for children living in poverty, as well as for society as a whole. It positively influences the social and emotional development of children, their language skills and school achievements. Children who benefited from institutions / programmes for early childhood education and care, in adulthood do better in the labour market, have higher earnings and are less likely to seek stimulants. Society bears lower costs of special education, anti-social behaviour, criminal proceedings, social welfare and health of young people and adults.
Źródło:
Problemy Wczesnej Edukacji; 2017, 38, 3; 21-33
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Bycie dziecka w Polsce „dobrej zmiany”– między Konwencją o Prawach Dziecka a rzeczywistością
Being of the child in Poland at a time of ‘good change’ – between the Convention on the Rights of the Child and reality
Autorzy:
Dagiel, Małgorzata
Kowalik-Olubińska, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/1387889.pdf
Data publikacji:
2018-12-31
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
childhood
Convention on the Rights of the Child
Ombudsmen for Children
socio-political context of being the child
discourse
Opis:
The aim of the authors is to show the situation of the child in contemporary Poland at a time of a policy of ‘good change’ viewed through the lens of children’s rights guaranteed by the Convention on the Rights of the Child. The authors analysed a discourse of the Ombudsmen for Children’s interventions in order to reconstruct the image of being of the child in a new socio-political reality in Poland. The analysis shows the disagreement between the assumptions of the pro-family state policy and the situation of the child in Poland. Concern about child welfare presented by the governmental authorities is apparent and insufficient, which adversely affects children’s well-being and the quality of their lives.
Źródło:
Problemy Wczesnej Edukacji; 2018, 43, 4; 114-124
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
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