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Wyświetlanie 1-15 z 42
Tytuł:
How can I improve the environment to support the emergent curriculum?
Autorzy:
Phelan, Ellen
Powiązania:
https://bibliotekanauki.pl/articles/1386966.pdf
Data publikacji:
2020-11-18
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
early childhood curriculum
early childhood environment
emergent curriculum
action research
Opis:
This Action Research (AR) project aims to answer the question “How can I improve the environment to support the emergent curriculum within the toddler room?” It utilises Kemmis and MacTaggart’s Action Research Spiral. The researcher, two team members and 24 children aged 18–30 months participated. The research took place in the researcher’s place of work: a non-profit community childcare setting. Data was gathered over two cycles of Action Research through observations of the children within the setting, field notes and focus group meetings throughout the project over a six-month period. The project demonstrated the power of the environment to support children’s learning and development and to enable them to be the instigators of their own learning. It highlighted the key role of the educator in providing this environment, ensuring it is inclusive and accessible to all children and in engaging in continuous reflective practice as a team with the aim to improve and make meaningful changes. Partnership with parents in creating an environment that supports the diversity of our classrooms also arose as an important finding.
Źródło:
Problemy Wczesnej Edukacji; 2020, 50, 3; 97-110
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Inquiry on early childhood teachers preparation and retention
Autorzy:
Nowak-Fabrykowski, Krystyna
Aylor, Mary Lou
Powiązania:
https://bibliotekanauki.pl/articles/1387986.pdf
Data publikacji:
2017-05-24
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
early childhood
teachers
retention
Opis:
The purpose of this study is to analyze early childhood teacher preparation and investigate the factors that motivated individuals to become early childhood teachers and that have kept them in the profession. This study reports the results of an online survey investigating motives of staying or leaving the early childhood profession. The results of this inquiry point to factors that influenced their choice, taking into consideration their professional preparation. Advice for new early childhood educators just entering the profession is also provided.
Źródło:
Problemy Wczesnej Edukacji; 2017, 38, 3; 61-72
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:
Wczesnoszkolna edukacja matematyczna. Perspektywa holistyczna
Early school math education. Holistic perspective
Autorzy:
Kalinowska-Iżykowska, Alina
Powiązania:
https://bibliotekanauki.pl/articles/1386946.pdf
Data publikacji:
2020-06-17
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
holistic education
early school math education
Opis:
Holistic education is a concept whose assumptions speak of the whole educational interactions of an exogenous and endogenous nature. The text postulates the thesis that it is possible to view the various areas of knowledge, including mathematics, holistically. Two views show arguments that confirm this possibility. The need to adapt mathematical education to students’ cognitive levels, work in small groups or openness to beauty, as well as fascinating examples of mathematical descriptions of phenomena in nature are basic needs of early classes math education. They also develop competencies relevant to the holistic approach to education, enabling the building of coherent mathematical knowledge in the minds of students and their understanding of the mathematical nature of the world.
Źródło:
Problemy Wczesnej Edukacji; 2020, 49, 2; 115-127
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Szkoła jako przestrzeń inkubacji aktywności cyfrowej nauczycieli edukacji wczesnoszkolnej
School as an incubation space for digital activity of early education teachers
Autorzy:
Walter, Natalia
Powiązania:
https://bibliotekanauki.pl/articles/1387806.pdf
Data publikacji:
2018-06-30
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
digital activity
early education
child programming
Opis:
In the paper we argue that school is a space for growing and developing digital activity of early education teachers. Based on an observational study and a literature review, we identified factors affecting such activity, i.e., individual features of teachers (competences, motivation, attitude towards self-development, lowliness, and willingness for change), their competence in handling electronic devices, technical equipment available at school, support from the school community along with clearly stated expectations (that the use of digital media is a must, not an option) and availability of trainings and places for exchanging experience and good practices.
Źródło:
Problemy Wczesnej Edukacji; 2018, 41, 2; 20-27
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:
Dziecięce kompetencje do przeciwstawiania się w kulturze szkoły polskiej
Children’s Oppositional Competences in the Culture of the Polish School
Autorzy:
Wiśniewska-Kin, Monika
Powiązania:
https://bibliotekanauki.pl/articles/1387545.pdf
Data publikacji:
2019-12-17
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
early education
child’s development
oppositional discourse
Opis:
The paper presents the results of an educational research project implemented in the school year 2016/2017 in selected primary schools in urban environment (Łódź). The aim of the study was to diagnose oppositional discursive strategies (initial opposition movements, relationships between partners, reaching agreement), in a group of thirty 8- to 9-year-olds and 9- to 10-year-olds. The research was conducted in a place that provides children with natural play conditions (school common room). The investigator appeared in the role participant as an observer (the researcher came from the examined environment and had the opportunity to “blend into” the events). The material came from participant observation. The observation embraced practical and socio-cognitive activity of the pupils. The results enables recognition of cognitive-social and communicative-interactive competences of the child. In none of the observed opposition episodes physical violence was applied to the interlocutor (only in a few cases children continued to dispute). In the process of reaching agreement in disputable situations, the children focused on agreeing on conflicting behaviours, opinions or views without an adult intermediary (despite the fact that children did not always reach an immediate agreement in the disputed situation).
Źródło:
Problemy Wczesnej Edukacji; 2019, 47, 4; 35-46
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rynkowy model wczesnej edukacji a stanowisko profesjonalistów – perspektywa globalna
A market model of early childhood education and the position of professionals: a global perspective
Autorzy:
Potulicka, Eugenia
Powiązania:
https://bibliotekanauki.pl/articles/1388960.pdf
Data publikacji:
2014-09-30
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
early childhood education
market and democratic model of early childhood education
educational policy
public and private partnership
Opis:
The text presents an analysis of global sources of the increasing expansion of the market model in the field of early childhood education, understood as all institutional types of pre-schooling education. The importance of this stage of education for the child’s development – especially in disadvantaged groups – and its subsequent functioning at school does not seem to be questionable in the light of the research results cited. Nonetheless, the possibility of every child’s access to good, public, and free early education is far from satisfactory. Consideration of this issue from the economic, educational, and political perspectives reveals a number of tensions and problems, conditioned locally and globally. One of the key issues is the opposition between the market model of early childhood education and aspirations to implement democratic solutions supporting these wide learning objectives for children. However, the economic crisis makes education in the field of early childhood education require public and private partnership, implemented in the context of specific government regulations.
Źródło:
Problemy Wczesnej Edukacji; 2014, 26, 3; 7-24
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
„Nasz elementarz” – krótki opis daru, który zubaża obdarowanych
“Nasz elementarz” (“Our primer”) – a brief description of a gift which impoverishes the beneficiaries
Autorzy:
Klus-Stańska, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/1389117.pdf
Data publikacji:
2014-12-31
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
early education
abc book
child's development
infantylization
Opis:
The text is a critical analysis of the assumptions and content of “Nasz elementarz”, a textbook for the first grade of the primary school which has been promoted by the Ministry of Education. An overt attempt at the unification, control, and limiting of the development space of the youngest pupils has been indicated. Two theoretical perspectives have been adopted for the analysis: constructivism and the Foucauldian concept of normalizing discourse. The discourses underlying the textbook, which are permeated by relations of oppressive power over children, have been identified: the discourse of the child (infantile child discourse), of childhood (closed and colourless childhood discourse), and of knowledge (limited knowledge discourse).
Źródło:
Problemy Wczesnej Edukacji; 2014, 27, 4; 24-44
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dziecięce rozumienie świata – w poszukiwaniu uzasadnień postępowania badawczego
Understanding the world from the perspective of children
Autorzy:
Wiśniewska-Kin, Monika
Powiązania:
https://bibliotekanauki.pl/articles/1388038.pdf
Data publikacji:
2016-03-31
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
early education
child’s development
understanding
categorising
evaluating
Opis:
Reflecting on the understanding of the world from the perspective of children is significant for several reasons. First, it allows us to examine the kind of thinking and actions of children which is of an interpretative nature: it reveals not only the child’s personal knowledge, but above all, the ways of understanding, categorising and evaluating an ambiguous and often conflicted reality. It also provides an opportunity to reconstruct the cognitive skills manifested in the verbal and non-verbal reactions of children put in front of an organised problematic situation. In view of such a conclusion, it is worth taking the time to analyse the complex problem: how children perceive the world and how to reconstruct in practice children’s processes associated with understanding, categorising, and evaluating the world.
Źródło:
Problemy Wczesnej Edukacji; 2016, 32, 1; 59-70
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Orientowanie się w przestrzeni bez przestrzeni – o budowaniu świadomości przestrzennej w edukacji wczesnoszkolnej
Orientating in a space without space – about building spatial awareness in early school education
Autorzy:
Nowicka, Marzenna
Powiązania:
https://bibliotekanauki.pl/articles/1386991.pdf
Data publikacji:
2020-11-18
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
spatial orientation
spatial awareness
early school education
textbooks
Opis:
Orientation in physical space is a skill that allows functioning well in everyday life. The task of the school is to support this skill. The article presents the results of an analysis of 3 packages of school textbooks intended for I–III classes of primary school. It was agreed that textbook instructions concerning building spatial awareness are of a narrow instrumental nature and are focused solely on achieving efficiency in school understanding. The focus is on static situations organized in the classroom and exercises on the plane. Children acquire only knowledge about space, and do not accumulate useful experience related to everyday functioning in it.
Źródło:
Problemy Wczesnej Edukacji; 2020, 50, 3; 18-31
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zjawisko ukrytej przemocy wobec najmłodszych uczniów na zajęciach matematycznych
The phenomenon of hidden violence against the youngest students in math classes
Autorzy:
Kalinowska, Alina
Powiązania:
https://bibliotekanauki.pl/articles/1387542.pdf
Data publikacji:
2019-12-17
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
early childhood mathematical education
hidden violence
teacher
student
Opis:
The paper undertakes research meant to identify the teacher’s violent behaviour towards students during early school math lessons. The research conducted in grade one during the math class was used as an aid to deeper understanding of the phenomenon of violence in school. It was found that some lesson procedures, mathematical formulations, and cognitive situations can be seen from the perspective of teacher violence. Their effects can reduce pupils’ self-esteem, limit understanding of mathematics and hinder full participation in culture now and in the future.
Źródło:
Problemy Wczesnej Edukacji; 2019, 47, 4; 70-84
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Reformatorskie działania w edukacji wczesnoszkolnej uczniów z niepełnosprawnością – „druzgocące fakty dokonane” czy postęp?
Reforming actions in early childhood education of pupils with disabilities – “devastating facts made” or progress?
Autorzy:
Sadowska, Sławomira
Powiązania:
https://bibliotekanauki.pl/articles/1387990.pdf
Data publikacji:
2017-05-24
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
early school education
work centers method
integrated education
Opis:
Reforming actions after the political change in 1989 brought new interpretations of work to the first stage of education and changes in the existing qualifications of teachers working in grades I–III of special schools. The read standards of work from the field of documents from the Ministry of Education stand in opposition to the expanse of positions expressed by scientific circles, while the first ones imprint their explicit stigma on the teacher conceptualizations of work in the first educational stage. The concept of work in classes I–III, developed on the basis of special pedagogy, despite the fact that the reformed school did not question its basic assumptions, is no longer an axis of thought in working with pupils with disabilities.
Źródło:
Problemy Wczesnej Edukacji; 2017, 38, 3; 7-20
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Przedszkola w debacie polityczno-oświatowej Niemiec. W stronę edukacji, opieki i wychowania
Preschools in the political-pedagogical debate in Germany. Towards education, care, and upbringing
Autorzy:
Nowosad, Inetta
Powiązania:
https://bibliotekanauki.pl/articles/1386933.pdf
Data publikacji:
2020-03-31
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
early childhood education and care
preschools
educational policy
Germany
Opis:
Contemporary pre-school institutions in Germany have ceased to be perceived solely as providers of care. Significant importance has been assigned to education and upbringing as equivalent categories. The change in approach is not only apparent in their organisation and functioning, but also in state policies, which clearly emphasise the importance of early childhood. The aim of the article is to analyse the political-pedagogical debate that has been in progress since 2005, as well as to scrutinise the adopted arguments and their consequences in the form of the ever changing early school education and care in Germany. The analysis of conditions that have contributed to bestowing preschools with such significance, not only in the process of early childhood development, but also in the process of more broadly understood social development, has also been recognised as equally important, as a result of which preschool institutions have gained importance in the area of political investment that is equal to that granted to schools. The analysis of educational reports and formal-legal guidelines on both federal and state levels is meant to illustrate the range of the introduced changes and the specifics of the German reform, which is perceived as an interlinked network and as cooperation for the sake of children and their families.
Źródło:
Problemy Wczesnej Edukacji; 2020, 48, 1; 63-74
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pluralizm religijny wyzwaniem dla wczesnej edukacji
Religious pluralism as a challenge for early education
Autorzy:
Różańska, Aniela
Powiązania:
https://bibliotekanauki.pl/articles/1387083.pdf
Data publikacji:
2019-06-30
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
religious pluralism
perception of pluralism
religious identity
early education
Opis:
In the article the question of religious pluralism is presented. The author gives the characteristics of this concept, which has changed its meaning over the recent years. The author brings into light some contemporary ways of perception of the religious pluralism and controversies they result in. The concept of inclusive pluralism by Jacques Dupuis has been recommended by the author as a model of religious pluralism which enables the opening of religious education on the inter-religious dimension. A proper understanding of religious pluralism plays an important role in forming an open religious identity which is one of the key tasks in education including early education.
Źródło:
Problemy Wczesnej Edukacji; 2019, 45, 2; 39-49
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 42

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