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    Wyświetlanie 1-14 z 14
    Tytuł:
    „Rózga i karcenie udziela mądrości…” . O społecznym micie przydatności bicia w wychowaniu
    “The rod and reproof give wisdom…”. The myth of the social usefulness of beatings in upbringing
    Autorzy:
    Jarosz, Ewa
    Kurkowski, Cezary
    Powiązania:
    https://bibliotekanauki.pl/articles/1388109.pdf
    Data publikacji:
    2016-04-06
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    domestic violence
    violence against children
    violence in upbringing
    Ombudsman for Children
    Opis:
    The paper presents the problem of violence in upbringing from a historical and contemporary perspective. The reflection is focused on the situation in Poland – both in the past and today. A lot of historical resources indicate that violence in upbringing was a common reality for children in Poland from the Middle Ages and during the following centuries. Today in Poland violence in upbringing is banned in our law and although violent behaviours towards children are less popular and not as severe as in the past, still as a way of disciplining a child violence is in some forms socially accepted. The paper presents the results of the survey carried out in 2015 which is part of the monitoring which has been conducted by the Ombudsman for Children since 2011.
    Źródło:
    Problemy Wczesnej Edukacji; 2016, 33, 2; 45-65
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Przemoc w wychowaniu w świetle opinii społecznej oraz relacji rodziców – zarys problemu na tle raportu Rzecznika Praw Dziecka
    Violence in upbringing in light of public opinion and parents’ accounts – an outline of the problem based on the report of the Ombudsman for Children
    Autorzy:
    Jarosz, Ewa
    Kurkowski, Cezary
    Powiązania:
    https://bibliotekanauki.pl/articles/1388617.pdf
    Data publikacji:
    2015-12-31
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    violence in upbringing
    violence against children
    domestic violence
    Ombudsman for children
    Opis:
    The paper describes the results of the survey focused on the social attitudes towards violence in upbringing made in 2015. The survey is a means of monitoring violence against children carrying out by the Ombudsman for Children since 2011. The research findings reveal a declining tendency in violence in upbringing acceptance over the study period. However, the violence in upbringing acceptance among the Poles remains at a high level. The survey shows that too many Poles consider beating children to be an effective method of upbringing and that too many parents use spanking and beating in their everyday relations with children. The final part of the paper concentrates on the possible solutions to stop using corporal punishment in Poland.
    Źródło:
    Problemy Wczesnej Edukacji; 2015, 31, 4; 151-159
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    „Tyłek nie szklanka” – o popularności kar cielesnych w wychowaniu
    “Bottom not a glass” – currency of corporal punishment in upbringing
    Autorzy:
    Jarosz, Ewa
    Kurkowski, Cezary
    Powiązania:
    https://bibliotekanauki.pl/articles/1387553.pdf
    Data publikacji:
    2018-05-25
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    violence against children
    violence in upbringing
    corporal punishment
    Opis:
    The paper presents the problem of corporal punishment in Poland in the light of social approval of violent behaviours towards children and social attitudes towards activities counteracting the problem of the use of corporal punishment in upbringing. On the background of the brief presentation of world research proving negative consequences of corporal punishment, and in this context, underlining the meaning of corporal punishment and the need of the intensive actions against the problem, the role of research on social attitudes towards it is accented. Based on this, in the paper some aspects of the report of the Polish Ombudsman for Children on social attitudes towards violence in upbringing from year 2017 are presented. In the light of several indicators that show: the level of social acceptance of violent behaviors in relationship with a child, treating beating children a method of child rising and social awareness of the ban of corporal punishment and the assessment of the law as well as attitudes to others actions, the paper presents considerations about the level of the social acceptance of violence against children, which is seen in Poland and on that ground also rather sad conclusions about the risk of the use of violence in everyday raising practice but also a risk of violence toward a child in its serious forms that harm to health and life of a child. The end of the paper presents the thesis promoted in the world about the possibility of decreasing the problem of child maltreatment by lowering the social acceptance of mild forms of violence. This direction is seen as fundamental in many recommendations and programs undertaken to end violence against children as a global task designated in Sustainable Developmental Goals Agenda 2030.
    Źródło:
    Problemy Wczesnej Edukacji; 2018, 40, 1; 72-84
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dyskursywność klapsa w świetle rodzicielskich narracji
    The discursiveness of spanking in the context of parental narration
    Autorzy:
    Kisa-Bogorodź, Iga
    Powiązania:
    https://bibliotekanauki.pl/articles/1387390.pdf
    Data publikacji:
    2019-12-17
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    child
    discursiveness
    spanking
    violence
    upbringing
    Opis:
    In Poland there has been a ban on the use of corporal punishment of children since 2010. However, the results of the research presented in 2018 by The Ombudsman for Children of that time show that more than half of Polish parents use spanking in upbringing. In this paper I would like to find the reason why parents beat children, how they justify including corporal punishment or eliminating it from upbringing and how they perceive the child in mutual relations. A small part of the research presented by me is the result of the research process during which I conducted semi-structured interviews with parents. The material collected as the result of them was subjected to a phenomenographic analysis with the use of elements of the grounded theory and, as a result, three concepts of spanking which will be shown in the text appeared. The results of the research presented indicate that a spank is a discursive phenomenon which is perceived by some people as violence, harm and an unacceptable method in the educational process, and by others it is considered as a valuable, positive and needed element of mutual relations with the child. In the text I do not make an attempt to evaluate parental conceptions of spanking, but only to show the multiplicity of understanding it.
    Źródło:
    Problemy Wczesnej Edukacji; 2019, 47, 4; 135-144
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    O dziecięcej tożsamości (tragicznie) zerwanej – gdy przemoc symboliczna może życie ocalić
    On childish identity (tragically) broken – when symbolic violence can save lives
    Autorzy:
    Szczepska-Pustkowska, Maria
    Lewartowska-Zychowicz, Małgorzata
    Strumska-Cylwik, Longina
    Powiązania:
    https://bibliotekanauki.pl/articles/1387909.pdf
    Data publikacji:
    2018-12-31
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    children’s identity
    broken identity
    symbolic violence
    Opis:
    The presented text aims, on the one hand, to recall people’s lives that should not be forgotten, and on the other hand, it is an attempt to mark in their context the borderline of the validity of contemporary pedagogical reflection on symbolic violence. The former concerns the analysis of Polish Jews’ childhood experiences from the World War II period, connected with the breaking of the primary national and religious identity and re-integration into a new Polish identity. The latter aim is related to the embedding of the indicated problem on the background of contemporary pedagogical reflection, and in particular critical pedagogy, for which one of the key categories has become symbolic violence, aimed at changing the human identity. The goal is to analyze the children’s testimonies of the Holocaust, in which the theoretical concept of the enslaved childhood of Wiesław Theiss was used. It allowed to capture the field of enslavement of Jewish children in its various dimensions.
    Źródło:
    Problemy Wczesnej Edukacji; 2018, 43, 4; 20-29
    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:
    Bezradni świadkowie trudnych sytuacji w przedszkolu. Refleksje studentów wczesnej edukacji odbywających praktyki
    Helpless witnesses of hard situations in kindergarten. Reflections of early education students undergoing teacher training
    Autorzy:
    Groenwald, Maria
    Babicka-Wirkus, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/1387556.pdf
    Data publikacji:
    2018-05-25
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    hard situations
    pedagogical practice in kindergarten
    violence against children
    Opis:
    This paper addresses the issue of these experiences collected by early education students of the University of Gdańsk and the Pomeranian Academy in Słupsk during teacher training in kindergarten which they specified as hard and presented in essays. Subjecting the events described to a qualitative analysis made it possible to unravel that (a) students find hard instances of children being harmed by teachers, particularly being treated with violence; (b) teacher trainees participate in these incidents as passive, helpless witnesses, as they do not know ways of protecting kindergarten children against maltreatment; (c) it is necessary to better prepare teachers-to-be for resolution of hard situations with children’s participation.
    Źródło:
    Problemy Wczesnej Edukacji; 2018, 40, 1; 61-71
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Kary cielesne – kontestacja a rzeczywistość
    Corporal punishment – contestation and reality
    Autorzy:
    Jarosz, Ewa
    Kurkowski, Cezary
    Powiązania:
    https://bibliotekanauki.pl/articles/1388265.pdf
    Data publikacji:
    2016-09-29
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    corporal punishment
    violence against children
    parents’ attitudes
    children’s rights
    Opis:
    The paper presents two faces of the problem of corporal punishment. One is a global tendency or even a movement towards forbidding all forms of violence against children, and also those that have been traditionally presented in upbringing. There are several international legal instruments that undertake the problem of corporal punishment, starting from the Convention on the Rights of the Child. The most important ones are reviewed in the paper as well as some global initiatives that are being undertaken especially in the last decade. The other face of the problem is a practice of the everyday upbringing of children which can still be described as violent, a practice where parents still approve some violent behaviours and still behave violently towards their children. The paper presents a part of the survey carried out among parents of children below 18 years old. The results show that violence in upbringing is visible in Poland, that corporal punishment is still accepted and experienced by Polish children, although in Poland there has been an official ban of corporal punishment since 2010. The survey shows that both knowledge on the law and parents’ attitudes towards some violent behaviours should be corrected.
    Źródło:
    Problemy Wczesnej Edukacji; 2016, 35, 4; 94-105
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    „Zakazuje się stosowania kar cielesnych”. I co dalej? Nowoczesne strategie eliminacji przemocy w wychowaniu
    „Corporal punishment is banned.” So what next? Contemporary strategies of eliminating violence in child-rearing
    Autorzy:
    Jarosz, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/1387549.pdf
    Data publikacji:
    2019-12-20
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    violence in upbringing
    corporal punishment
    ban of corporal punishment
    child protection
    Opis:
    The paper presents the evidence based practice approach to eliminate violence against children. Here, the official ban of all forms of violence is seen as a very effective and needed means. But on the other hand, the ban is seen as a first step, because other activities are needed to eliminate corporal punishment. Today actions often come from analyses of effective practice. The paper presents main foundations of the modern strategies to stop corporal punishment, coming from the analysis of one example of such an initiative – the international cooperation that aimed at finding out effective practice in several countries in Europe where the ban has been already introduced.
    Źródło:
    Problemy Wczesnej Edukacji; 2019, 47, 4; 7-17
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    SZOK – jako kategoria w dyskusji o przemocy wobec dzieci
    SHOCK as a category in the discussion on violence against children
    Autorzy:
    Turczyk, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/1387997.pdf
    Data publikacji:
    2017-09-28
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    shock
    children
    violence against the child
    human rights
    children rights
    education
    Opis:
    SHOCK, as a recurring category that has been present for many years in the discourse on the right of the child/human to freedom from all forms of violence, becomes the focal point around which the considerations of this article are focused. The inspiration for the use of the shock category in education was the process of studying Anton Siemionowicz Makarenko’s Pedagogical Poemate and the analysis of the educational system he created along practical directives for parenting and its pedagogical implications. In the text, a fundamental question is raised about how Makarenko used SHOCK as a tool in the educational process? The text presents an analysis of the SHOCK category based on the behavior of violence against a child and analyzes their pedagogical implications.
    Źródło:
    Problemy Wczesnej Edukacji; 2017, 39, 4; 76-84
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Za zamkniętymi drzwiami klasy szkolnej – przemoc werbalna w komunikacji nauczyciela z dziećmi
    Behind the closed doors of the classroom – verbal violence in teachers’ communication with pupils
    Autorzy:
    Karoń, Janina
    Powiązania:
    https://bibliotekanauki.pl/articles/1388970.pdf
    Data publikacji:
    2014-12-31
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    communication
    early education
    verbal violence
    socialization
    verbal interaction
    interaction in classroom
    Opis:
    During communication in early childhood education, the teacher may adopt a fully dominant role in speaking in the classroom. He manages verbal space by agreeing to or refusing the possibility of speaking up, therefore socializing children to function in a structure of power and control. In order to verify the above statement I observed classes in the grades of early education in 3 public elementary schools in a large provincial town in the school year 2013/2014. The observation was aimed at the use of language situations that bore signs of teacher verbal violence against children. The aim of my research was to find out what means of verbal violence teachers of early education use in their communication with pupils and in what situations they do it. On the basis of observations, I singled out several kinds of situations, where a teacher used language to prepare children to function in a reality of subordination to authority, such as: teacher drill, action “in the school way”, the cult of formal correctness, the cult of silence, and the facade of appearances.
    Źródło:
    Problemy Wczesnej Edukacji; 2014, 27, 4; 121-137
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Atrofia nieformalnej diagnostyki edukacyjnej we wczesnej edukacji. Między biernością i przemocą poznawczą w epoce ekspertów
    Atrophy of informal educational diagnostics in early education. Between passivity and cognitive violence in the epoch of experts
    Autorzy:
    Szyling, Grażyna
    Powiązania:
    https://bibliotekanauki.pl/articles/1387543.pdf
    Data publikacji:
    2019-12-17
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    educational diagnosing
    early education
    cognitive violence
    external experts
    with regard to school
    Opis:
    In the paper I present results of studies recognising the place of informal educational diagnostics in early school education. I have subjected to analysis observations of lessons placed in 85 student portfolios, treating them as data found. For the coding and categorisation of data I have used the theory of technologically-oriented educational diagnostics. The results obtained revealed spheres of substantial desistance in informal teacher diagnosing, which creates conditions favouring occurrence of symbolic violence against pupils. The decline of teachers’ diagnostic abilities, as the source of this situation, I associate with the meaning which is commonly assigned to educational (curricular) packages offered by publishing houses, the quality of which has not been confirmed empirically in the process of trial implementations or standardisation, and which, despite that, are regarded as products of experts.
    Źródło:
    Problemy Wczesnej Edukacji; 2019, 47, 4; 58-69
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Propaganda image of the social world in Polish children’s songs
    Autorzy:
    Pilecka, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/1387392.pdf
    Data publikacji:
    2019-12-17
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    children’s social knowledge
    children’s songs
    cultural offer for children
    propaganda means of language
    symbolic violence
    Opis:
    The aim of this paper is to present results of critical analyses of Polish children’s songs. Having analysed the lyrics of more than eighty Polish children’s songs, the author couched main categories construing the image of the social world presented in them. The qualitative research revealed propaganda role of the language used in children’s songs: the features of social world (i.e. people, places, relationships, behaviours and values) that are presented in these songs often transmit strongly stereotypical and oversimplified vision of the social reality. In this sense, social education is based on manipulation in which lyrics are the main tool of symbolic violence.
    Źródło:
    Problemy Wczesnej Edukacji; 2019, 47, 4; 116-124
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Edukacja dzieci do partnerstwa kobiet i mężczyzn jako sposób na przeciwdziałanie przemocy ze względu na płeć
    Education of children to equality of women and men as a way to prevent gender-based violence
    Autorzy:
    Chmura-Rutkowska, Iwona
    Ostrouch-Kamińska, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1387906.pdf
    Data publikacji:
    2018-12-31
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    gender-based violence
    gender stereotypes in education of children and youth
    equality of women and men
    gender socialization
    Opis:
    Gender-based violence is understood as violence motivated by gender stereotypes and prejudices resulting from normative expectations related to femininity and masculinity dominating in society and culture, and from unequal power relations between women and men. The aim of the article is to analyze the problem of gender-based violence in the context of its social and cultural sources, as well as ways to prevent it. The authors put forward a thesis that the main preventive measure is the education of children and youth to equality of women and men, both in public life and in the family, as well as the elimination of prejudices and unjust stereotypes related to gender from education.
    Źródło:
    Problemy Wczesnej Edukacji; 2018, 43, 4; 39-49
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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