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    Wyświetlanie 1-9 z 9
    Tytuł:
    Pełnomocność dziecka w edukacji wczesnoszkolnej w odsłonie krytycznych zdarzeń
    Empowerment of the Child in Early School Education in the Context of Critical Events
    Autorzy:
    Nowicka, Marzenna
    Powiązania:
    https://bibliotekanauki.pl/articles/916238.pdf
    Data publikacji:
    2019-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    early school education
    empowerment
    critical events
    Opis:
    The article presents the concept of empowerment in the context of early childhood education, mentioning its 5 dimensions, i.e. meaning, self-determination, competence, influence and security. Attempts to identify these dimensions are presented in the collected research material in the form of critical events from students’ pedagogical practices. In the light of the results obtained, early school education appears as an environment for blocking students’ empowerment in each of the highlighted aspects. The summary of the article identifies the possibilities of overcoming barriers in respecting the autonomy of a child at school.
    Źródło:
    Studia Edukacyjne; 2019, 55; 27-38
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Rozwiązywa(nie) zadań tekstowych – stare wyzwania i nowe potrzeby edukacji wczesnoszkolnej
    (Un)Solving Text Tasks – Old Challenges and New Needs in Early School Education
    Autorzy:
    Nawolska, Barbara
    Żądło-Treder, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1075361.pdf
    Data publikacji:
    2020-12-29
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    problem solving
    text tasks
    early school education
    Opis:
    Every human needs the ability to solve problems. In early childhood education, the development of this skill can and should be implemented by solving text tasks. Meanwhile, according to a variety of analyses, a significant number of students are unable to solve these tasks. This is most likely the result of insufficient mathematical competencies of teachers in early school education and related teaching errors, mainly involving calculating exercises and solving tasks according to patterns. At the same time, students who are in fact unable to solve tasks but only limit themselves to the use of learned patterns, in non-standard task situations (not practiced at school) do quite well.
    Źródło:
    Studia Edukacyjne; 2020, 58; 213-232
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zbiorowe pisanie biografii jako metoda uczenia się o sobie, o innych, o świecie
    Collective Biography Writing as a Method of Learning about Oneself, the Others and the World
    Autorzy:
    Zbróg, Zuzanna
    Powiązania:
    https://bibliotekanauki.pl/articles/916068.pdf
    Data publikacji:
    2020-01-19
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    collective biography writing
    students-future early school education teachers
    memories analysis
    Opis:
    The article presents an example of poststructuralist interpretation of biography episode written by students on the topic: “Becoming someone”. The poststructuralist analysis focuses on the perception of the subject-in-process, requires destabilization ofrational stable andunifiedconcepts.It aims at researching the functions and results of regularities of a process in case of author’s own research – the process of becoming a teacher in classes I-III. People engaged in CBW have a chance to understand their own situation by trying to answer the questions concerning what we really know about ourselves and the reality. The article discusses chosen theoretical assumptions and elements of the methodological procedure applied in the method of collective biography writing. The article is closed with remarks for the work with students which were verifiedin practice. This may help other researchers when they start working with this method.
    Źródło:
    Studia Edukacyjne; 2017, 46; 357-372
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zjawisko przedwczesnego kończenia nauki i jego ograniczanie
    Phenomenon of Early School Leaving and Its Reduction
    Autorzy:
    Madalińska-Michalak, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1074998.pdf
    Data publikacji:
    2017-03-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    early school leaving phenomenon
    ESL indicator
    early adulthood
    improvement of quality of education
    ESSE project
    Opis:
    The article discusses the phenomenon of early school leaving, the scale of this phenomenon in Europe, the ways of conducting research on it and its reduction. ESL is caused by a combination of individual, educational and socio-economic factors. Therefore, the article points out that any measures taken to tackle the phenomenon of ESL, focused on prevention, intervention or compensation, must take into account the specific situation of the country and the region. There is no single solution that would be appropriate in all situations and everywhere. The results presented have been achieved within an international educational project: “ESSE – Early School Leaving & Second ChanceEducation”, supported by the European Commission within the Lifelong Learning Programme and by Poland’s Ministry of Science and Higher Education.
    Źródło:
    Studia Edukacyjne; 2017, 43; 81-97
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Motyw rozstania w literaturze dla dzieci – perspektywa pedagogiczna
    Developing Teachers’ Personalities and Passion in the Fluid Reality of the 21st Century – Searching for Solutions
    Autorzy:
    Kuszak, Kinga
    Powiązania:
    https://bibliotekanauki.pl/articles/923099.pdf
    Data publikacji:
    2018-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    teacher education
    university education
    teacher competencies
    personality
    passion
    preschool and early school education
    Opis:
    The article discusses searching for solutions related to the university education of preschool and early school teachers in a time marked by intense and unpredictable changes. The fluid reality we live in poses an important challenge for those responsible for teacher training, requiring them to prepare teachers to deal with constant changes and remain open to what is yet to come. In a constantly changing reality, it is difficult to predict which competencies teachers will need in the next decades of the 21st century. It is certainly worth the effort to focus on fostering the passion and developing the personalities of future teachers working with children of preschool and early school age. The education process should also take into account the needs and expectations of the new generation of teachers, representing what the literature of the subject describes as “generation Z”. Apart from including theoretical considerations, the article is an attempt to showcase selected solutions developed at the Faculty of Educational Studies of Adam Mickiewicz University in Poznan.
    Źródło:
    Studia Edukacyjne; 2018, 50; 57-71
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Strategies for Supporting the Development of Manual Skills in Preschool and Early School Age Children
    Strategie wspomagania rozwoju umiejętności manualnych dzieci w wieku przedszkolnym i wczesnoszkolnym
    Autorzy:
    Wójcik, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/15833236.pdf
    Data publikacji:
    2021-11-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    fine motor abilities and skills
    gross motor development
    fine motor development
    preschool children
    early school age children
    manual skills
    Opis:
    The development of fine motor skills in preschool and early school age children is a difficult and long process, and its disturbance may not only lead to serious problems with the process of drawing or writing, but also disrupt the purely academical learning. That is why it is so important to take into account the overall effects of improving manual skills, the specificity of the child’s perceptual and motor functioning at a given stage of development and to respect the key elements of the diagnostic and improvement strategy.
    Źródło:
    Studia Edukacyjne; 2021, 63; 169-178
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Znaczenie praktyk pedagogicznych dla zmian w obszarze kluczowych kompetencji nauczyciela edukacji przedszkolnej i wczesnoszkolnej
    The Importance of Pedagogical Practicum for Change in the Area of Key Competences of Preschool and Elementary School Teachers
    Autorzy:
    Sikorska, Joanna
    Schmidt, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/15837264.pdf
    Data publikacji:
    2018-09-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    pedagogical practicum
    preparation for practicum
    teacher of a preschool and early school aged child
    educational reality
    research on students’ expectations related to pedagogical practicum
    Opis:
    The future teacher, wanting to understand the child’s needs, his pursuit of self-realization and autonomy must build himself not only on theoretical knowledge, but also learn how to use this knowledge in educational practicum. In this context, preparing student teachers “through practicum for practicum” seems to be an extremely important element of their education, because only in this way will they be able to stimulate their own development, mature professionally, but also answer the question to what extent “being a teacher” is their true calling. Student teachers, especially those who have practicum in grades 1-3 of elementary school, pay more attention to the gradual departure in many institutions from the implementation of the concept of integrated education. The information obtained by them indicates that the “modifications”of the model of this education are largely caused by anxiety caused by low results achieved by children in tests aimed at checking the effectiveness of education. Undoubtedly, this is a cause for serious concern and remedial action, however, according to our research, many students are concerned that during lectures or even laboratories, run by some specialists realizing specificsubjects, they are only passive observers and have no opportunity to learn how to, in school conditions, complementarily combine tasks from many educational areas, in accordance with the assumptions of integral education. Thus, there is a significantdiscrepancy between the tasks carried out as part of classes at the university and pedagogical practicum.The authors of the article focus on both theoretical aspects of the issues raised and the results of their own research.
    Źródło:
    Studia Edukacyjne; 2018, 49; 445-462
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Stress Coping Strategies for 8- and 9-year-old Children
    Strategie radzenia sobie ze stresem dzieci 8- i 9-letnich
    Autorzy:
    Cywińska, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/1071073.pdf
    Data publikacji:
    2020-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    stress
    resistance to stress
    children’s physiological and behavioral reactions to stress
    problem-focused coping strategies
    emotion-focused coping strategies
    coping strategies for children in early school age
    Opis:
    Stress is an integral part of our lives. It also applies to our childhood. That is why it is so important to know how children cope with stress (how they learn coping strategies) and to equip them with the skill set to cope constructively with stressful situations throughout life. This article describes strategies for coping with stress that are characteristic for children at the end of early school education. They have been identified in the course of my own research aimed at characterizing child stress and relate to a fragment of research activities aimed at 8- and 9-year-old children. The research established that in some children the developmental process of coping with stress has started: children look for, investigate, and think how to cope with difficulties. In this struggle, however, they focus on people ho could be a source of support for them in coping with stressful situations. Among children’s stress coping strategies, an important role is also played by emotionally focused strategies, which are aimed at reducing negative emotions and arousing positive emotions.
    Źródło:
    Studia Edukacyjne; 2020, 57; 7-15
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    iPad jako narzędzie edukacyjnej zmiany? Porównawcze badanie wdrożenia projektu edukacyjnego w Libii i Polsce
    Is the iPad a Tool for Educational Change? International Comparative Study on iPads’ Implementation at Libyan and Polish Schools
    Autorzy:
    Kopciewicz, Lucyna
    Bougsiaa, Hussein
    Powiązania:
    https://bibliotekanauki.pl/articles/919931.pdf
    Data publikacji:
    2019-03-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Mobile Technologies
    school
    change
    early education in Poland and in Libya
    iPad
    Opis:
    This comparative small-scale (Libyan and Polish sample) qualitative study investigates two educational models of iPads’ implementation and integration with the overall pedagogical objectives in early education in Libya and Poland. The basic methodological frame was video-ethnography supplemented by semi-structured interviews with parents, teachers and children. The questions asked were designed to recognize how technology might fit within the school’s overall vision. The results indicate that each technology initiative can be potentially transformative for schools, teachers and students. The iPad as an open educational tool encourages a student-centered model of learning, whereas teachers predominantly use frontal teaching methods. Furthermore, the teachers in the two countries have considerably different perceptions and expectations regarding the role and outcome of mobile technology.
    Źródło:
    Studia Edukacyjne; 2019, 52; 192-211
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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