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    Wyświetlanie 1-7 z 7
    Tytuł:
    Development of Childrens Creative Activity in Preschool
    Autorzy:
    Klim-Klimaszewska, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/507077.pdf
    Data publikacji:
    2012
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    methods
    activity
    children
    nursery school
    Opis:
    An essential element of the teaching system, which is of vital importance, is the set of educational methods. A prominent place amongst these is occupied by those methods that develop creative activity; this is because the main element that results in the maximizing of the child’s developmental chances is its creative activity. The article presents the following methods that actively develop the nursery school pupil’s creativity: the project method, the construction of board games, Celestyn Freinet’s techniques, Maria Montessori’s method, Carl Orn’s method of physical expression through actions, Alfred and Maria Kniess’ method of rhythmical gymnastics, Weronika Sherborne’s Developmental Movement, Josef Gottfrid Thulin’s method of making stories through physical actions, Emil Jagues-Dalcroze’s method, Edwin E. Gordon’s method of developing the love of music, Bati Strauss’ method of active listening to music, theatre, drama, music therapy, Maxwell Malz’s method of forming a positive image of oneself, and the practise of creative visualization for children. The methods listed above are dinerent ways of working with children that rely on releasing their free creative expression, in contrast to traditional teaching methods that oppose those methods that activate the educational process. They are educational and developmental methods for children who are at nursery school, and they facilitate unconstrained activeness and creation.
    Źródło:
    Journal of Preschool and Elementary School Education; 2012, 1; 27-39
    2084-7998
    Pojawia się w:
    Journal of Preschool and Elementary School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Change in Approach to Preparing Children to Learn to Read and Write
    Autorzy:
    Jagiełło, Ewa
    Klim-Klimaszewska, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/454172.pdf
    Data publikacji:
    2016
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    natural language teaching
    method
    pre-school
    education
    Opis:
    Readiness to learn to read must be shaped at the level of preschool education. One of the innovative methods of teaching pre-school children to read is the natural language teaching method developed by Wenda Pye. The programme consists in the teaching of listening, speaking, reading and writing using games and creative activities. The learning process is accompanied by children’s creative activity. Therefore, the natural language teaching method is perceived not only as the process of language learning but also, and most importantly, as educating through language, where language is both a means of communication and a thinking tool. The concept is based on the belief that child’s language is a specific phenomenon determined, on the one hand, by natural child development and, on the other hand, by child’s interactions with the environment. Consequently, child’s language education should be enhanced by a subtle help from an adult, who – by the use of provocation, arrangement and gentle encouragement to take actions – opens up a new, unknown space to the child, i.e. the world of writing. Language plays a role of a factor that integrates various fields of knowledge and different types of child’s activity in reality perception and acquisition. Natural situations used in the teaching of reading, which create occasional educational situations, inspire the child and simultaneously introduce him into the world of writing. Thus, learning to read should be accompanied by learning to write. The discovery of new values that the novel language of signs has with regards to information acquisition increases child’s motivation to verbalise his own thoughts and to learn to read and write. Emotional engagement facilitates memorizing a story or new vocabulary. It sensitizes the child to the graphical, phonological and semantic dimension of a given word by making a direct link between the graphical representation and the sound. A point of departure for natural language teaching is a short and simple text and illustrations that highly relate to it. Texts form stories included in little books entitled “Sunshine Library”. There is a series of 40 books designed for pre-school children self-study of reading. The books are graded at four levels of difficulty. Didactic aids used in the series are very well organised and introduce already consolidated semantic structures, providing new contents regarding language competence at a slow pace. Each book is composed of three stories. Typically, the first story includes one text with carefully selected new language structures. The following two stories serve the purpose of material consolidation. The essence of the books are pictures, which should be in line with the text because the basis of reading is to associate an image with its graphical representation. The print used in the books is large, legible, the words are clearly separated, and every sentence starts with a new line. The stories are simple and presented with repetitive sentence patterns. Natural language teaching develops and deepens child’s natural willingness to speak, read or draw graphical symbols. Speech is here not only the foundation of child’s expression and learning to read and write, but also a support for child’s paralanguage activity. The article presents the use of the natural language teaching method in pre-school children education.
    Źródło:
    Multidisciplinary Journal of School Education; 2016, 9; 71-88
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zastosowanie zabaw tematycznych, zabawek i rekwizytów w edukacji przedszkolnej. Przykłady z praktyki pedagogicznej
    Using Thematic Plays, Toys and Props in Preschool Education. Examples from Pedagogical Practice
    Autorzy:
    Nazaruk, Stanisława
    Klim-Klimaszewska, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/478830.pdf
    Data publikacji:
    2018
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    dziecko
    przedszkole
    rozwój dziecka
    zabawa tematyczna
    zabawka
    rekwizyt
    children
    preschool
    child development
    theme play
    toys
    props
    Opis:
    Celem podjętych badań było poznanie realizacji w praktyce pedagogicznej zbaw tematycznych w przedszkolu, w grupie dzieci w wieku 4–5 lat, oraz wykorzystywanych w nich rekwizytów i zabawek. Zabawa to swoista forma działalności dziecka, podczas której wprowadza ono w czyn to, co zaobserwowało, poznało, przeżyło, czego się dowiedziało i doświadczyło. Stwarza ona dziecku okazję do tego, by poszerzało krąg doświadczeń, nauczyło się celowo i skutecznie działać i oddziaływać na otoczenie. Podczas zabawy dziecko utrwala i doskonali przyswojone już sposoby myślenia i działania oraz rozwija swoje możliwości umysłowe, wzbogaca zasób wiedzy o otoczeniu. Dążenie do odtwarzania w zabawach tematycznych działalności dorosłych, których role dziecko przyjmuje, stanowi bodziec do poszerzania wiadomości o zawodach i zajęciach wykonywanych przez różnych ludzi, o miejscach i instytucjach, gdzie pracują, o stosunkach społecznych, jakie między sobą nawiązują. Poprzez zabawę dziecko gromadzi doświadczenia, poznaje otoczenie, uczy się, czego efektem jest między innymi rozwijanie zdolności do dokonywania analizy i syntezy, odkrywania zjawisk dotąd nieznanych i próby ich wytłumaczenia. Nieodłącznym elementem zabaw są rekwizyty. Dziecko wykorzystuje gotowe zabawki lub ich zastępniki, na przykład kij jest koniem, krążek kierownicą samochodu. Badania jakościowe przeprowadzono w dwóch etapach w przedszkolu samorządowym na terenie miasta Biała Podlaska. Ich wyniki pokazały potrzebę inicjowania przez nauczycieli i przygotowywania dzieci do podejmowania zabaw tematycznych i wprowadzania nowych tematów, nieznanych dotąd dzieciom. Z uwagi na niekwestionowane znaczenie zabaw tematycznych w rozwoju dziecka należy zwrócić uwagę na ich staranne przygotowanie. Zbyt wąskie i jednostronne realizowanie zabaw oraz wykorzystywanie tych samych zabawek i rekwizytów z pewnością nie przyczyni się do wywołania dodatkowych bodźców rozwojowych.
    Play is a specific form of children’s activity which enables them to put into practice what they had observed, learned, and experienced. Furthermore, play creates the opportunity for children to broaden their range of experiences, and learn how to act and interact with their environment in a purposeful and effective way. While playing, children consolidate and enhance the acquired ways of thinking and acting, develop cognitive abilities, and enrich their knowledge of the world around them. Using a particular theme, children pretend to take on roles of adults, imitating their speech and actions, which provides an incentive to broaden the scope of knowledge about occupations and activities performed by various people, places and institutions where people work, and about social relations in which people engage. Through play, children accumulate experience, get to know the world around them, and acquire knowledge, which results in, among other things, the development of their capacity for analysis and synthesis, discovery of earlier unknown phenomena and the attempt to explain them. Props are an integral part of play. Children use ready-made toys or their substitutes; for example, a stick becomes a horse and a metal ring becomes a steering wheel of a car. The purpose of the research was to learn about the implementation of theme play in pedagogical practice in the preschool classroom of 4/5-year old children, and to identify toys and props used while playing. Thus, a two-stage qualitative research was performed in the municipal preschool located in the town of Biała Podlaska. The research findings indicated the need for teachers to prepare children for taking up thematic role play, to initiate play and introduce new themes previously unknown to children. Given the undeniable importance of theme play in the development of children, attention should be paid to thorough preparation of role-playing activities as a limited scope of implemented activities and themes, and the use of the same toys and props will certainly not provide additional developmental stimuli.
    Źródło:
    Edukacja Elementarna w Teorii i Praktyce; 2018, 13, 3(49); 157-172
    1896-2327
    Pojawia się w:
    Edukacja Elementarna w Teorii i Praktyce
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A Pre-school Child of Initiative
    Autorzy:
    Jagiełło, Ewa
    Klim-Klimaszewska, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/454150.pdf
    Data publikacji:
    2016
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    children
    economic education
    financial program
    financial education
    financial traps
    financial language
    Opis:
    In the 21st century such words as saving money, financing and electronic money are very popular. It is difficult to discuss about functioning in the society without the ability to efficient movement in the field of finances. The need to propagate financial education since the early age is gaining popularity. This is strictly connected with the development of a wise consumer’s attitude and the ability to manage in various financial situations, as well as passing respect towards money among small children. Both parents and teachers are responsible for promotion of economic ideas. Knowledge gained by children within every day’s life is the source of information for forming financial programs. Children accompany their parents during visits at a bank, shop, post office and other institutions offering financial services. A pre- school child should not only know where such places are and how they look like, but also their duties and the basic rules of functioning. The following article has been devoted to such subject matter. It presents the list of words which are commonly used by children at the age of four or five. To collect the base of the words the method of brainstorm was used and the map of thoughts was created. Finally, the list of the subject matters within financial education for children of the pre-school age has been elaborated.
    Źródło:
    Multidisciplinary Journal of School Education; 2016, 9; 15-30
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Importance of Mathematical Difficulties and Failures
    Autorzy:
    Klim-Klimaszewska, Anna
    Jagiełło, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/507065.pdf
    Data publikacji:
    2012
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    maths
    diuculties
    didactic activity
    innovative methods
    innovative forms
    Opis:
    The first part of the article presents the meaning of difficulties as well as their classification. It gradually moves on to natural and specific difficulties within mathematical education. It considers those difficulties that have been neglected within the analyses of the researchers concerning existing difficulties within mathematical education.
    Źródło:
    Journal of Preschool and Elementary School Education; 2012, 2; 69-88
    2084-7998
    Pojawia się w:
    Journal of Preschool and Elementary School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Climate Education in Kindergarten
    Autorzy:
    Klim-Klimaszewska, Anna
    Wieruszewska-Duraj, Sabina
    Powiązania:
    https://bibliotekanauki.pl/articles/44444140.pdf
    Data publikacji:
    2023
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    climate education
    kindergarten
    6-year-old child
    teacher
    Opis:
    Climate change is one of the biggest challenges of our times, as it affects the way societies and economies around the world operate: from dangerous weather anomalies, through a drop in crop production, to an escalation of international conflicts. Moreover, the consequences of climate change pose a risk to many areas of life. Therefore, actions ought to be taken to limit it. For these actions to be effective, climate change education must start as early as kindergarten. The subject of the research presented in the article is the implementation of climate education in kindergartens in the Masovian Voivodeship, Poland. The objective of the study is to determine the level of knowledge among six-year-old children about climate, climate change, the related risks, actions that can be taken to prevent climate change, and whether and how the children’s teachers cover topics related to climate change. The study consisted of diagnosing children’s knowledge about climate and climate change and verifying preschool teachers’ class register records and monthly work plans regarding climate change education. The analysis regarding children’s awareness of climate and climate change demonstrates that they could not support their knowledge with concrete examples. It indicates a superficial environmental education targeted at the adoption of positive attitudes towards nature among children. The study reveals that despite some preschool teachers introducing climate education to their classes, in the majority of classrooms, climate-related issues are rarely discussed. The research demonstrates that preschool teachers are unaware of the fact that the present generation of preschool children will have an impact on the future of our planet. Therefore, it should be recommended that teachers promote the principles of sustainable development and foster an awareness of the effect of human activity on our environment and climate change.
    Źródło:
    Multidisciplinary Journal of School Education; 2023, 12, 1 (23); 435-453
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Popularization of English Language Learning in Primary Schools in Poland
    Autorzy:
    Nazaruk, Stanisława Katarzyna
    Tokarewicz, Ewa
    Klim-Klimaszewska, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/454184.pdf
    Data publikacji:
    2017
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    student
    primary school
    popularization of English language learning
    motivation to learn.
    Opis:
    Accession of Poland to the European Union induced a variety of changes in different areas of life, including education. A second language was introduced as a compulsory subject in kindergarten and primary school and two compulsory foreign languages in general lower and upper secondary schools. English is the most popular of all languages in all types of schools, regardless of the level of education they represent. Globalization of the English language, the process which can be observed nowadays, has a significant impact on actions taken by schools to popularize learning this language. Therefore, the research was performed with a view to achieving a better understanding of the popularization of English language learning in primary schools in the larger context of a variety of factors. Basing on the analysis of research results, the conclusions reflecting real needs of learners as far as the more effective English language learning is concerned have been drawn. Sharing the research findings with the primary schools which participated in the research will contribute to their practical application.
    Źródło:
    Multidisciplinary Journal of School Education; 2017, 12; 181-196
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-7 z 7

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