Temat: School readiness - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Current trends in the emotional and social aspects of the school readiness research
Autorzy:: Oszwa, Urszula
Powiązania:: https://bibliotekanauki.pl/articles/454292.pdf
Data publikacji:: 2017
Wydawca:: Akademia Ignatianum w Krakowie
Tematy:: school readiness
social and emotional competence
profile
trend.
Opis:: The school readiness issues have been being in the focus of interests of the educators for years. The number of approaches, tendencies and dimensions of the school readiness indicates how comprehensive and complex this topic is. The analysis of the contemporary research directions based on the papers available in academic databases let arrange them into a few categories. They are all presented in the article with the aim to get the current perspective of the problem, especially in the social and emotional context. Some authors try to determine the list of the detailed aspects of emotional and social skills important to begin school education. The other approach presents the new school readiness tools. There is also a line that evaluates the early emotional support effect on school readiness. The next trend is formed by statistical meta-analyses on the correlation between the age of the school start and pupils achievements. The two new directions are related to the school readiness profiles and the idea to include the executive functions into school readiness assessment as an important aspect of pupils' emotional and social achievements. The results coming from those six directions help the educators to increase the early education care.
Źródło:: Multidisciplinary Journal of School Education; 2017, 11; 13-27
2543-7585
Pojawia się w:: Multidisciplinary Journal of School Education
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: The Level of School Readiness of Five-year-olds within the Area of Social Development in View of the Pedagogic Principles of Maria Montessori – an Analysis Report
Autorzy:: Surma, Barbara
Powiązania:: https://bibliotekanauki.pl/articles/507105.pdf
Data publikacji:: 2013
Wydawca:: Akademia Ignatianum w Krakowie
Tematy:: social development
social relations
social attitudes
social skills
school readiness of five-year-olds
Maria Montessori method
Opis:: Children of kindergarten age develop very quickly. With proper stimuli, they should reach the appropriate level of school readiness around the age of six. The subject of the study carried out in one of Cracow’s kindergartens was to determine the level of school readiness in terms of social development. Tests were carried out among five-year-olds attending a kindergarten based on the pedagogic principles of Maria Montessori. The author wished to know what social skills were developed by the children within the context of an alternative method of interaction. The test group included 22 children from four mixed-age groups. The school readiness evaluation was carried out twice in the school year 2012/13, with the use of the categorised observation technique. The results show that within one year’s time of preparation for school the children made significant progress, but – due to their age and biological development – not all the required skills were shaped at the highest possible level. In the second test only 13.6% children obtained the highest grade in all the test indicators. More than 78% children obtained the high or medium level, which means that the skills tested have not been fully shaped. Children need more time for improving and reinforcing these skills. Social and emotional development is strictly related to the process of growing up. Therefore, certain skills cannot be shaped faster. These include an adequate reaction to new situations, overcoming difficulties, as well as performing and planning tasks on one’s own. The test results confirm that the Montessori educational context faclitates the shaping of such skills as independence of action, making good contacts with adults and peers, or preparing and tidying up the workplace. It was a partial and pilot study.
Źródło:: Journal of Preschool and Elementary School Education; 2013, 4; 81-97
2084-7998
Pojawia się w:: Journal of Preschool and Elementary School Education
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Indywidualność dziecka w obliczu obowiązku szkolnego
The Individuality of the Child in the Face of Compulsory Schooling
Autorzy:: Dmitruk-Sierocińska, Katarzyna
Powiązania:: https://bibliotekanauki.pl/articles/478985.pdf
Data publikacji:: 2016
Wydawca:: Akademia Ignatianum w Krakowie
Tematy:: pedagogika wczesnoszkolna
edukacja wczesnoszkolna
podmiotowość dziecka
indywidualny rozwój dziecka
diagnoza dojrzałości i gotowości szkolnej
early childhood pedagogy
early childhood education
child subjectivity
individual development of a child;
he diagnosis of maturity and school readiness
Opis:: Artykuł jest próbą sprowokowania czytelnika do innego niż zwykle spojrzenia na sytuację pierwszoklasisty. A mianowicie, spojrzenia na szkołę z perspektywy indywidualnej autonomiczności dziecka. Prawo polskie nakłada na rodziców obowiązek edukacji szkolnej ich dzieci i daje im pewną wolność wyboru. Obowiązkiem szkolnym od 2016 roku objęte są dzieci w wieku siedmiu lat. Natomiast, jeśli rodzice wyrażą potrzebę, mogą posłać do klasy pierwszej dziecko sześcioletnie. W tym drugim przypadku bardzo istotna jest trafna diagnoza dojrzałości i gotowości szkolnej, której werdykt będzie decydować o przyszłej edukacji dziecka. Nie można podejmować zbyt pochopnych decyzji będących wynikiem nacisku społecznego lub przeświadczenia, że jakoś to będzie. Opinia nauczyciela wychowania przedszkolnego, odpowiedzialne podejście rodziców i kondycja dziecka – to powinno pomóc sformułować pełną diagnozę. Wiedza na temat aktualnego stanu rozwoju dziecka, jego możliwości, kompetencji, a także potrzeb pozwoli nauczycielowi zindywidualizować proces kształcenia. Już od 1 września każdy uczeń klasy pierwszej powinien być traktowany podmiotowo, jako niepowtarzalna i wyjątkowa jednostka zdobywająca własne doświadczenie przez swobodną aktywność. Należy pamiętać, że u dziecka w tym wieku priorytetem jest zabawa i eksploracja najbliższego otoczenia. Chcąc mądrze kierować procesem edukacyjno-wychowawczym, trzeba uszanować prawa rozwojowe dziecka, dostosowywać się do aktualnej rzeczywistości i pamiętać o współpracy z rodzicami. W dobie szybko zmieniających się realiów, program nauczania musi być elastyczny, szkoła winna stwarzać odpowiednie warunki do zabawy i nauki, a pedagodzy powinni poszukiwać nowych, często alternatywnych metod pracy z dziećmi.
This article is an attempt to provoke the reader to consider the situation of a first-grade pupil from another perspective, namely from the individual autonomy of a child. Polish law requires the compulsory schooling of children of their parents and gives them a certain freedom of choice. Since 2016, children from the age of seven are in the compulsory schooling system. However, if parents agree, they can send children to school at the age of six. It is in this case that the accurate diagnosis of maturity and school readiness is very important since it will determine the future education of the child. Hasty decisions resulting from social pressure or the belief that it will all be alright somehow should not be taken. The opinion of the preschool teacher, a responsible approach on the part of the parents and the health of the child should help in formulating a complete diagnosis. The knowledge of the current state of the child’s development, its capabilities, competence and needs will allow the teacher to personalize the education process. From the 1st of September, every first-grade pupil should be treated subjectively, as a unique and exceptional individual obtaining own experience through free activity. It should be kept in mind that fun and exploration of the immediate environment are priorities at this age. It is in order to manage the education and upbringing process wisely that the principles of child development, the current reality and cooperation with parents should be taken into account. In the times of rapidly changing realities, the teaching program must be flexible, the school has to create appropriate conditions for fun and learning, and teachers should look for new, often alternative methods of working with children.
Źródło:: Edukacja Elementarna w Teorii i Praktyce; 2016, 11, 2(40); 25-40
1896-2327
Pojawia się w:: Edukacja Elementarna w Teorii i Praktyce
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Teacher’s Age and Experience as a Modifying Factor in the Readiness For and Method of Intervention with a Student at Risk of Psychoactive Drugs
Autorzy:: Waluś, Roman
Jasnos, Renata
Powiązania:: https://bibliotekanauki.pl/articles/44442568.pdf
Data publikacji:: 2023
Wydawca:: Akademia Ignatianum w Krakowie
Tematy:: teacher intervention
psychoactive drugs
teacher seniority
teachers’ age
school intervention procedures
readiness for intervention
Opis:: This article deals with teacher interventions in crisis situations regarding a direct threat of students using psychoactive drugs on school premises, particularly in the difficult period of adolescence: 12–16 years of age. The focus of the research was on teacher interventions in situations where students are threatened by psychoactive substances. The research problem was whether the age and experience of the teacher were determinants of such an intervention. It investigated the relevance that a teacher’s age and experience have on their attitude and manner of intervening on behalf of a student when there is an imminent threat from psychoactive substances. The research investigated the importance of a teacher’s age and work experience in their attitude and the manner in which they intervene. It was carried out from 2017 to 2019 among teachers at middle schools in Bielsko-Biala, using the diagnostic survey method and a questionnaire. Statistical analysis of the results showed no statistically significant difference in teachers’ declarations of readiness for intervention. Regardless of age and tenure, the respondents declared a high readiness to intervene. On the other hand, there were statistically significant differences according to the teachers’ age and seniority in how the intervention was carried out. Teachers from different age and seniority groups (defined by a specific length of service) more often or less often took some of the actions envisaged in the intervention procedure. Thus, it is feasible to speak of a readiness, or lack thereof, to take certain intervention actions.
Źródło:: Multidisciplinary Journal of School Education; 2023, 12, 1 (23); 275-294
2543-7585
Pojawia się w:: Multidisciplinary Journal of School Education
Dostawca treści:: Biblioteka Nauki

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