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Tytuł:
Wybrane aspekty kształcenia kompetencji miękkich na przykładzie absolwentów kierunku kosmetologia
Autorzy:
Dziewońska, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/1198034.pdf
Data publikacji:
2016-11-08
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
soft skills
personal competences
social competences
soft skills profile
Opis:
RESEARCH OBJECTIVE:The contemporary labour market places high demands on graduates of higher education who are looking for employment. There is a significant increase in employers’ requirements in the area of professional competence. This paper aims to present selected aspects of education and developing soft skills by students and  university graduates on the example of cosmetology subject. THE RESEARCH PROBLEM AND METHODS:The expectations of the labour market to graduates of higher education require a new approach for the development strategies and skills training at universities. Job offers contain, in addition to the requirements of the knowledge, experience, cognitive and linguistic skills - a number of desirable personality traits and interpersonal skills of the applicant, called soft skills. Scientific studies indicate a dynamically growing importance of soft skills, both in the process of recruiting new employees, as well as major determinants of employment stability and continuity of careers. The article presents some aspects of soft skills training and coaching courses organized for students and graduates of higher education on the example of cosmetology subject. The article attempts to organize the terminology associated with this issue  and then, based on the specifics of teaching adults, presents own experiences in the area of planning coaching courses.  THE PROCESS OF ARGUMENTATIONThis paper attempts to draw attention to the growing significance of university graduates’ background to proffesions requiring high degree of soft skills. Schoolings using activating teaching methoods foster building competences abilities that ensure professional flexibility and adaptability and help functioning in life. RESEARCH RESULTSThe article is the preliminary recognition of the analyzed problem. Author continued research in the area of impact of the activating methods on the development of the soft skills.   CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS:Schoolings described in this paper are planned as optional classes not included in curriculum. It is worth to consider including selected trainings as electives adapted to competence profiles of fields of study.
Źródło:
Horyzonty Wychowania; 2016, 15, 34; 211-229
1643-9171
2391-9485
Pojawia się w:
Horyzonty Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Understanding Age-Related Differences in the Development of Digital Communication and Information Skills in Polish Adolescents
Autorzy:
Pyżalski, Jacek
Walter, Natalia
Iwanicka, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/44446471.pdf
Data publikacji:
2023
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
digital communication skills
information digital skills
age-related changes
Polish adolescents
longitudinal study
Opis:
Research objectives: This study examines the role of digital skills in the personal and social development of young people. It aims to measure and understand these skills among the younger generation, while identifying ways to improve their development. Research methods: The data comes from the ySkills project under Horizon 2020, a longitudinal study conducted in six countries, including Estonia, Finland, Germany, Italy, Poland and Portugal. Specifically, we have analyzed data on Polish youth from 2021 and 2022. The sample includes 609 individuals aged 11 to 18, i.e. in the entire age range. Self-report scales assess digital skills, including technical abilities, information handling, interaction, communication and content creation. Results from the entire first wave in Poland (N=1161) are also included. Context: In today’s digital world, digital skills are essential for personal development and social engagement. This study focuses on Poland, where digital literacy is crucial for young people. It aims to shed light on the digital competences of Polish youth. Findings: The study found that teenagers use the Internet mainly for social interaction and are comfortable using digital communication tools, such as email, instant messaging and social media. However, it stresses the need for further education in evaluating information available on the Internet and identifying reliable sources. Gender differences were observed, with boys demonstrating greater skills in navigating and processing information, which highlights the need for additional research to address gender disparities in digital skills. Conclusions and Recommendations: This study highlights the importance of digital skills for young people’s development and integration into society. To bridge the digital literacy gap, we recommend targeted educational interventions that improve critical thinking and source evaluation skills. Further research and objective assessments are key to comprehensively eliminating the gender gap in digital skills. It is important to be aware of the limitations of the study, including the reliance on self-reporting and the potential impact of COVID-19 on the sample. Future efforts should aim for more robust and objective means of assessing digital skills among young people in Poland.
Źródło:
Multidisciplinary Journal of School Education; 2023, 12, 2 (24); 145-164
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Meaning of Silence for Mastering the Practitioner’s Reflective Skills
Autorzy:
Szymańska, Maria
Powiązania:
https://bibliotekanauki.pl/articles/1837659.pdf
Data publikacji:
2021-06-08
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
silence
reflection
reflective skills
reflective practitioner
noise
Opis:
The aim of the article is to show the meaning of practicing silence, enhancing the quality of the reflective skills of the reflective practitioner. These skills – being, speaking, disclosing, testing, and probing – reveal one’s reflective competences, which require time and silence to be developed. The reflective practitioner is a person who can creatively interact with their true-self, others, the world, and God. Therefore, he or she finds time to distance themselves from many stimuli that bombard the mind and the outer environment and treats silence and quietness more as a challenge, rather than a threat to their own existence. Silence, perceived as a space for finding a new quality of one’s identity, is presented in the paper in different perspectives. The meaning of listening silence is especially worth noticing in the domain of education, which is preoccupied with large streams of information coming from varied sources that demand to be acquired. That is why this goal seems important for those who must cope with matters connected with teaching, learning, upbringing, and development. I attempt to deal with this briefly in a theoretical, practically-oriented analysis by suggesting some solutions covered in the material below.
Źródło:
Multidisciplinary Journal of School Education; 2021, 10, 1(19); 65-80
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Entrepreneurial Pedagogy: An Example of Using Student-Developed Case Studies
Autorzy:
Dębicka, Anna
Olejniczak, Karolina
Powiązania:
https://bibliotekanauki.pl/articles/1197617.pdf
Data publikacji:
2020-09-26
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
entrepreneurial pedagogy
case study
problem solving
entrepreneurial skills
Opis:
RESEARCH OBJECTIVE: The article attempts to explain the benefits that may result from the use of case studies developed by students as a teaching method applied in entrepreneurial pedagogy. THE RESEARCH PROBLEM AND METHODS: The main research problem concerns the effectiveness of using case studies created by students as a teaching method in entrepreneurial pedagogy. The article provides an overview of selected literature and presents the authors’ experience in applying student-developed case studies. THE PROCESS OF ARGUMENTATION: In the first part of the article, the most important entrepreneurial skills and competences are discussed. Subsequently, the importance of using activating methods is presented, with particular emphasis on the case study. In the second part, the use of the case study developed by students was analyzed and evaluated. Finally, the conclusions and recommendations are presented. RESEARCH RESULTS: The literature analysis indicates the importance of methods that foster students’ active involvement, including case studies, in entrepreneurial pedagogy. The analysis of case studies developed by students showed their strong commitment to the assignment. Students had to gain knowledge of the operation of enterprises and the processes that take place in them. In addition, the task required students to be familiar with methods and tools that support creative thinking and problem-solving skills. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Based on the analysis of literature and student-developed case studies, it seems that the discussed method is an effective teaching method that increases students’ commitment to the assignment and supports the development of entrepreneurial attitudes and skills. Furthermore, this method provides a range of benefits that give the teacher great freedom in choosing the issues and scope of case studies created by students. The results of the analysis permit concluding that student-developed case studies can be commonly used and allow developing a wide range of students entrepreneurial skills.  
RESEARCH OBJECTIVE: The article attempts to explain the benefits that may result from the use of case studies developed by students as a teaching method applied in entrepreneurial pedagogy. THE RESEARCH PROBLEM AND METHODS: The main research problem concerns the effectiveness of using case studies created by students as a teaching method in entrepreneurial pedagogy. The article provides an overview of selected literature and presents the authors’ experience in applying student-developed case studies. THE PROCESS OF ARGUMENTATION: In the first part of the article, the most important entrepreneurial skills and competences are discussed. Subsequently, the importance of using activating methods is presented, with particular emphasis on the case study. In the second part, the use of the case study developed by students was analyzed and evaluated. Finally, the conclusions and recommendations are presented. RESEARCH RESULTS: The literature analysis indicates the importance of methods that foster students’ active involvement, including case studies, in entrepreneurial pedagogy. The analysis of case studies developed by students showed their strong commitment to the assignment. Students had to gain knowledge of the operation of enterprises and the processes that take place in them.In addition, the task required students to be familiar with methods and tools that support creative thinking and problem-solving skills. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Based on the analysis of literature and student-developed case studies, it seems that the discussed method is an effective teaching method that increases students’ commitment to the assignment and supports the development of entrepreneurial attitudes and skills. Furthermore, this method provides a range of benefits that give the teacher great freedom in choosing the issues and scope of case studies created by students.
Źródło:
Horyzonty Wychowania; 2020, 19, 51; 43-55
1643-9171
2391-9485
Pojawia się w:
Horyzonty Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Narrative Analysis in the Development of Teachers’ Reflective Skills
Autorzy:
Szymańska, Maria
Powiązania:
https://bibliotekanauki.pl/articles/44440024.pdf
Data publikacji:
2023
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
narrative
narrative competence
narrative analysis
reflective skills
teacher
Opis:
Objectives of the research: The aim of the theoretical research is to elicit the meaning of improving narrative competence, particularly narrative analysis for developing teachers’ reflective skills. Research issues or problems: The research question is posed as follows: Can a narrative, narrative analysis in particular, foster development of teachers’ reflective skills, and if so, how? Research methods: The method used in the research is hermeneutic analysis, which matches the field of content narrative analysis. A short description of the context of the issue: The content analyzed in the text is descriptions of narrative, narrative competence, and narrative analysis, as well as reflective skills such as being, disclosing speaking, testing, and probing – according to concept of Joseph Raelin, to some extent. An important goal of the research is to show the significant meaning of narrative competence, especially narrative analysis, for developing reflective skills by teacher–practitioners. The relationships between narrative, narrative analysis, and improving these skills can induce the need to add another skill, such as an implicative one, that would be crucial for further personal and professional development towards achieving a higher level of self-identity. Process of argumentation: The research began the selection of an appropriate scope of terms which match one another and can achieve the aim and answer the research question. The analysis of these terms led to building the relationships between narrative, narrative competence, and reflective skills, followed by narrative analysis and reflective skills that are important for personal and professional teacher development. That resulted in some implications that may be useful in educating teachers and students and for education in general.Findings: The results show the importance of the relationship between the aspects described above. Additionally, original, result occurred in creating a new reflective skill, such as the implicative one dedicated to further self-development. Conclusions and recommendations: The hermeneutic analysis revealed a correlation between the development of a teacher’s narrative competence, particularly narrative analysis, and practicing reflective skills. However, further research is needed to bring about changes in educating both teachers and students, which demands attention be paid to the authentic reflective/narrative approach in practice. This could be reflected in core curriculum subjects in university and secondary school education.
Źródło:
Multidisciplinary Journal of School Education; 2023, 12, 1 (23); 211-227
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Learning Reflective Skills with the Use of Narrative Techniques.
Autorzy:
Szymańska, Maria
Powiązania:
https://bibliotekanauki.pl/articles/454286.pdf
Data publikacji:
2020
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
learner
learning
reflective learner’s skills
narrative
narrative techniques
Opis:
The article is to elicit how important is to draw attention to learning reflective skills for personal and social development, particularly the learner development. The use of narrative techniques in the process of learning can occur beneficial for its participants. That is why, their crucial meaning for pedagogical purposes is emphasized in the analyzed material. These techniques implemented in a didactic and upbringing practice, also, can be treated as techniques of gathering data in the qualitative research that is the author’s target of interest.
Źródło:
Multidisciplinary Journal of School Education; 2020, 17; 101-118
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Perceptual Motor Skills in Children and Pupils with Mild Intellectual Disabilities
Autorzy:
Viktorin, Jan
Loosová, Lucie
Powiązania:
https://bibliotekanauki.pl/articles/1837673.pdf
Data publikacji:
2020-12-31
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
literature review
perceptual motor skills
mild intellectual disability
children
pupils
Opis:
This literature review analyzes eight specialized papers which focus on issues of the perceptual motor skills of children and pupils with mild intellectual disabilities. Children and pupils with mild intellectual disabilities have deficits in perceptual motor skills. The deficits of adaptive and intellectual skills of these children and pupils may be greater (mainly because of their conceptual and abstract reasoning) than their relative deficits of perceptual motor skills. Stronger perceptual motor skills in children and pupils with mild intellectual disabilities may be the target of school intervention as a means of alleviating problems in adaptive functions.
Źródło:
Multidisciplinary Journal of School Education; 2020, 9, (2) 18; 79-95
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Social Activity of Outstanding Youths: SAPERE AUSO Scholarship Recipients
Autorzy:
Łukasiewicz-Wieleba, Joanna
Gierczyk, Marcin
Jaromin, Edyta
Powiązania:
https://bibliotekanauki.pl/articles/44427237.pdf
Data publikacji:
2022
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
scholarship
gifted youth
SAPERE AUSO scholarship
social engagement
social skills
Opis:
In this article, the authors analyze the pro-societal activities of students who were awarded the SAPERE AUSO scholarship, which is given to students in Warsaw, Poland. The aim of this study was to investigate the scope of social activities undertaken by scholarship beneficiaries of the SAPERE AUSO Warsaw scholarship program. The analysis revealed that these students were socially active at school, in their local community and across the country. The research also showed that the students were willing to share their talents, trying to find a use for them in society. Another group of students was those with social skills: increased empathy, an aptitude for organizing work and events, and leadership skills. Such young people are socially active regardless of their educational achievements. This is particularly important for educators and local governments, as it guides thinking about the education of gifted students, not only in the context of academic achievement, but also social achievement.
Źródło:
Multidisciplinary Journal of School Education; 2022, 11, 2 (22); 75-95
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Measurement of Learning Outcomes in Mathematics in Relation to Choosing a Role Model
Autorzy:
Stańdo, Jacek
Jagielska, Katarzyna
Fechner, Żywilla
Powiązania:
https://bibliotekanauki.pl/articles/44443487.pdf
Data publikacji:
2023
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
authority
teacher
school
education
mathematics
students' mathematical knowledge and skills
Opis:
The article presents a study which involved the selection of an authority figure by students of the last grades of secondary schools, carried out in May 2022. The main goal was to investigate the relationship between the selection of an authority figure and the achievement of learning outcomes in mathematics at the 4th level of the Polish Qualifications Framework. The literature was reviewed with regard to students’ school achievements and authority. A comparative analysis of the choice of authority in the context of school assessment and the result of an online mock exam in mathematics was carried out. The goal was achieved by presenting research problems concerning the choice of authority and its relationship with the achievement of learning outcomes in mathematics. Final conclusions were then formulated.
Źródło:
Multidisciplinary Journal of School Education; 2023, 12, 1 (23); 387-412
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
E-Learning and Blended Learning in the Opinions of Polish Students
Autorzy:
Chrost, Marzena
Chrost, Sławomir
Powiązania:
https://bibliotekanauki.pl/articles/2028736.pdf
Data publikacji:
2021-12-27
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
distance education
online learning
COVID-19
pandemic
21st century skills
Opis:
For the first time in history, the education system has experienced a crisis situation on a global scale, leading to total and forced isolation in social life and communication. In March 2020, full-time classes at universities in Poland were suspended due to the epidemic caused by the COVID-19 coronavirus. This state of affairs resulted in the need to shift scientific and didactic work to be “remote”. This article aims to present students’ opinions on e-learning and blended learning after several months of experience with such forms of learning. The main research problem was formulated as follows: “What are the Polish students’ opinions of e-learning during the pandemic?” The method of diagnostic survey and the questionnaire technique called the SWOT were used in the empirical research. The research was conducted in May and June 2020 in three selected universities. A total of 314 students took part in it. The results indicate that remote teaching has both specific strengths and weaknesses and that there are many opportunities and threats associated with this form of teaching; nevertheless, a larger proportion of the data were related to the weaknesses. Undoubtedly, there are still many activities that should be introduced into practice and everyday academic education. Perhaps a creative solution will be to introduce only some elements of distance learning, which can contribute to a better acquisition of IT and digital competences and can help students develop activity, self-discipline, and independent learning.
Źródło:
Multidisciplinary Journal of School Education; 2021, 10, 2 (20); 233-255
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Children in the World of Allegory: the Key Role of Comparison Skills and Abstract Thinking
Autorzy:
Engels-Kritidis, Rozalina
Powiązania:
https://bibliotekanauki.pl/articles/507157.pdf
Data publikacji:
2014
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
allegory
pre-school age
proverbs and sayings
comparison skills
abstract thinking.
Opis:
This publication shows the potential of pre-school age children to understand and use allegory, focusing specifically on the core of the ability to interpret the allegory of proverbs and sayings. A connection between comparison skills and allegory interpretation skills has been statistically proved, confirming that the image-based way of thinking is typical for the ages under research and allowing us to define visualization as a principal stage in the process of getting to the meaning of allegory. The publication also gives statistical arguments which support a connection between the development of the ability for abstract thinking and allegory interpretation skills, i.e. a child with better-developed abstract thinking ability will display a higher capacity for interpreting allegorical meanings.
Źródło:
Journal of Preschool and Elementary School Education; 2014, 6; 107-133
2084-7998
Pojawia się w:
Journal of Preschool and Elementary School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Project Based Learning: Extending Social and Educational Reach
Autorzy:
Dickinson, Stuart
Powiązania:
https://bibliotekanauki.pl/articles/454166.pdf
Data publikacji:
2019
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
social learning
project based learning
motivation
collaboration
employability skills
technology enhanced learning
Opis:
Project based learning approaches are being employed in the college as a creative and innovative means to engage and motivate learners through a transformative curriculum model for both further and higher education students. This article will examine how these pedagogical approaches have made a positive impact on our Childhood Studies’ students with regards to retention, achievement and success set within the context of widening participation and social engagement with and for those in society who are the hardest to reach including those children from the travelling community who have been integral partners in our Erasmus project. It will highlight the benefits of social learning, not only as a means of developing vocational skills for our students, but it will also examine the wider impacts of developing softer skills for our students, particularly with regards to employability skills, whilst considering the wider impacts this approach has had on society and building community cohesion.
Źródło:
Multidisciplinary Journal of School Education; 2019, 16; 11-24
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Definiowanie efektów kształcenia praktycznego przyszłych nauczycieli w aspekcie aktywności studentów
Defining the Effects of the Practical Training of Future Teachers in Terms of Students’ Activity
Autorzy:
Miterka, Elżbieta
Staropiętka-Kuna, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/514351.pdf
Data publikacji:
2013
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
efekty kształcenia
kompetencje
wiedza
umiejętności
postawy
learning outcomes
competencies
knowledge
skills
attitudes
Opis:
Wdrożenie i ewaluacja realizacji założeń Procesu Bolońskiego stanowi nowe podejście do projektowania procesu kształcenia kierunkowego, w tym również przygotowania praktycznego, w którym kluczową rolę odgrywają efekty kształcenia. Publikacja prezentuje opis efektów kształcenia przy wykorzystaniu taksonomii, rolę kompetencji oraz aktywność, które stanowią bazę do wykorzystania podczas konstruowania systemów jakości kształcenia praktycznego na uczelniach wyższych.
Implementation and realization of the Bologna Process assumptions mean a new approach to designing a specifically oriented educational process comprising also the practical students’ preparation to become a teacher, where the effects of education perform the main role.The publication depicts the effects of education description with the usage of B. S. Bloom’a taxonomy, the role of competence, and students’ activity. These components form the basis for application while constructing the systems of pragmatic education in higher education units.
Źródło:
Rocznik Wydziału Pedagogicznego Akademii Ignatianum; 2013, 16; 97-112
2299-4890
Pojawia się w:
Rocznik Wydziału Pedagogicznego Akademii Ignatianum
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Development of Linguistic-Communication Competences in Preschools. Factors Influencing Language Competences – Their Level and Measurement
Autorzy:
Katona, Krisztina
Kis, Attila B.
Powiązania:
https://bibliotekanauki.pl/articles/507075.pdf
Data publikacji:
2015
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
native language acquisition
linguistic competence
measurement of communication skills
observation of children’s language performance.
Opis:
Children entering institutional education can activate the linguistic and non-linguistic norms they bring from home. These norms, however, are very diverse in their nature and children from the same age-group remain at different levels in terms of language-acquisition. In our paper we seek to identify where and what sort of problems may arise in acquiring the mother-tongue, what factors may hinder the acquisition of the first language, what are the symptoms of backwardness in the field of linguistic–communication and which areas measuring tests tend to focus upon. Finally by presenting an indication system we would like to show what opportunities observation may have in purposeful development.
Źródło:
Journal of Preschool and Elementary School Education; 2015, 8; 45-57
2084-7998
Pojawia się w:
Journal of Preschool and Elementary School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Gotowość szkolna dzieci 6-letnich w zakresie przygotowania do nauki pisania i czytania z wykorzystaniem programu rozwijającego percepcję wzrokową „Wzory i obrazki” M. Frostig i D. Horne’a – studium przypadku
Are 6-year Old Children Ready to Read and Write with “Pictures and Patterns. The Developmental Program in Visual Perception” by M. Frostig and D. Horne? A Case Study
Autorzy:
Szczotka, Martyna
Powiązania:
https://bibliotekanauki.pl/articles/2037864.pdf
Data publikacji:
2021-11-19
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
gotowość szkolna
czytanie
pisanie
percepcja wzrokowa
sprawność manualna
school maturity
reading
writing
visual perception
motor skills
Opis:
Dziecko przekraczając próg szkoły zderza się z wieloma trudnościami na gruncie emocjonalnym, społecznym oraz poznawczym. Dobre przygotowanie go do nabywania dwóch kluczowych kompetencji w edukacji wczesnoszkolnej to znacząca połowa sukcesu dobrego startu w szkole. Zarówno nauka czytania, jak i pisania jest procesem skomplikowanym. Dlatego już w pierwszych miesiącach pobytu 6-latka w przedszkolu przeprowadza się obserwację zakończoną badaniem gotowości szkolnej, która dostarcza nauczycielom wielu istotnych informacji o poziomie dziecka w obrębie percepcji wzrokowej, słuchowej oraz sprawności w zakresie motoryki małej, które są niezbędne do pozyskania tych umiejętności. Przedmiotem niniejszych rozważań ustalono gotowość szkolną dzieci 6-letnich do nauki pisania i czytania. Natomiast celem badań było określenie poziomu przygotowania dzieci 6-letnich w zakresie pisania i czytania. Główną metodą badawczą zastosowaną w badaniach była metoda indywidualnych przypadków, w ramach której wykorzystano technikę obserwacji. W badaniu uczestniczyły dzieci, które w diagnozie początkowej osiągnęły niski poziom rozwoju funkcji wzrokowych i sprawności manualnych, tym samym zakwalifikowane zostały do zajęć korekcyjno-kompensacyjnych, które odbywały się w przedszkolu. Badania trwały pół roku, opierały się na pracy z programem „Wzory i obrazki” M. Frostig i D. Horne’a. Jak sugerują wyniki badań największe postępy dzieci odnotowano w obszarze spostrzegania wzrokowego i koordynacji wzrokowo-ruchowej.
When starting school, a child has to face various emotional, social and cognitive difficulties. A good preparation for the acquisition of two key competences in early childhood education constitutes a significant half of the child’s successful start at school. Learning to read and write is a complicated process. Therefore, already in the first months of a 6-year-old's kindergarten education, the child undergoes observation concluding with a school readiness test, which provides teachers with a lot of important information about the child's level of visual and auditory perception and fine motor skills, which are necessary for developing reading and writing skills. The considerations included in this article focus on  the extent to which 6-year-old children are ready to learn to write and read. However, the aim of the research was to determine the level of preparation of 6-year-old children in the field of writing and reading. The main research method used in the research was the case study method, which relied on observation. The study included children who were initially diagnosed with low level of visual functions and motor skills development, and thus qualified for corrective and compensatory classes, which took place in the kindergarten. The research was carried out for a period of six months and it was based on work with the project “Pictures and Patterns. The Developmental Program in Visual Perception”  by M. Frostig and D. Horne. As the research results suggest, the greatest advances in children were recorded in the area of visual perception and hand-eye coordination.
Źródło:
Edukacja Elementarna w Teorii i Praktyce; 2021, 16, 5 (63); 147-165
1896-2327
Pojawia się w:
Edukacja Elementarna w Teorii i Praktyce
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 28

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