Autor: Maria, Groenwald, - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Czas w uczeniu się. Analiza krytyczna perspektywy obiektywistycznej
Time in learning. Critical analysis of the objectivist perspective
Autorzy:: Groenwald, Maria
Powiązania:: https://bibliotekanauki.pl/articles/1386939.pdf
Data publikacji:: 2020-03-31
Wydawca:: Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:: time as a category of learning
objectivist category of learning
subjugation of learners
school
critical analysis
Opis:: The paper is a critical analysis of time in learning, functioning in the objectivist approach to education. Referring to results of anthropological research and literary studies in this field, I justify in it the thesis that in transmissive teaching becomes an instrument for subjugating children. It is supported by the following realities of schooling: imposed time of children’s stay at school, an obligation to do homework and timeframe of “covering” textbooks, which leads to pupils being overloaded with school learning, wasting time at lessons, repeating years, or even being halted in time. The effect of the time of learning being seized by the time of teaching is petrification of the bureaucratic management of time, pretended learning and tabooism of the disturbing phenomenon of the temporary regime of learning.
Źródło:: Problemy Wczesnej Edukacji; 2020, 48, 1; 7-17
1734-1582
2451-2230
Pojawia się w:: Problemy Wczesnej Edukacji
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Inspirujący Anton Makarenko. Z analizy hieroglifów na „Dziełach”
Inspiring Anton Makarenko. From an analysis of hieroglyphs on “Works”
Autorzy:: Groenwald, Maria
Powiązania:: https://bibliotekanauki.pl/articles/1388000.pdf
Data publikacji:: 2017-09-28
Wydawca:: Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:: Anton Makarenko
"Works"
analysis of hireglyphs
Opis:: In the paper “hieroglyphs” denotes (metaphorically) all meanings assigned by readers of texts comprising “Works” by A. Makarenko, thus designating highlighted fragments as meaningful. Their analysis has been directed at those issues that particularly appealed to the readers and the possibilities arising from them of applying knowledge to work with pupils. It turns out that while reading “Works” they focused on: (1) aims of upbringing and ways of fulfilling them: discipline, codes of conduct, collective group structure; (2) A. Makarenko himself, in whom they sought the ideal of a pedagogue. The analysis closes with a reflection on the role of the reader of “Works” as their peculiar translator who, through both reproductive and innovative work with the text (carried out through the prism of one’s own knowledge, experience or needs), enters the path of translating-interpreting pedagogical activity.
Źródło:: Problemy Wczesnej Edukacji; 2017, 39, 4; 53-61
1734-1582
2451-2230
Pojawia się w:: Problemy Wczesnej Edukacji
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Widok z mojego okna na świat, który nas kształtuje – czytając książkę pod redakcją Teresy Sadoń-Osowieckiej „Miejsce, przestrzeń, krajobraz – edukacyjne znaki”
The view from my window of the world shaping us – reading the book edited by Teresa Sadoń-Osowiecka “Place, space, landscape – educational signs”
Autorzy:: Groenwald, Maria
Powiązania:: https://bibliotekanauki.pl/articles/1388035.pdf
Data publikacji:: 2016-03-31
Wydawca:: Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:: interdiscplinarity in educational studies of landscapes
creation of concepts of the world
Opis:: As a starting point for the reconstruction of pictures of places of creation of the world’s concepts, the monograph edited by T. Sadoń-Osowiecka “Place, space, landscape – educational signs” was chosen. Analyses of the works published in it was carried out on the basis of: location of the observer in an educational space, distance in the study conducted, applied techniques of recording the picture, and the preferred temporal distance in the recording of a picture. The said analysis indicated the role played in the understanding of the world by an individual through: (a) one’s association with “places” which give the status of tamed space; (b) valid and methodologically proper recognition of reality ‘from near’ and ‘from afar’, and treatment of these perspectives as mutually complementary; (c) the will not to eliminate from the pictures of the world “its” gloomy elements: the problems of school: hard situations of socially and culturally excluded people; marginalised places; (d) readiness to bear responsibility for the quality of being “among” people and “for” them, for the present and future of the life of their world.
Źródło:: Problemy Wczesnej Edukacji; 2016, 32, 1; 71-82
1734-1582
2451-2230
Pojawia się w:: Problemy Wczesnej Edukacji
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

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

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Skocz do pozycji: 5.

Tytuł:: Głos dziecka w przedszkolu – między swobodą wypowiedzi a milczeniem
Child’s voice in kindergarten – between freedom of speech and silence
Autorzy:: Babicka-Wirkus, Anna
Groenwald, Maria
Powiązania:: https://bibliotekanauki.pl/articles/1387558.pdf
Data publikacji:: 2018-05-25
Wydawca:: Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:: child’s voice
children’s rights
kindergarten
culture of silence
Opis:: The article addresses the problems of presence and absence of child’s voice in kindergarten and their significance for the development of critically thinking entities/citizens. On the basis of our qualitative studies, two separate ways of perceiving the significance of nonadults’ voice in the early childhood education process have emerged. The first one, relating to the affirmation of free child expression, is typical for personal declarations of young educators. The second way is about practising children’s silence in kindergarten and it characterises the events described by aspiring teachers, witnessed during their professional practice. On this basis, we have identified the mechanism of inclusion and the mechanism of exclusion of child’s voice in kindergarten.
Źródło:: Problemy Wczesnej Edukacji; 2018, 40, 1; 95-104
1734-1582
2451-2230
Pojawia się w:: Problemy Wczesnej Edukacji
Dostawca treści:: Biblioteka Nauki

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