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    Tytuł:
    Strategie pomocy dzieciom ulicy w Jaipurze. Studium przypadku organizacji I-India
    Strategies to help street children in Jaipur – case study of I-India organisation
    Autorzy:
    Pietkiewicz-Pareek, Beata
    Powiązania:
    https://bibliotekanauki.pl/articles/1388274.pdf
    Data publikacji:
    2016-09-29
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    dzieci ulicy
    Indie
    programy naprawcze
    sierocińce
    street children
    India
    remedial programmes
    orphanages
    Opis:
    This study examined the efforts to provide vocational training programmes for abused, orphaned, and destitute children in the capital of Rajasthan. The presented results are the effect of the larger project on illiteracy conducted by the author in India in 20121. Harmful traditional practices like child labour, child marriage, the caste system, discrimination against girl children impact negatively on children and increase their vulnerability to abuse and neglect. I-India is a fully registered, nonprofit, non-governmental organisation. It was established in 1993 and employs a staff of eighty dedicated local people. I-India’s main activities are the provision of: an information/advice help-line for children in need, repatriation of children to their families, temporary and permanent homes, medical care and sanitation, nutrition, emotional support from trained staff, education, vocational training, awareness, and advocacy.
    Źródło:
    Problemy Wczesnej Edukacji; 2016, 35, 4; 76-84
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Korczaka i współczesnych pedagogów ulicy koncepcja uwspólniania świata jako inspiracja podejść partycypacyjno-rozwojowych w pracy z dziećmi ulicy
    Korczak’s idea of sharing the world compared with ideas practiced by contemporary pedagogues working with street children as an inspiration of participating and developmental approach in work with children of a street
    Autorzy:
    Sokołowska, Jolanta
    Powiązania:
    https://bibliotekanauki.pl/articles/1387210.pdf
    Data publikacji:
    2019-09-30
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    Korczak's pedagogical system
    street children
    concept of sharing the world
    working on positives
    the concept of natural change
    Opis:
    Janusz Korczak has his unique contribution to the development of work with street children. The purpose of this text is an attempt to answer the question: what has Korczak in common with people who are working with the category of abandoned, neglected children nowadays? To what extent his views, developed over a hundred years ago, are an inspiration for educators taking up work in the street space today? To answer these questions I will refer both to Korczak’s thoughts contained in his works as well as to the texts created by contemporary educators. The analyses confirm that the common feature of the described projects is the concept of sharing the world. Both Korczak and pedagogues of the street situate themselves close to the children’s community, participating in their everyday life. Both pedagogues and Korczak refer to a similar concept of the child, focusing primarily on the child’s potential. They try to get to know the child’s living conditions and by understanding its habitus they aim to take actions appropriate to child’s abilities, avoiding elements of symbolic violence.
    Źródło:
    Problemy Wczesnej Edukacji; 2019, 46, 3; 101-110
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Unwanted, rejected, unaccepted: around the problem of “invisible” Romani and Dom children in Georgia
    Autorzy:
    Markowska-Manista, Urszula
    Powiązania:
    https://bibliotekanauki.pl/articles/1388669.pdf
    Data publikacji:
    2015-12-31
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    minorities
    children in the street
    working children
    exclusion
    education
    invisible children
    Opis:
    The text outlines fragments of Georgian Romani and Dom children’s reality through the prism of their everyday life and educational practices. Romani (or Roma) and Dom children are usually perceived by the majority of society as well as by national and ethnic minorities as an identical, uniform group. Their images are burdened with stereotypes and they themselves – as begging participants in public space – have become inconvenient for the majority of the society, hence excluded and marginalized. With regard to social representations, Roma and Dom children can be included in the category of “street children”, children “out of place”, “invisible” children, and children remaining “at the crossroads” of tradition and postmodernity. A portrayal of the situation of Roma and Dom minorities in Georgia reveals the reality of children in big city environments as well as the dimensions of their social exclusion and poverty. The text was written within field research: “The forgotten minorities in Georgia” conducted by the author in 2013 and 2014 in Georgia, South Caucasus.
    Źródło:
    Problemy Wczesnej Edukacji; 2015, 31, 4; 58-76
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Przedszkola Reggio Emilia we Włoszech miejscem rozkwitu dziecięcego potencjału
    Preschools in Reggio Emilia (Italy) a place where children’s potential flourishes
    Autorzy:
    Bonar, Jolanta
    Maj, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/1388675.pdf
    Data publikacji:
    2015-12-31
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    minorities
    children in the street
    working children
    exclusion
    education
    invisible children
    Opis:
    The article presents one of the most avant-garde educational experiences for young children in the world. The first preschools in Reggio Emilia (Italy) were established after the Second World War and they have been under the supervision of the municipality for over 45 years. The main initiator and educator of this early childhood practice was Loris Malaguzzi (1920–1994). One of the reasons for this long-lasting project is the readiness of Reggio Emilia educators to cross boundaries, and another is their openness to new ideas and perspectives. They take their inspiration not only from pedagogy, but from philosophy, the exact sciences, architecture, literature, and visual communication as well. Inspired by different ideas and theories, being reflective and inquiring, they interpret and construct their own concepts and theories instead of reproducing them.
    Źródło:
    Problemy Wczesnej Edukacji; 2015, 31, 4; 42-57
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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