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    Wyświetlanie 1-6 z 6
    Tytuł:
    „Nasz elementarz” – krótki opis daru, który zubaża obdarowanych
    “Nasz elementarz” (“Our primer”) – a brief description of a gift which impoverishes the beneficiaries
    Autorzy:
    Klus-Stańska, Dorota
    Powiązania:
    https://bibliotekanauki.pl/articles/1389117.pdf
    Data publikacji:
    2014-12-31
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    early education
    abc book
    child's development
    infantylization
    Opis:
    The text is a critical analysis of the assumptions and content of “Nasz elementarz”, a textbook for the first grade of the primary school which has been promoted by the Ministry of Education. An overt attempt at the unification, control, and limiting of the development space of the youngest pupils has been indicated. Two theoretical perspectives have been adopted for the analysis: constructivism and the Foucauldian concept of normalizing discourse. The discourses underlying the textbook, which are permeated by relations of oppressive power over children, have been identified: the discourse of the child (infantile child discourse), of childhood (closed and colourless childhood discourse), and of knowledge (limited knowledge discourse).
    Źródło:
    Problemy Wczesnej Edukacji; 2014, 27, 4; 24-44
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wczesna edukacja – między standaryzacją a upodmiotowieniem
    Early education – between standarization and subjectification
    Autorzy:
    Żytko, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/1386948.pdf
    Data publikacji:
    2020-06-17
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    standardization
    diagnosis
    normalization
    child development
    subjectivity
    autonomy
    Opis:
    The article attempts to answer the question: why standardization of early education can limit the development of children and disintegrate the learning process? The main topic is focused on the issue of standardization in early childhood education. The goals of education, core curriculum, expected developmental effects and learning outcomes are most often standardized. The standardization process has specific consequences that affect the quality of education and development opportunities for students. The effect of this approach, especially close to politicians, stakeholders, is limited variety of educational approaches, fragmentation, depersonalization of education and subordinating it to standards and set goals. All these activities should favor the control of results achieved. The destination is defined at the beginning of the education process. The achievement of “experts’” aims is the basis for assessments of the value of the teacher’s work and the effectiveness of educational institutions.
    Źródło:
    Problemy Wczesnej Edukacji; 2020, 49, 2; 91-102
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dziecięce kompetencje do przeciwstawiania się w kulturze szkoły polskiej
    Children’s Oppositional Competences in the Culture of the Polish School
    Autorzy:
    Wiśniewska-Kin, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/1387545.pdf
    Data publikacji:
    2019-12-17
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    early education
    child’s development
    oppositional discourse
    Opis:
    The paper presents the results of an educational research project implemented in the school year 2016/2017 in selected primary schools in urban environment (Łódź). The aim of the study was to diagnose oppositional discursive strategies (initial opposition movements, relationships between partners, reaching agreement), in a group of thirty 8- to 9-year-olds and 9- to 10-year-olds. The research was conducted in a place that provides children with natural play conditions (school common room). The investigator appeared in the role participant as an observer (the researcher came from the examined environment and had the opportunity to “blend into” the events). The material came from participant observation. The observation embraced practical and socio-cognitive activity of the pupils. The results enables recognition of cognitive-social and communicative-interactive competences of the child. In none of the observed opposition episodes physical violence was applied to the interlocutor (only in a few cases children continued to dispute). In the process of reaching agreement in disputable situations, the children focused on agreeing on conflicting behaviours, opinions or views without an adult intermediary (despite the fact that children did not always reach an immediate agreement in the disputed situation).
    Źródło:
    Problemy Wczesnej Edukacji; 2019, 47, 4; 35-46
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dziecięce rozumienie świata – w poszukiwaniu uzasadnień postępowania badawczego
    Understanding the world from the perspective of children
    Autorzy:
    Wiśniewska-Kin, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/1388038.pdf
    Data publikacji:
    2016-03-31
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    early education
    child’s development
    understanding
    categorising
    evaluating
    Opis:
    Reflecting on the understanding of the world from the perspective of children is significant for several reasons. First, it allows us to examine the kind of thinking and actions of children which is of an interpretative nature: it reveals not only the child’s personal knowledge, but above all, the ways of understanding, categorising and evaluating an ambiguous and often conflicted reality. It also provides an opportunity to reconstruct the cognitive skills manifested in the verbal and non-verbal reactions of children put in front of an organised problematic situation. In view of such a conclusion, it is worth taking the time to analyse the complex problem: how children perceive the world and how to reconstruct in practice children’s processes associated with understanding, categorising, and evaluating the world.
    Źródło:
    Problemy Wczesnej Edukacji; 2016, 32, 1; 59-70
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    An integration of art education into preschool instruction
    Autorzy:
    Stadlerová, Hana
    Powiązania:
    https://bibliotekanauki.pl/articles/1388748.pdf
    Data publikacji:
    2014-06-30
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    pre-school education in the Czech Republic
    child development
    educational opportunities
    integrated approach
    art production
    action research
    Opis:
    The present paper describes the educational possibilities of art activities in preschool education which correspond to the contemporary priorities of preschool instruction. It presents the goals and aims of some action research which was conducted in kindergartens. Through non-traditional art activity, the educational opportunities were examined, focusing on an analysis of their procedures; reflections on individual activities being carried out. The research results were designed to help bring about real changes in kindergartens, to document the contribution of art creation and to provide arguments for personality-oriented education in preschool instruction.
    Źródło:
    Problemy Wczesnej Edukacji; 2014, 25, 2; 60-72
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Highly Sensitive Child as a challenge for education – introduction to the concept
    Autorzy:
    Baryła-Matejczuk, Monika
    Artymiak, Małgorzata
    Ferrer-Cascales, Rosario
    Betancort, Moises
    Powiązania:
    https://bibliotekanauki.pl/articles/1386935.pdf
    Data publikacji:
    2020-03-31
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    highly sensitive child
    children’s development environment
    early education
    environmental sensitivity
    sensory processing sensitivity
    Opis:
    The main aim of this paper is to summarize available findings related to the subject of high sensitivity from both the educational and parenting perspectives. According to the authors of the concept of Sensory Processing Sensitivity (SPS), between 15% and 20% of the population exhibit such traits, therefore one has to say that it is necessary to raise the awareness of this subject amongst parents and teachers. High sensitivity may exhibit itself in many ways, depending on the environmental and other temperamental conditions. Understanding its main characteristics (DOES) will allow one to appreciate the potential of this condition instead of focusing on its deficiencies. Such a perspective opens up possible avenues of supporting the Highly Sensitive Child’s resources by both parents and teachers. A review was carried out to answer a research question by collecting and summarizing theo-retical and empirical evidence that fits pre-specified eligibility criteria. The study selection criteria was to find literature/paper reviews and primary studies published in indexed journals included in various databases and focused on Sensory Processing Sensitivity directly, transdisciplinary and ho-listic approaches were central to the process. In the research strategy, the following databases were consulted: PSYCinfo, Scopus and PubMed. The keywords sensory processing, sensitive, environ-mental sensitivity, education were placed in all electronic databases and set to be found in the titles, abstracts or keywords of the documents. No limits on dates were established. At the preparation stage, articles relevant to the topic were selected and supplemented with publications related to child development and educational context. The search was conducted from December 2018 to July 2019.
    Źródło:
    Problemy Wczesnej Edukacji; 2020, 48, 1; 51-62
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

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