Autor: Płóciennik, Elżbieta - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Rozwijanie mądrości a podstawa programowa wychowania przedszkolnego
The core curriculum of preschool education in the light of Teaching for Wisdom
Autorzy:: Płóciennik, Elżbieta
Powiązania:: https://bibliotekanauki.pl/articles/1388133.pdf
Data publikacji:: 2016-04-06
Wydawca:: Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:: teaching for wisdom
preschool education
Opis:: The author would like to draw the reader’s attention to the need to introduce Teaching for Wisdom into Polish education under the current core curriculum. The analysis of the records in the core curriculum of preschool education is an example here. Their interpretation in the light of the teaching for wisdom objectives can help Polish teachers to organize conditions in order to support the development of wisdom, at pre-school age.
Źródło:: Problemy Wczesnej Edukacji; 2016, 33, 2; 181-192
1734-1582
2451-2230
Pojawia się w:: Problemy Wczesnej Edukacji
Dostawca treści:: Biblioteka Nauki

Artykuł

Skocz do pozycji: 2.

Tytuł:: Divergent Tasks in the Diagnosis of Wisdom in Older Preschool Children
Autorzy:: Płóciennik, Elżbieta
Powiązania:: https://bibliotekanauki.pl/articles/1998275.pdf
Data publikacji:: 2017-03-31
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: divergent task
preschool education
wisdom diagnosis
Opis:: The author of the article, popularising education for wisdom as a basis for comprehensive development of pupils, looks for methods supporting the development of wisdom from childhood. Stimulation of wisdom in early education can be a challenge to teachers due to a lack of theoretical and practical guide- lines. Thus, the author developed and used in studies specific diagnostic tools for analysing the capabilities and skills of older preschool children in using wisdom in their thinking. The article describes the study results concerning the application of divergent tasks stimulating thinking in children in different ranges of intelligence (based on R.J. Sternberg’s concept) and conclusions from the studies conducted based on a randomly selected sample (N = 366), e.g., that used tasks make it possible to differentiate the competences and intellectual capabilities of the children in question.
Źródło:: The New Educational Review; 2017, 47; 279-291
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

Artykuł

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