Temat: children in early school age - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: O nieprzedstawieniach i twórczości. Raport z wstępnych badań nad abstrakcją w aktualizowaniu i stymulowaniu twórczego myślenia u dzieci w wieku wczesnoszkolnym
On non-performances and creativity. A report from the initial research on abstraction in updating and stimulating creative thinking for early school age children
Autorzy:: Tomas, Iwona
Powiązania:: https://bibliotekanauki.pl/articles/1386931.pdf
Data publikacji:: 2020-03-31
Wydawca:: Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:: artistic classes
abstraction
creative thinking
children in early school age
Opis:: This article is a report on the planned and conducted series of experimental art classes dedicated to children in early school age. The aim of the presented initial research was the verification of a working hypothesis assuming the positive influence of a planned and conducted art lesson class cycle inspired by abstraction, on the creative potential of the participants. In the research project presented and described below, abstraction has been treated as a potential factor stimulating creative thinking, the level of which has been identified by using Drawing Creative Thinking Test by K.K. Urban and H.G. Jellen (TCT-DP) in pre and post-experimental version. The research project was implemented on the basis of a quasi-experimental method, however – which must be emphasized – it has been based on the assumptions of action research and constructed on the basis of the ARTography category. 64 students from the first grade and two second grades of a primary school participated in the experimental class cycle. 47 pairs of drawings created on the basis of TCP-DP sheets have been analyzed and assessed. As a consequence, the distinguished working hypothesis has been initially confirmed – however, the presented research field requires further research, exploration and detailed analyses. The presented research and its initial results constitute a factor initiating the considerations regarding the possibility of applying and implementing non-standard solutions in art lessons, which – as it turns out, end up being solutions that are enriching and desirable, especially from the creative thinking perspective.
Źródło:: Problemy Wczesnej Edukacji; 2020, 48, 1; 86-99
1734-1582
2451-2230
Pojawia się w:: Problemy Wczesnej Edukacji
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Od biernego odbiorcy do aktywnego mediakreatora – małe dzieci i TIK w świetle badań własnych
From Passive Recipients to Active Media-Creators: Small Children and ICT in the Light of Own Studies
Autorzy:: Iwanicka, Agnieszka
Powiązania:: https://bibliotekanauki.pl/articles/1373323.pdf
Data publikacji:: 2018-12-15
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: ICT
media
coding
media content creator
children in early school age
media literacy
Opis:: Small children show a lot of media activity: they are perfectly capable of handling new technologies, they have been using them since the first years of their life. What activities they show depends on the family home and the behaviors they observe with their parents. With their support and providing positive patterns, the child can become not only a passive media user, but also an active media content creator, a kind of mediacreator, which over time will have a real impact on the reality in which he grows up. In the article, I present some of the results of the my research, in which I checked what role the media plays in the life of a child in an early school age. I try to answer the question, what media activities are displayed by children – whether it is only passive and imitative, or maybe they are actively creating media content.
Źródło:: Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2018, 23; 143-160
2300-391X
Pojawia się w:: Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Speech screening examinations as an example of activity in the field of speech‑language therapy
Przesiewowe badania mowy jako przykład działań z zakresu profilaktyki logopedycznej
Autorzy:: Gacka, Ewa
Kaźmierczak, Monika
Powiązania:: https://bibliotekanauki.pl/articles/695801.pdf
Data publikacji:: 2017
Wydawca:: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:: profilaktyka logopedyczna
badanie przesiewowe
dzieci w wieku wczesnoszkolnym
prevention in speech‑language pathology
screening
children in early school age
Opis:: Profilaktyka logopedyczna polega na zapobieganiu, a także wczesnym wykrywaniu zaburzeń mowy, by wprowadzić adekwatne działania terapeutyczne, ograniczające lub eliminujące negatywne skutki nieprawidłowości w zakresie komunikacji językowej. W ramach profilaktyki logopedycznej prowadzi się badania przesiewowe mowy, których celem jest wytypowanie osób wymagających pogłębionej diagnozy logopedycznej. W artykule zaprezentowano wyniki badań przesiewowych mowy uczniów klas I–III jednej ze szkół podstawowych w Łodzi. Jednocześnie przedstawiono praktyczne wnioski wypływające z przeprowadzonych badań.
Logopaedics prevention consists in the prevention and early detection of speech disorders to provide adequate therapeutic action, limiting or eliminating the negative effects of language‑related abnormalities. As a part of speech‑language prophylaxis the speech‑language screening is provided. It aims at identifying persons requiring in‑depth speech diagnosis. The article presents the results of speech screening of pupils of grades I–III in one of primary schools in Łódź. Some practical conclusions drawn from the research are also presented.
Źródło:: Logopaedica Lodziensia; 2017, 1; 31-42
2544-7238
2657-4381
Pojawia się w:: Logopaedica Lodziensia
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Stress Coping Strategies for 8- and 9-year-old Children
Strategie radzenia sobie ze stresem dzieci 8- i 9-letnich
Autorzy:: Cywińska, Małgorzata
Powiązania:: https://bibliotekanauki.pl/articles/1071073.pdf
Data publikacji:: 2020-06-15
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: stress
resistance to stress
children’s physiological and behavioral reactions to stress
problem-focused coping strategies
emotion-focused coping strategies
coping strategies for children in early school age
Opis:: Stress is an integral part of our lives. It also applies to our childhood. That is why it is so important to know how children cope with stress (how they learn coping strategies) and to equip them with the skill set to cope constructively with stressful situations throughout life. This article describes strategies for coping with stress that are characteristic for children at the end of early school education. They have been identified in the course of my own research aimed at characterizing child stress and relate to a fragment of research activities aimed at 8- and 9-year-old children. The research established that in some children the developmental process of coping with stress has started: children look for, investigate, and think how to cope with difficulties. In this struggle, however, they focus on people ho could be a source of support for them in coping with stressful situations. Among children’s stress coping strategies, an important role is also played by emotionally focused strategies, which are aimed at reducing negative emotions and arousing positive emotions.
Źródło:: Studia Edukacyjne; 2020, 57; 7-15
1233-6688
Pojawia się w:: Studia Edukacyjne
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Wiedza rodziców o potrzebach psychofizycznych dziecka w wieku wczesnoszkolnym (w świetle badań na terenie powiatu kolbuszowskiego)
The parents’ knowledge of the psychophysical needs of the early school aged children (in the light of the kolbuszowski district)
Autorzy:: Kopeć, Ewa
Powiązania:: https://bibliotekanauki.pl/articles/559499.pdf
Data publikacji:: 2013
Wydawca:: Gdańskie Seminarium Duchowne
Tematy:: potrzeby psychofizyczne dziecka w wieku wczesno‑szkolnym, rodzina, wiedza o wychowaniu, wychowanie
education, family, knowledge about education, psychological and physical needs of children in the early school age
Opis:: Największy wpływ na prawidłowe kształtowanie osobowości dziecka ma właściwie przebiegający proces wychowania dokonujący się w najbardziej sprzyjającym do tego środowisku wychowawczym jakim jest rodzina, gdzie dziecko otoczone indywidualną opieką ma możliwość zaspokojenia wszystkich swoich potrzeb. Kluczową rolę w wychowaniu dziecka posiadają rodzice, dlatego to oni ponoszą odpowiedzialność za prawidłowy jego rozwój. Z tej racji posiadanie gruntownej wiedzy o potrzebach psychofizycznych dziecka pozwala im na skuteczniejsze wspomaganie wszechstronnego rozwoju dziecka. Wiedza ta powinna być poszerzana świadomie w oparciu o odpowiednią literaturę pedagogiczną oraz psychologiczną.
The biggest impact on the proper development of the child’s personality is actually extending the educational process observed in the most conducive educational environment that is family, where the children, surrounded by a personal service, are able to satisfy all their needs. Parents play the key role in the upbringing of the children, so they are responsible for their proper development. For this reason, having a thorough knowledge of psychological and physical needs of the child allows them to support, in a better way, comprehensive development of the child. This knowledge should be extended consciously basing on an appropriate pedagogical and psychological literature.
Źródło:: Studia Gdańskie; 2013, 33; 165-180
0137-4338
Pojawia się w:: Studia Gdańskie
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Innowacyjny model „Nauka – Sztuka – Edukacja” w praktyce wczesnoszkolnego kształcenia plastycznego
Innovative model “Science – Art – Education” in the practice of early school art education
Autorzy:: Gabzdyl, Jolanta
Aksman, Joanna
Kasáčová, Lenka
Powiązania:: https://bibliotekanauki.pl/articles/527534.pdf
Data publikacji:: 2016
Wydawca:: Krakowska Akademia im. Andrzeja Frycza Modrzewskiego
Tematy:: innovations
early childhood education
plastically gifted children
model and methodics of work in early school age
Opis:: In the article the authors discuss the practical implementation of the model work with a plastically gifted child “Science – Art – Education”, founded at the end of 2013. As a result of implementation of the international research project. The resulting model, from the theoretical point of view, has been described in the scientific monograph edited by J. Aksman: Science – Art – Education. Innovative model of diagnosis, methods and forms of work and care for plastically gifted children. This model shows the importance of science in early school education through art, based on the innovative combination of art education and health education of children in grades 1–3 of primary school. The consequence of this combination is the intention of the authors of the project to shape life skills of the mentioned children. Theoretically reasoned innovative model Science – Art – Education (SAE) was extremely important but the initial stage of the work. Another one, which has now been adopted and which is described in the article – is associated with a wider than before application of this innovative model – with an attempt of its implementation in everyday practice of art lessons with pupils in early school age. This task involves a further, currently implemented on a research project The effectiveness of the model of work with a plastically gifted child “Science – Art – Education” in the three-year cycle of lessons (WPiNH/DS/5/2015) directed by J. Aksman. The attempts to further applications of the Innovative Model into daily teaching practice and forms of its popularization are very important and they are described in this article: – the creation by J. Aksman and J. Gabzdyl and publishing by Oficyna Wydawnicza AFM (Publishing House AFM) methodological studies in early school age and materials for students as well as teachers who have been currently participating in the model SAE under the guidance of J. Aksman in Województwo małopolskie (Lesser Poland Voivodeship); – the introduction of newer and newer appropriate contents to the educational programs of students majoring in Pedagogy at Andrzej Frycz Modrzewski Academy in Cracow; – training of professionally active teachers of Województwo małopolskie (Lesser Poland Voivodeship); – as well as training of scientific staﬀ and students Educational faculty at Matej Bel University in Banská Bystrica, implemented within the framework of international cooperation, including participation of J. Aksman and J. Gabzdyl in a research project Strategy in the education of art – the creation of new models and study materials for courses (KEGA č. 036UMB-4/2015) under the guidance of L. Kasáčová.
Źródło:: Państwo i Społeczeństwo; 2016, 2; 185-206
1643-8299
2451-0858
Pojawia się w:: Państwo i Społeczeństwo
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: Emocje w narracjach, czyli o strukturze pojęcia strachu u dzieci w wieku przedszkolnym i wczesnoszkolnym
Emotions in narratives, that is on the structure of the concept of fear in preschool and early school age children
Autorzy:: Jach-Salamon, Natalia
Powiązania:: https://bibliotekanauki.pl/articles/28762812.pdf
Data publikacji:: 2023
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: structure of the concept of fear
preschool and early school age
emotions in children
Opis:: The article presents research on the structure and content of the concept of sadness, based on the statements of preschool and early school age children. The research was carried out in a transverse (transversal) system among children selected from six age groups: 4.0−4.11, 5.0−5.11, 6.0−6.11, 7.0−7.11, 8.0−8.11, 9.0−9.11. Data collected from a sample of 240 children were used to analyze the test results. There were 20 girls and 20 boys in each of the six designated age group. In order to describe the content and structure of emotional concepts the experimental technique created by S. Grabias (2012) was used. It allowed to obtain an information on six basic components of a given concept, i.e. definition/definition category, carrier, features, activities, causes, circumstances /effect and in addition his assessment. When describing the emotions of fear, the youngest children mainly used tautological definitions containing synonyms and the oldest ones were dominated by abstract definitions. When talking about the symptoms of emotions, the surveyed children focused primarily on the perceptual indicators of experiencing it. The face and changes in facial expression are particularly significant to them. When describing a person experiencing fear, preschool children mainly referred to typical behaviors related to this emotion, i.e.: afraid, shouting, crying. Analyzes concerning the indications of children for the activities performed by the carrier of the emotion fear show that among the respondents in general, flight from the object of fear was dominant. In the opinion of the surveyed children, the main cause of fear are situations related to the violation of physical body, causing fear and anxiety in humans. Children’s descriptions of reactions to other people’s fear reflect their own tendency to self-regulate, that is, finding ways to deal with experiences. Fear in the perception of the respondents is a negative emotion.
Źródło:: Człowiek i Społeczeństwo; 2023, 56; 115-132
0239-3271
Pojawia się w:: Człowiek i Społeczeństwo
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Struktura pojęcia smutek u dzieci w wieku przedszkolnym i wczesnoszkolnym
Structure of the Concept of Sadness in Preschool and Early School Age Children
Autorzy:: Jach-Salamon, Natalia
Powiązania:: https://bibliotekanauki.pl/articles/1954899.pdf
Data publikacji:: 2021-11-17
Wydawca:: Polskie Towarzystwo Logopedyczne
Tematy:: struktura pojęcia smutek
wiek przedszkolny i wczesnoszkolny
emocje u dzieci
structure of the concept of sadness
preschool and early school age
emotions in children
Opis:: W artykule przedstawiono badania dotyczące struktury i treści pojęcia smutek, na podstawie wypowiedzi dzieci w wieku przedszkolnym i wczesnoszkolnym. Badania były realizowane w ukła-dzie poprzecznym (transwersalnym) wśród dzieci wybranych z sześciu grup wiekowych: 4,0-4,11, 5,0-5,11, 6,0-6,11, 7,0-7,11, 8,0-8,11, 9,0-9,11. Do analizy wyników badań posłużyły dane zebrane od grupy 240 dzieci. W każdym z sześciu wyznaczonych przedziałów wiekowych znajdowało się po 20 dziewczynek i 20 chłopców. W celu opisu treści i struktury pojęć emocjonalnych posłużono się eksperymentalną techniką stworzoną przez S. Grabiasa (2012), która pozwoliła na uzyskanie infor-macji dotyczących sześciu podstawowych cech składowych danego pojęcia, tj.: definicja/kategoria definicyjna, nosiciel, cechy, czynności, przyczyny, okoliczności/skutek oraz dodatkowo jego oceny.
The article presents research on the structure and content of the concept of sadness, based on the statements of preschool and early school age children. The research was carried out in a transverse (transversal) system among children selected from six age groups: 4;0 -4;11, 5;0-5;11, 6;0-6;11, 7;0-7;11, 8;0-8;11, 9;0-9;11. Data collected from a sample of 240 children were used to analyze the test results. There were 20 girls and 20 boys in each of the six designated age group. In order to describe the content and structure of emotional concepts the experimental technique created by S. Grabias (2012) was used. It allowed to obtain an information on six basic components of a given concept, i.e. definition/definition category, carrier, features, activities, causes, circumstances /effect and in addition his assessment.
Źródło:: Logopedia; 2021, 50, 1; 271-288
0459-6935
Pojawia się w:: Logopedia
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: Research on the Application of E.E. Gordon’s Theory of Music Learning in the Music Education in Poland
Autorzy:: Bonna, Beata
Powiązania:: https://bibliotekanauki.pl/articles/25806586.pdf
Data publikacji:: 2013-12-31
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: E.E. Gordon’s Theory of Music Learning
audiation
music aptitudes
musical achievements
effectiveness of music stimulation in prenatal period
effectiveness of music education of children at pre-school and early-school age
instrument timbre preference and the achievements in playing
Opis:: The purpose of this article is the presentation of the results of the research conducted in Poland on the effectiveness of music education realised in accordance with the assumptions of Edwin Elias Gordon’s Theory of Music Learning, which holds an important place in the existing systems of common music education. Gordon pays attention to the need of undertaking the earliest possible music interactions when it comes to children. Some observations conducted among pregnant women and infants during music activities being realised in accordance with the assumptions of Gordon’s theory showed that infants display some reactions indicating the recognition of the music presented before the birth. They also demonstrated that these children reacted to music earlier than the infants who were not musically stimulated in their prenatal period. The experimental research conducted among children at pre-school age and early-school age proved greater, compared to the traditional methods, effectiveness of the interactions resulting from Gordon’s Theory of Music Learning in the development of their music aptitudes and musical achievements. Moreover, they also proved that the stimulation of music aptitudes contributes to the development of children’s perceptive-motor functions especially in the context of developmental shortages compensation. Other research confirmed the validity of E.E. Gordon’s thesis about the existing relation between instrument timbre preference and the achievements in playing them.
Źródło:: Kultura i Edukacja; 2013, 6(99); 66-87
1230-266X
Pojawia się w:: Kultura i Edukacja
Dostawca treści:: Biblioteka Nauki

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