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    Wyświetlanie 1-7 z 7
    Tytuł:
    Physiological component of graph-motor skills of children aged from 5 to 8 years old
    Autorzy:
    Zavadska, Maryna
    Biesiedina, Antonina
    Starchenko, Anastasiia
    Oleshko, Tetyana
    Powiązania:
    https://bibliotekanauki.pl/articles/1922227.pdf
    Data publikacji:
    2019-06-26
    Wydawca:
    PPHU Projack Jacek Wąsik
    Tematy:
    children
    graph-motor skills
    physical development
    readiness for school
    Opis:
    Introduction: The purpose of the work was to investigate the features of the physiological component of graph-motor skills of children aged from 5 to 8 years old. Materials and methods: Pupils of the 1st and 2nd grades (6-8 years old) and preschool children (5 years old) from general and pre-school educational institutions of Sumy city took part in the research. Hygienic, psychophysical, physiological methods and methods of mathematical statistics were used. Results: The assessment of physical development showed that 52.8±1.9% of children have a harmonious development, among them boys are over (58.3±2.7%) the group of girls (46.6±2.8%). Individual analysis of anthropometric indicators allowed to allocate among the surveyed children's contingent a "risk" group which includes individuals with excess body weight or its deficit. Endogenous factors influencing the formation of graph-motor skills are determined: physiological, cognitive and personal readiness. Conclusions: Mechanisms of physiological adaptation play an important role in adaptation of the child to the new conditions of the educational process, knowledge of their peculiarities is necessary for the early detection of minimal deviations of their health and the timely application of corrective measures.
    Źródło:
    Physical Activity Review; 2019, 7; 125-133
    2300-5076
    Pojawia się w:
    Physical Activity Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Deficyty gotowości szkolnej przedszkolaka – można im łatwo zapobiec. Od zintegrowanej diagnozy do skutecznego wspierania rozwoju dziecka
    The Easily Preventable Deficienciesin Kindergarten Pupils’ Readiness for School. From Integrated Diagnosis to Effective Support for the Child’s Development
    Autorzy:
    Suchodolska, Jolanta
    Powiązania:
    https://bibliotekanauki.pl/articles/1070675.pdf
    Data publikacji:
    2020-11-14
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    deficiencies of readiness for school
    diagnose
    support for the child’s development
    Opis:
    The levels of skills, abilities and adaptability achieved by a child within a kindergarten community becomes a natural entry pass to participate in a wider peer community which is formed by children taking up the challenge of school education. The differences between children starting school education are visible in the fieldof broadly construed self-reliance (spatial, manual, self-service, task-based) and in numerous abilities to react, communicate and learn, gained and improved within the first6 years of life. They can result from the multiple factors connected with the child’s diversifiedpotential, the degree to which the child’s social and educational needs are taken care of. Furthermore, there are exogenous factors involved which affect the pace and character of the development process in an unusually individualized way, which in turn heavily depends on the specificsituation and the upbrin-ging methods applied. All of the above result in a situation where the differences in an individual’s readiness for school become a crucial parametric indicator which, when disregarded, can expose the child to failures during his attempts to adapt to a new environment until optimal conditions are created to enable the child to achieve success.This study provides the proposals to be used while trying to provide support for the child’s individual development and aims at protecting the child from failures at the beginning of school education or eliminating the risk of exclusion connected with the existing failures.
    Źródło:
    Studia Edukacyjne; 2017, 44; 329-346
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Kontakty z niepełnosprawnymi rówieśnikami w szkole podstawowej a gotowość młodzieży polskiej i ukraińskiej do integracji edukacyjnej
    Contacts with Disabled Peers in Primary School and the Readiness of Polish and Ukrainian Youth for Educational Integration
    Autorzy:
    Kazanowski, Zdzisław
    Martyniuk, Tetiana
    Powiązania:
    https://bibliotekanauki.pl/articles/2038319.pdf
    Data publikacji:
    2019-12-29
    Wydawca:
    Uniwersytet Rzeszowski
    Tematy:
    kształcenie integracyjne
    gotowość do integracji szkolnej
    integracja rówieśnicza
    integration education
    readiness for school integration
    peer integration
    Opis:
    Artykuł prezentuje wyniki badania gotowości młodzieży polskiej i ukraińskiej do integracji szkolnej z uczniami z niepełnosprawnością. W analizie wyników uwzględniono narodowość badanej młodzieży oraz jej doświadczenia w kontaktach z rówieśnikami z niepełnosprawnością w okresie edukacji wczesnoszkolnej. Wyniki badań pokazały, iż doświadczanie kontaktów z rówieśnikami z niepełnosprawnością w okresie wczesnej edukacji może być czynnikiem różnicującym dojrzałość badanych uczniów do uczestnictwa w integracyjnych formach kształcenia.
    The article presents the results of the analysis of the readiness of Polish and Ukrainian youthfor school integration with their peers with disabilities. The analysis of the research results tookinto account the nationality of the surveyed youth and their experience in dealing with peers withdisabilities during early childhood education. The research results show that experiencing contactwith peers with disabilities during early education can be a factor differentiating the maturity ofthe surveyed students to participate in inclusive forms of education.
    Źródło:
    Edukacja-Technika-Informatyka; 2019, 10, 4; 104-109
    2080-9069
    Pojawia się w:
    Edukacja-Technika-Informatyka
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Demograficzne uwarunkowania gotowości młodzieży do integracji szkolnej z rówieśnikami z niepełnosprawnością
    Demographic Conditions of Youth Readiness for School Integration of Peers with Disabilities
    Autorzy:
    KAZANOWSKI, ZDZISŁAW
    Powiązania:
    https://bibliotekanauki.pl/articles/457708.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Rzeszowski
    Tematy:
    kształcenie integracyjne
    gotowość do integracji szkolnej
    integracja rówieśnicza
    integration education
    readiness for school integration
    peer integration
    Opis:
    Artykuł prezentuje wyniki analizy demograficznych uwarunkowań gotowości młodzieży do integracji szkolnej z rówieśnikami z niepełnosprawnością. W badaniach uczestniczyło 422 uczniów liceum. Wyniki badań ujawniły istotną rolę płci, miejsca zamieszkania oraz wykształce-nia ojca w określaniu dojrzałość badanych do uczestnictwa w integracyjnych formach edukacji.
    The paper presents the results of a demographic analysis of the conditions of youth readiness for school integration of peers with disabilities. The study involved 422 high school students. The findings revealed the important role of gender, place of residence as well as the father's education in determining the maturity of the subjects to participate in integrative forms of education.
    Źródło:
    Edukacja-Technika-Informatyka; 2018, 9, 1; 231-236
    2080-9069
    Pojawia się w:
    Edukacja-Technika-Informatyka
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Integracja edukacyjna z rówieśnikami z niepełnosprawnością w percepcji młodzieży polskiej i ukraińskiej
    Educational Integration with Peers with Disabilities in the Perception of Polish and Ukrainian Youth
    Autorzy:
    Kazanowski, Zdzisław
    Martyniuk, Tetiana
    Powiązania:
    https://bibliotekanauki.pl/articles/2038324.pdf
    Data publikacji:
    2019-12-29
    Wydawca:
    Uniwersytet Rzeszowski
    Tematy:
    kształcenie integracyjne
    gotowość do integracji szkolnej
    integracja rówieśnicza
    integration education
    readiness for school integration
    peer integration
    Opis:
    Artykuł prezentuje wyniki analizy gotowości młodzieży polskiej i ukraińskiej do integracji szkolnej z rówieśnikami z niepełnosprawnością. W badaniach uczestniczyło 169 uczniów z Ukrainy i 170 uczniów z Polski. Wyniki badań pokazały, iż występują istotne statystycznie różnice między badanymi grupami w zakresie trzech głównych wymiarów analizowanej gotowości integracyjnej.
    The article presents the results of the analysis of the readiness of Polish and Ukrainian youthfor school integration with their peers with disabilities. 169 students from Ukraine and 170 students from Poland participated in the analysis. The research results showed that there are statistically significant differences between the study groups in terms of the three main dimensions of theanalysed integration readiness.
    Źródło:
    Edukacja-Technika-Informatyka; 2019, 10, 4; 98-103
    2080-9069
    Pojawia się w:
    Edukacja-Technika-Informatyka
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    PREVENTING DIFFICULTIES IN ACQUIRING LANGUAGE SKILLS IN SCHOOL – HOW TO BETTER PREPARE PRESCHOOLERS FOR LEARNING TO READ AND WRITE
    Autorzy:
    Agnieszka, Olechowska,
    Powiązania:
    https://bibliotekanauki.pl/articles/903749.pdf
    Data publikacji:
    2019-08-28
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    readiness for learning to read and write
    components of readiness for learning to read and write
    school readiness
    preventing difficulties in learning to read and write
    Opis:
    Preparation for learning to read and write in the first grade of elementary school is an important factor that co-determines success both in learning and in the future adult life of every human being. In one of her former studies (Olechowska 2005), the Author of the article showed that children who started learning to read and write when their phonematic hearing was not fully developed had poor results in acquiring these skills and – what is more – their results got worse over time in the early years of elementary school as compared to their peers without such difficulties. The conclusions from her former studies not only confirmed the findings of research conducted worldwide (Matthew Effects, Stanovich 1986), but they also justified the need for further research whose findings could help better prepare children for learning to read and write in school. In this article, the Author ponders over selected factors that can contribute to children’s difficulties in learning to read and write in school based on analyzing her observations of activities for five-year-old children in selected preschools. Based on this analysis, she divides exercises done by children in terms of the (specific and nonspecific) components of readiness for learning to read and write that were distinguished by G. Krasowicz-Kupis. She also points to possible sources of children’s future difficulties in reading and writing that lie in a significant imbalance in language exercises in terms of the individual components and in some other factors noticed during her observations. Research tasks and analysis of the material in the light of contemporary knowledge were to help to better identify possible areas of critical importance for preparing final year preschoolers for reading and writing. The conclusions formulated made it possible to point to the need for taking specific preventive actions within the scope of the problem under study.
    Źródło:
    Szkoła Specjalna; 2015, LXXVI(2); 101-112
    0137-818X
    Pojawia się w:
    Szkoła Specjalna
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teacher’s Age and Experience as a Modifying Factor in the Readiness For and Method of Intervention with a Student at Risk of Psychoactive Drugs
    Autorzy:
    Waluś, Roman
    Jasnos, Renata
    Powiązania:
    https://bibliotekanauki.pl/articles/44442568.pdf
    Data publikacji:
    2023
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    teacher intervention
    psychoactive drugs
    teacher seniority
    teachers’ age
    school intervention procedures
    readiness for intervention
    Opis:
    This article deals with teacher interventions in crisis situations regarding a direct threat of students using psychoactive drugs on school premises, particularly in the difficult period of adolescence: 12–16 years of age. The focus of the research was on teacher interventions in situations where students are threatened by psychoactive substances. The research problem was whether the age and experience of the teacher were determinants of such an intervention. It investigated the relevance that a teacher’s age and experience have on their attitude and manner of intervening on behalf of a student when there is an imminent threat from psychoactive substances. The research investigated the importance of a teacher’s age and work experience in their attitude and the manner in which they intervene. It was carried out from 2017 to 2019 among teachers at middle schools in Bielsko-Biala, using the diagnostic survey method and a questionnaire. Statistical analysis of the results showed no statistically significant difference in teachers’ declarations of readiness for intervention. Regardless of age and tenure, the respondents declared a high readiness to intervene. On the other hand, there were statistically significant differences according to the teachers’ age and seniority in how the intervention was carried out. Teachers from different age and seniority groups (defined by a specific length of service) more often or less often took some of the actions envisaged in the intervention procedure. Thus, it is feasible to speak of a readiness, or lack thereof, to take certain intervention actions.
    Źródło:
    Multidisciplinary Journal of School Education; 2023, 12, 1 (23); 275-294
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-7 z 7

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