CEEOL - Browse Subjects Result

We kindly inform you that, as long as the subject affiliation of our 300.000+ articles is in progress, you might get unsufficient or no results on your third level or second level search. In this case, please broaden your search criteria.

Język migowy w świetle współczesnego paradygmatu głuchoty

Author(s): Piotr Tomaszewski,Lucyna Kościelniak / Language(s): Polish Issue: 1 (44)/2019

The main issue addressed in this paper is a practical application of sign language in early development support for deaf and hard of hearing children in Poland. This discussion is set in a broad cultural, linguistic, psychological and rehabilitation context. This paper presents the concept of Mary Pat Moeller which includes four approaches to the use of sign language in the programming of language in DHH. The discussion on the possibility of Polish rehabilitation centres adopting these solutions required an explanation of the diff erences between auditory deprivation and language deprivation, which is another important issue addressed in this paper. The main aim of this publication is to propose a fl exible approach to the creation of a model of education for deaf and hard of hearing children, one that will completely fulfi ll the needs of a specifi c child and to substantially argue about the conviction that sign language is a factor potentially detrimental to the development of these children.

More...

Eyetrackingowe badanie weryfikacyjne procesu czytania u dzieci ryzyka dysleksji – analiza przypadków

Author(s): Marzena Kowaluk-Romanek,Rafał WAWER / Language(s): Polish Issue: 1 (44)/2019

The text presents an extract of an eye tracking verification study of the reading process in children with the risk of dyslexia. A case study analysis was used. The study revealed differences and irregularities between children with the risk of dyslexia and their peers in areas such as: number of fixations, length of fixations and length of observation of text. It was observed that the intensity of difficulties associated with the reading skills does not have to be proportional to the irregularities of the movements of the eye balls (for instance, serious decrease in the reading skills with insignificant improper movements of the eyes) but visual perception of the text being processed varies, which is graphically presented in the text.

More...

W świecie nonsensu i „Świerszczyka”, czyli bezdroża pseudonauki. Studium przypadku książki Aleksandry Kruszewskiej „Emocje, uczucia i społeczne zachowania emocjonalne dzieci na progu szkolnym”

Author(s): Dorota Klus-Stańska / Language(s): Polish Issue: 1 (44)/2019

The article is an attempt at a detailed analysis of the book on emotions, feelings and social behaviour of children starting school written by Aleksandra Kruszewska as a case of thickened errors in the theory, methodology and interpretation of collected empirical data. The book is an exemplification of the mechanisms of generating pseudoscience, both these which could occur in every discipline of science and those which are particularly typical of pedagogy.

More...

Pokój dziecięcy – czyli o pewnej możliwości interpretacyjnej

Author(s): Małgorzata Lewartowska-Zychowicz / Language(s): Polish Issue: 1 (44)/2019

The aim of the text is to present the potential of Foucault’s concept of dispositive for interpreting the space of a child’s room. I look for arguments in favor of this proposal in the concepts of the place by M. Eliade, P. Ricoer, and Yi-Fu Tuan, who combine creating a place with the process of constructing human identity. In reference to them, I assume that a child can create his own identity only if he has a chance to transform the space available to him. The analysis of the history of children’s room shows, however, that his space has always been created as a result of adults’ practices aimed at educational goals. Thus, the children’s room can be treated as dispositif, serving the governmentality of child.

More...

„Uniwerek” – opieka nad dziećmi w wieku do lat trzech. Od inspiracji do realizacji

Author(s): Anna Godlewska-Zaorska,Bernadetta Olender-Jermacz / Language(s): Polish Issue: 1 (44)/2019

This article describes experience gained during work with the project “Uniwerek”. Our experience is presented in the light of narrative approach. In the narrative, we introduce how we have gone from inspiration to implementation of our project, about peculiar beginnings and everyday aspirations. “Uniwerek” is a nursery institution for children under the age of three. It has a caring, upbringing and educational role. It is located in the Kortowo campus. In the considerations presented, we used the sociocultural perspective, which showed our way of understanding the nature of the learning process, as well as defined the vision/ role of the child and tutor, educator, teacher and the environment in this space.

More...

Rozwój i wykorzystanie zasady poglądowości w edukacji matematycznej dzieci

Author(s): Agnieszka Bojarska-Sokołowska / Language(s): Polish Issue: 1 (44)/2019

The first part of the article presents the history of the development of the principle of viewpoints starting from its illustrative and static perception, and ending with its contemporary, interactive use. In the second part, referring to our own research, we describe and analyze the contemporary use of the principle of viewpoint during extracurricular mathematical classes organized for pre-school and younger school children. The essence of the contemporary use of the principle of objectivity is the intentional and skilful use of didactic means while shaping the mathematical concepts of students. Attention was paid to the fact that children were provided with conditions free and without time pressure to experiment with mathematical objects, the ability to agree their observations and discoveries with their peers, the teacher.

More...

Psychospołeczna perspektywa adaptacji szkolnej dzieci – konceptualizacja zjawiska

Author(s): Renata Michalak / Language(s): Polish Issue: 2 (45)/2019

Regardless of the theoretical perspective, the school adaptation is treated in an instrumental way and identifies with the concept of adaptation, adjustment, fitness, and is considered as the basic problem of the student’s educational functioning. However, it should be clearly emphasized that compliance included in the school adaptation does not mean passive adaptation, submission to external influences, because it does not exclude the possibility of student’s innovative, creative role and active participation in the institution’s life. The article attempts to show school adaptation of children as an extremely important aspect of human adaptation, understood as the whole-life process of building balance and striving to maintain it between constantly changing and mutually conditioning entities: the human body and the its life environment. This process takes place with different dynamics de-pending on each episode of life, and more importantly, with a different value for its further course. Therefore, the quality of school adaptation experiences taken out of childhood exerts significant impact on the course of further human functioning.

More...

W poszukiwaniu (neo)liberalnych tropów w celach wychowania moralnego wskazanych w podstawie programowej dla I etapu edukacyjnego

Author(s): Małgorzata Lewartowska-Zychowicz / Language(s): Polish Issue: 2 (45)/2019

The issue of the article concerns the ideological foundation of the moral education goals formulated in the core curriculum of general education for the first stage of education. The analyzes undertaken are focused on the search for values indicating the presence of liberal and neoliberal moral assumptions in the Regulation of the Minister of National Education of 14 February 2017 on the core curriculum of pre-school education and the core curriculum of general education for primary school.

More...

Re-framing Early Intervention: from a child to a teacher centred perspective in education

Author(s): Vik Stine,Rune Hausstätter / Language(s): English Issue: 2 (45)/2019

This paper offers a theoretical description and discuss alternative approaches to Early Intervention (EI). The theoretical framework is based on the philosophical and educational frameworks of Hans Skjervheim and Gert Biesta. The central part of this discussion is the elaboration of different approaches in education, and how it relates to EI. It is stated that EI is historically rooted in an Anglo-American tradition where the central goal was to reduce the societal consequences of children struggling in schools and life in general. Evaluations, tests and interventions directed towards these children is at the core of this tradition. The alternative presented in this article points at an educational framework based on a European, relational centred, education framework and offers a perspective where EI is re-framed into a strategy where EI is focusing on the adult, responsible, person in the relationship.

More...

Pluralizm religijny wyzwaniem dla wczesnej edukacji

Author(s): Aniela Różańska / Language(s): Polish Issue: 2 (45)/2019

In the article the question of religious pluralism is presented. The author gives the characteristics of this concept, which has changed its meaning over the recent years. The author brings into light some contemporary ways of perception of the religious pluralism and controversies they result in. The concept of inclusive pluralism by Jacques Dupuis has been recommended by the author as a model of religious pluralism which enables the opening of religious education on the inter-religious dimension. A proper understanding of religious pluralism plays an important role in forming an open religious identity which is one of the key tasks in education including early education.

More...

Pytania egzystencjalne we wczesnej edukacji religijnej

Author(s): Maria Szczepska-Pustkowska / Language(s): Polish Issue: 2 (45)/2019

The dispute on the possibility and shape of teaching religion in the public school has been going on for centuries. And although this education has found its place in school, the debate that is around them means that in the face of the challenges of pluralism, multiculturalism and multi-religiousness, it must constantly determine its status, mission, goals and tasks. There are still numerous doubts as to whether the school is at all the most appropriate place for shaping the sensitive areas of the human spirit, which is the religious worldview. The purpose of this text is to reflect on the place and role of existential questions in (Polish) early religious education. The text also asks about the dialogical nature of teaching, which is a cardinal prerequisite for philosophical inquiry in education (including religious education). For the purpose of this study, the analysis of “Basic Program of the Catechesis of the Catholic Church in Poland” from 2010 and 2018 was made.

More...

Niemieckie podręczniki do nauczania religii jako środki kształtowania tożsamości religijnej dziecka w wieku młodszoszkolnym

Author(s): Ewa Zalewska / Language(s): Polish Issue: 2 (45)/2019

The issue raised in the text concerns the role that German textbooks for religious instruction play in shaping the identity of a child from the initial classes. The first part defines the key concept: religious identity. Modern contexts of religious socialization and the resulting challenges to the educational process were also recalled. In the second part, based on the results of the analysis of textbooks, the conclusion about the positive meaning of these books was formulated as a means of supporting the development of the individual and social aspect of the child’s religious identity and shaping a reflective and at the same time affirmative attitude towards religion.

More...

Refleksje nad zastosowaniem korczakowskich metod partycypacyjnej pracy z dziećmi w obozach dla uchodźców

Author(s): Urszula Markowska-Manista,Dominika Zakrzewska-Olędzka / Language(s): Polish Issue: 2 (45)/2019

The aim of the article is to outline the specifics of places and spaces – refugee camps and centers, where children constitute the majority. Through reference to activities implemented there and oriented towards children, we discuss their problematic character connected with e.g. the absence of participatory, rights-based approach (art. 12 CRC) that serves children’s emancipation and equality. In the second part of the article, we propose the implementation of Janusz Korczak’s methods – solutions for participatory work with children (“underprivileged” groups), which seem both timeless and universal. An ethical and contextual adaptation or inspiration based on Korczak’s methods in work designed for backgrounds connected with children remaining in closed and semi-closed systems, provides a chance for children’s basic participation in decision-making in matters that concern their lives. At the same time, it is an opportunity to learn children’s opinions and an expression of respect for the child as a per-son who functions here and now, in the place and space of his or her temporary stay – a refugee camp, where an international protection system for children and adults is far from effective.

More...

Zakotwiczanie się. Migrantki z Polski w norweskim przedszkolu

Author(s): Izabela Czerniejewska / Language(s): Polish Issue: 2 (45)/2019

Based on participant observation and ethnographic interviews with Polish women working in kin-dergartens in Norway, this article studies the migrant women’s employment trajectories, including adaptation processes in the workplace and integration into the wider Norwegian society. In this paper, I aim at answering the following questions: How do Polish migrant women go about seek-ing employment in Norwegian kindergartens? How do they adapt to the new work environment? How do they deal with cross-cultural differences in childcare? How did they learn new norms and values within the institutional context of kindergartens? The research indicates that employment in kindergartens was not merely a way to provide for one’s livelihood, but was also a mechanism to establish and develop a closer relationship with members of the Norwegian society, a tool facilitating meaningful connections with the new country.

More...

Primary school students’ argumentation skills: expression of arguments

Author(s): Vaiva Schoroškienė / Language(s): English Issue: 2 (45)/2019

This study was conducted to analyze the fourth grade students’ linguistic abilities allowing them to express their arguments in oral and written texts: to determine both the number of presented arguments as well as the level of their elaboration, to characterize the expression of the arguments. The recorded number of participants was 117 fourth-graders from 15 Lithuanian schools. Oral and written texts created by the students were explored in the study. The obtained results revealed that the fourth grade students were able to voice their opinion on at least one argument when they cre-ated an oral or written text on a familiar topic and context. Approximately one-quarter of the study participants were able to present more than three arguments. No significant differences were found between oral and written argumentations with regard to quantity of the arguments. A qualitative analysis of the spoken and written texts indicates that the fourth grade students can use generalized statements (unelaborated secondary statements), they rely on examples and sources. It has also been observed that the study participants’ abilities to develop arguments differ considerably. Their very diverse, even contrasting abilities demonstrate the necessity for developing/updating the curriculum content that would focus more on argumentation.

More...

Assumptions vs the reality – a case study on developing writing in a foreign language at the level of early school education in Poland and Lithuania

Author(s): Paula Budzyńska,Gerda Mazlaveckienė / Language(s): English Issue: 2 (45)/2019

The study aims at providing a potential answer to the question about the extent to which selected currently available ELTs for early school education in Poland and Lithuania allow developing pupils’ writing skills in English described in the most recent academic studies and official regulations at both European (e.g. the CEFR Volume Companion) and national level (e.g. the Core Curriculain the countries in question). The analysis of selected ELTs is performed with the use of a model created by the authors and based on the scientific background and the aforementioned documents. The study demonstrates changes that should be introduced to the content of the examined textbooks in order to make them possibly the most compliant with researchers’ stands and valid recommendations, for instance, (1) it would apparently be beneficial to diversify the types of writing activities included in the chosen ELTs, and (2) pupils could significantly benefit from introducing to the analysed textbooks more writing activities referring to their experience.

More...

Problematyka relacji osobowych w ujęciu Janusza Korczaka w odniesieniu do wychowawców i nauczycieli. Rekonstrukcja teoretyczno-empiryczna

Author(s): Jolanta Kruk,Mariola Pałka-Pilecka / Language(s): Polish Issue: 3 (46)/2019

Janusz Korczak’s works and pedagogical activities can be perceived on different levels. This text is a proposal of the analysis of Korczak’s achievements in the context of building personal relation-ships in the process of educating with respect to alumni and teachers-educators. In Conclusions the created reconstruction of the way Janusz Korczak understood mutual relations was interpreted in the context of the idea of dialogical personalism. It is a theoretical and empirical article based on Korczak’s works, the materials collected during a visit to Korczakianum. The method applied in this reconstruction was the fusion of the analysis of selected works and the open interview with the managers of this research lab.

More...

Nie przeoczyć teraz – filozofia codzienności Janusza Korczaka

Author(s): Sylwester Zielka / Language(s): Polish Issue: 3 (46)/2019

In this paper, I focus on one of the children’s rights, which Janusz Korczak raised in his writings, namely the child’s right to the present day, which I understand as a postulate to appreciate the dignity of a child in its everyday life. My aim in this paper is, therefore, not only to reconstruct and uncover the complexities of this postulate, but also to theoretically embed this concept in pedagogical narratives about the child, and more specifically in anthropology of education and upbringing. In order to achieve this aim, 1. I will describe two paths in thinking about the relationship between human beings and their culture, taking into account especially its temporal dimension. Then I will proceed to 2. the concept of children’s rights in Korczak’s understanding of the child subjectivity; in order to indicate 3. the radical and ethical character of message his thinking.

More...

Troska o świat i zadanie jego wspólnej przebudowy, czyli o Korczakowskiej uwspólniającej utopii w działaniu

Author(s): Karolina Starego / Language(s): Polish Issue: 3 (46)/2019

The aim of this paper is to reconstruct Korczak’s notion of “utopia in action”. The notion is based on the philosophy of education concerned with creating of what is common. In this analysis I leave aside Korczak’s “paidocentrism” and focus on the communal elements in his thought – such as the care for the world that is also a call for its shared reconstruction, and the ontological force of love for the world and the people that populate it. Such an interpretation of Korczak’s thought allows it to become a topical alternative for the essentialist, antagonistic and exclusive ideas concerning community education.

More...

Wyjść poza krąg. O przywracaniu pedagogiki Marii Rogowskiej-Falskiej i Wiery Schmidt

Author(s): Wojciech Siegień / Language(s): Polish Issue: 3 (46)/2019

In the article, based on theoretical assumptions about framing mechanisms taken from the work of Georg Lakoff and the Polish tradition of post-dependence research, the author conducts a comparative analysis of cases of reframing the hegemonic and strongly patriarchal narratives regarding the pedagogical legacy of Janusz Korczak and Ivan Jermakov. As a result of systemic changes after 1989, narratives so far suppressed have come to the fore. It applies to minority voices, especially female voices. The comparative analysis took into account the voices of female educators from Poland and the Soviet Union – Maria Rogowska-Falska and Vera Schmidt. The main questions concern how hegemonic pedagogical discourses may erode and whether the processes of redefining pedagogical thought in Poland are analogous to trends in other countries of Central and Eastern Europe? The study points to far-reaching analogies of the processes of reframing in Poland and Russia. This has its consequences for our understanding of the achievements of Janusz Korczak in Poland and the roots of psychoanalysis in the Soviet Union.

More...