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Wartości ilustracji w książce obrazkowej i ilustrowanej w perspektywie porządku jej udostępniania dzieciom

Author(s): Małgorzata Centner-Guz / Language(s): Polish Issue: 3 (45)/2017

Picture books and illustrated books provide children with contact with fine art and their first visual communication experience. Therefore, it is important for them to have their place in the child’s daily routine and to be valuable in terms of cognitive and aesthetic stimuli. The current market for children’s books is outstandingly abundant and offers publications that are addressed to a narrow group of recipients, which distinguish themselves with diversified perceptual capabilities. This constitutes an attempt to order picture books and illustrated books, taking into account the complexity of visual demonstration and defining their recipients. As a result of analysing available books for children, the following categories of illustration have been distinguished and discussed: representational – “one – element”; representational – “multi – elements” and situational; narrative with a single set; narrative with a multi set; framework - emotional; framework – symbolic; symbolic – context. Other categories characteristic of the visual construction method have been supported with examples of publications of children’s picture books. The coverage focuses on the value of the connection between children and diverse solutions of illustrated art. Moreover, it pays particular attention to the meaning of illustration in the visual literacy of children and its role in introducing the world of art.

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Lektura młodszych dzieci w kulturze audiowizualnej

Author(s): Anna Warzocha / Language(s): Polish Issue: 3 (45)/2017

If we assume that a pupil brought up in such a reality is able to handle the code of new media, including TV, and his perception of the world is based on audiovisual perception, then the process of literary education at the first educational stage should be especially carefully thought out. For it is about choosing such texts which not only present the verbal art but also respond to a considerably redefined anthropological situation. Texts of audiovisual literature which are addressed to younger readers are consistent with such assumptions. These are texts which, as a result of exceeding the horizons reserved for only one artistic genre, harmonize with the natural, current abilities and demands of children. At the same time, they motivate them to engage in literary practice, enabling the development of reading competences and world recognition ability. This paper is an attempt to explain the role of audiovisual literature in the familiarization of pupils with reading against an outlined background and with the aid of exemplification. The thesis is examined that it is necessary to bring children at younger school up reading in such a way that it should contain literary texts which make use of the experiences and achievements of new media, connecting with them, and at the same time not losing their artistic values in the process. The presented examples and conclusions are to constitute a constructive answer to a given state of affairs.

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Rozważania nad rolą zabawek w kształtowaniu zachowań prospołecznych we wczesnym dzieciństwie – kontekst edukacyjny

Author(s): Agata Pietrzak / Language(s): Polish Issue: 3 (49)/2018

The presented article focuses on the role of toys in shaping prosocial behavior in early childhood. The discussion of the topic begins with the explanation of the term “toy”, and the adoption of one particular definition for the purposes of this text. The, the article presents the situation of play and the functions of toys in the concept of social development, together with the discussion of various stages of play. The next part includes the definition of social competences in the context of undertaken considerations. It presents the relationship between play and toys and the acquisition of prosocial skills such as: sharing, cooperation, empathizing with others, showing care, etc. Cognitive and emotional determinants of prosocial behavior are also considered, including such issues as theory of mind and empathy. At the end, the article presents some scientific research that includes the concept of sharing toys as an example of prosocial behavior. The purpose of this article is to show the significant role of toys and play in the process of developing prosocial behavior and creating conditions that stimulate the development of social competences in early childhood. The importance of giving proper response to complex, often complicated social situations is a serious challenge for children, so studying and developing prosocial skills within preschool education seems particularly important. This text is of a theoretical nature, and it is a kind of introduction to further deliberations.

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Edukacyjna odpowiedź na horyzont oczekiwań językowych dziecka

Author(s): Anna Wasilewska / Language(s): Polish Issue: 12/2019

The aim of the following article is the reflection on the issue of the linguistic education of children in a younger school age. I propose herein to juxtapose the features of the horizon of linguistic expectations of children before school education, along with proposals of language education at school. First, a description of the cognitive mechanisms which accompany the development of a child’s linguistic skills is presented. I reach for various learning theories here so as to describe the features of the progress of the complex process of learning a language. Subsequently, I perform a general (and out of necessity simplified) reconstruction of the features of various linguistic messages encountered by contemporary children before going to school. Such an image of the horizon of a child’s linguistic expectations is confronted with a proposal of the school linguistic education. Then, the following question is answered: what is education’s response to the horizon of a pupil’s linguistic expectations? Approaching the issue regarding the linguistic education of children in younger grades, taking the linguistic disposition of the pupil into account enables a critical assessment of a school’s offer, which is significant to forming education curricula and strategies.

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Być jak Rita Madsen. Kształcenie nauczycieli edukacji elementarnej w Danii

Author(s): Jakub Adamczewski / Language(s): Polish Issue: 2 (60)/2021

The aim of this article is to study and reflect on the way of training elementary education teachers in Denmark. The analysis is based on the review of available books, Eurydice reports, as well as the data included in the website of the Danish Ministry of Children and Education. The author managed to present not only the general perspective on the Danish education system, but also its key features. In the description of elementary education, the stage of early school education was particularly taken into account. The author of the article mainly intended to present the system of educating teachers working in primary schools, along with the alternative paths to obtain such qualifications. The results of the analyses indicate that the Danish teacher education and training system is elitist, efficient and focused on thorough knowledge and skills of a future teacher who, in a conscious and responsible manner, cares about the child’s achievements and wellbeing. Moreover, the author of the article refers to the protagonist of the popular Danish TV series entitled Rita, which became the inspiration for writing this work.

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Kształcenie nauczycieli edukacji elementarnej w Islandii

Author(s): Anna Michniuk / Language(s): Polish Issue: 2 (60)/2021

In the article, the author presents the specific characteristics of the country and its education system, especially pre-school and early school education (grades 1 to 7). The aim of this article is to describe the Icelandic system of training elementary education teachers. The description is mainly based on Eurydice reports which are available in the internet, as well as on the academic offer of two Icelandic universi-ties and the country’s legal acts. The analysis shows that the Icelandic system of educating teachers is similar to the one in Poland: to become a teacher of elementary education, student has to complete two-stage pedagogical studies and obtain a master’s degree. It should be noticed that during pedagogical studies in Iceland students’ practice at schools is very important (especially at the University of Akureyri). Also, Ice-landic universities focus on classes that are connected with various problems of the modern world (e.g., equality, gender, inclusive educa-tion, cooperation with parents, class management).

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Niepełnosprawność rzadka jako kategoria nieobecna w kształceniu nauczycieli przedszkola i edukacji wczesnoszkolnej

Author(s): Agnieszka Kamyk-Wawryszuk / Language(s): Polish Issue: 2 (60)/2021

A rare disability (RD) is a concept that is much broader than multiple disabilities; a rare disability includes all kinds of disabilities. A rare disability is connected with the medical diagnosis of a rare disease. In the last decade, an increase in the number of children with RD, who participate in therapies and education, is noticeable. Thus, it is important for pre-school and early school education students to learn about various issues connected with rare disabilities. The main goal of the research carried out by the author of the article was the analy-sis of teaching curricula of the universities who teach pre-school and early school teachers in the context of disabilities, including rare ones. The main method of analysis was desk-research. Seven curricula were analysed (five universities and two academies). Based on the results, it may be concluded that students study various issues related to pre-schoolers and early school children with diagnosed intellectual or mul-tiple disabilities. Additionally, some other aspects of disabilities are brought up, e.g. visual, hearing or/and motor impairment. On the other hand, none of the analysed curricula included issues related to rare disabilities.

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Specyfika kształcenia nauczycieli wczesnej edukacji w Finlandii i Estonii. Podobieństwa i różnice

Author(s): Ewa Arleta Kos / Language(s): Polish Issue: 2 (60)/2021

High quality of teacher training is the main reason for the success of the Finnish and Estonian education systems. The aim of this study is to present selected aspects of the process of teaching early school educators in Finland and Estonia – the countries in which education systems are effective, innovative and rank highest in European analyses concerning schools. What is the secret of the success of Finnish teacher education, often considered a benchmark among European countries; and of the Estonian system of teacher training, which is hardly ever mentioned? This is the question on which this work is focused. The analysis of sources makes it possible to identify key innovative elements of teacher education in Finland and Estonia, and to show similarities and differences in both systems. In the first part of the article, the author analyses the status of the teaching profession in Finland and Estonia, and then she discusses the recruitment process and the specific characteristics of teacher training systems in these countries. Taking into account that the quality of the education system is directly related to the specific nature of teacher education, the author studies the Finnish and Estonian curricula of studies, and tries to find some elements that can be considered outstanding. Also, she discusses in detail the specific characteristics of student internship and the initiative of the professional year.

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Implementacja modelu kształcenia nauczycieli przedszkoli i edukacji wczesnoszkolnej w Polsce

Author(s): Barbara Surma / Language(s): Polish Issue: 2 (60)/2021

The reform of higher education in Poland changes the system and standards of educating pre-school and early school teachers. Since the publication, in 2019, of the “Regulation of the Minister of Science and Higher Education on the standard of education preparing for the teaching profession” (Journal of Laws 2019, item 1450), changes have been introduced, which include the transfer of the teacher education process from a two-stage system to the system of uniform studies ending with a master’s degree. Changes in the teacher training were preceded by the development of a specific education model and the implementation of programs under various projects co-financed from European funds. The aim of this article is to present and evaluate the assumptions of the “Proposed model of educating pre-school and early school teachers” (from 2018), based on the example of the implemen-tation of the project entitled “Experimental curriculum for training kindergarten and early school teachers at the Jesuit University Igna-tianum in Krakow”, and to indicate significant differences between the initial assumptions, which are currently being implemented as an experiment at several universities, and the ministerial guidelines in force since 2019. After a brief introduction and outline of the current situation, the main reasons for the development of the new guidelines (that were assessed) have been identified. Changes in the teacher edu-cation process are to contribute to the improvement of the quality of their preparation, which was taken into account in both of the above-mentioned and analysed documents.

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Pre-primary and Primary Teacher Formation in Italy: Contents and Methodology

Author(s): Nicoletta Rosati / Language(s): English Issue: 2 (60)/2021

This contribution aims to describe the formation process of pre-pri-mary and primary teachers in Italy. Some brief historical aspects about the development of the pre-primary and primary teacher curriculum are described to better understand how the formation process has changed in Italy in the last twenty years. A university degree course is now the basic requirement to become a teacher at pre-primary and primary level. In the description of the different parts which make up the Italian degree course curriculum, some pedagogical reflections are presented with their didactical and methodological implications.

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Odporni rodzice – odporne dzieci. Jak zasoby psychiczne rodziny wpływają na odporność psychiczną dziecka

Author(s): Iwona Sikorska,Magdalena Adamczyk-Banach,Michał Polak / Language(s): Polish Issue: 2 (60)/2021

The child’s mental resilience is a resource based on biological (tempera-ment, health) and social factors (parental influence and family atmo-sphere). Research on dealing with stress shows that a resilient family forms a resilient child. The aim of the study was to seek relationships between the mental resilience of parents and their children.The subjects of the study were parents of preschool children (N = 129) aged 5-6 years (M = 5.77, SE = 0.44), including 121 mothers and 115 fathers, from eight kindergartens in Krakow. Two psychomet-ric tests, filled in by the parents, were used: DECA (Devereux Early Childhood Assessment) observational scale, which measures child’s mental resilience and its components (initiative, self-control and at-tachment), and the intensity of child’s problematic behaviours; as well as the SPP-25 (Resiliency Assessment Scale) to assess the level of resi-liency in parents. The study showed strong positive relationships between the mental resilience of parents and the mental resilience of their children, both as a whole and in terms of its components. No significant differences in resistance profiles were observed between children with higher and lower levels of problematic behaviour. The experience of difficult life events was associated with a lower level of all aspects of mental resi-lience in both children and their parents.The popularization of knowledge about the importance of having and developing the mental resilience of parents for the mental health of their children is an important social task. This goal can be achieved e.g. by educating parents in kindergartens.KEYWORDSmental resilience, family, childhood, parenthood, child’s development

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Wartość refleksyjnej ekspresji narracyjnej w wybranych technikach badań jakościowych ukierunkowanych na doskonalenie praktyki pedagogicznej nauczyciela edukacji elementarnej

Author(s): Maria Szymańska / Language(s): Polish Issue: 2 (60)/2021

The article is aimed at showing the role and meaning of reflective narrative expression in building up selected qualitative research tech-niques in the work of a teacher, especially an elementary education teacher. The research techniques constructed by the author, such as the journal of reflections, a reflective journal, a reflective essay, a re-flective-discursive essay, are placed within the subjective-participatory paradigm. Their creation was inspired by the richness of literary tech-niques used by, e.g., Laurence Stern or Virginia Woolf. The reflections conducted within those techniques include intrapersonal and inter-personal dimensions. They refer to cultural artifacts and, on the one hand, they are to improve the axiological consciousness of the subjects taking part in the research, and, on the other hand, they can be re-garded as a precious source of information that needs to be analysed and interpreted in the research paradigm, which may facilitate under-standing of one’s own cultural and spiritual interior. It is especially important in personal, professional, and formative development of elementary education teachers, whose reflective-narrative competenc-es seem to be important for shaping the reflective-narrative expression of children who will be the creators, lovers and recipients of culture in future. The method of analysing the collected materials in terms of a possible connection between narration, reflection and culture leads towards emphasizing its value in the light of the narrative research techniques used by the author. This is reflected in the adoption of a particular research procedure that takes into account the issues in question.

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Badanie umiejętności logicznego i krytycznego myślenia studentów wczesnej edukacji

Author(s): Adam Grabowski / Language(s): Polish Issue: 2 (60)/2021

This article aims at presenting a study carried out among the students of the University of Warmia and Mazury (UWM) in Olsztyn, who are preparing to work as early education teachers. The analysis was to check their ability to think logically and critically. Former research has demonstrated that tasks demanding logical and critical thinking were too difficult for most of those students. However, it is not clear wheth-er those results were affected by the students’ fear of mathematics and/or their examination stress. Therefore, those factors were eliminated in this study. Unlike previously, participants were not asked to solve mathematical problems. Instead, they were given tasks that are often applied in psychological research concerning the processes of thinking and reasoning. Also, participation in this study was not connected with taking an exam or being evaluated in any other way. The results confirm what was suggested by the previous research, i.e. that the stu-dents’ ability to think logically and critically might be unsatisfactory as far as most of them are concerned. The reason for such a situation may include the fact that candidates for early school teachers are not verified properly while applying for the studies. Thus, it is advisable to introduce higher standards of recruitment for teacher training studies, especially in terms of evaluating their mathematical skills. It is because mathematics is the subject which develops logical and critical thiking the most. Also, teachers should know and understand mathematics well enough to teach it to their pupils.

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Особенности становления социально-культурной активности дошкольников как условия когнитивно-эмоционального развития в новом цифровом обществе

Author(s): Yulia Valerievna Batenova,Sergey Vladimirovich Tipushkov,Oksana Gennadievna Filippova / Language(s): Russian Issue: 5/2023

Introduction. The article presents a theoretical review and an experimental study of preschoolers’ cognitive and emotional development in the digital era. The purpose of the research is to identify and clarify the synergetic effect of creating an event–organized educational space for joint activities of children and adults in the implementation of a complex of various types and forms of cultural practices aimed at developing agency and initiative in preschool children within the framework of socially transformative activities in digital society. Materials and Methods. The study follows the basic principles of the synergetic approach. In order to obtain empirical data, the following methods and techniques of psychological assessment were used: (1) structured observation of children’s joint activities, (2) social emotions inventory, and (3) G. A. Uruntayeva and Yu. A. Afonkina’s ‘Studying the effectiveness of social and personal motive’ inventory. The sample consisted of 56 preschoolers. In order to detect the randomness of the results and track the dynamics, the experimental data were subjected to mathematical processing (Wilcoxon's Ttest, which ensures the validity and reliability of the results obtained). Results. The research findings show that the use of a synergetic approach and a complex of various types and forms of cultural practices, such as a creative workshop, a research quest, game simulation modeling, design, collecting, and studio work have a significant impact on the indicators of older preschool children’s social agency as a condition for their cognitive and emotional development. The study confirms the assumption that achieving a high level of preschoolers’ social agency is possible provided that an event-organized space of joint activities of children and adults is created in the educational process of the kindergarten. Conclusions. The article concludes about the effectiveness of the synergetic approach in the implementation of a set of different types and forms of cultural practices as conditions for preschoolers’ cognitive and emotional development in the new digital society. The authors emphasize that the use of a synergetic approach and a set of cultural practices in educational practice increases the level of initiative, independence, and responsibility in children, and contributes to redirecting their attention from digital devices to the peer-group and developing positive relationships based on verbal communication and cooperation between peers and adults through the amplification of the creative experience of cognition, application the surrounding objects in a new quality and transforming them.

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«Угроза детству»: гражданская война на Пиренеях в освещении советских периодических изданий для детей

Author(s): O. P. Ilyukha / Language(s): Russian Issue: 44/2023

In 1936–1939, the Spanish Civil War was a hot topic used for military-patriotic upbringing and political socialization of children. This article shows has the events in Spain were portrayed in periodicals for preschoolers and primary schoolchildren, including texts and visualizations. While the official perspective of the Spanish events in the USSR was dictated by the Party, children’s optics was tuned using its own means and methods, customized to the psychology of this age group. The article discloses the goals of exploiting this topic in the Soviet child-targeting discourse, reveals the most common plotlines, pinpoints the specific emotion-inciting tricks. In propaganda work with children, the extreme polarization of good and evil was used, embodied in two political forces — fascists and republicans. The theme was adapted for children through the extensive use of peer images, central among which were child heroes and child martyrs. The image of the Spanish child-hero corresponded to the Soviet concept of a child walking in the forefront of society. At the same time, attention was focused on the difficulties experienced by the children of Spain, who experienced a “threat to childhood”, which fed the ideologeme of “happy Soviet childhood”, the exclusivity of Soviet children. The participation of powerful artistic forces in the information campaign resulted in the construction of a sublimely romantic image of Spain and the Spaniards with an aura of inflexibility and fortitude, corresponding to the ideal of a Soviet person. There was a feeling of connection between the Soviet and Spanish loci of heroism and people of heroic professions, among which pilots and border guards came to the fore. The figures selected to create the pantheon of Civil War heroes and the ways to fit the images of Franco and Stalin into the context are demonstrated.

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Изкуствен интелект: основни концепции

Author(s): Mihail Kozhuharov / Language(s): Bulgarian Issue: 4/2023

This study presents basic concepts embedded in the scientific field of artificial intelligence with an emphasis on key aspects and methods of application. Concepts such as machine learning with its varieties such as supervised, unsupervised machine learning and reinforcement learning are explored, emphasizing the importance of machine learning, which allows systems to adapt and improve without explicit programming. The specifics of deep machine learning are discussed, with an emphasis on their capacity to process complex data and extract patterns. The article also examines some of the areas that make up artificial intelligence, such as natural language processing, large language models, computer vision, generative artificial intelligence, and others. By discussing these key concepts, the article aims to provide a basic understanding of the application and potential of artificial intelligence in various spheres of society.

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THE PROCESSUALITY OF EXPERIENTIAL LEARNING IN PRESCHOOL

Author(s): Amalia Enache / Language(s): Romanian Issue: 35/2023

In this article, we explore the deeper dimension of experiential learning in preschool, focusing on processuality and its impact on children's cognitive and social-emotional development. We emphasize the importance of active participation and ongoing reflection in the development of preschoolers' knowledge and skills. This study makes significant contributions to our understanding of how processuality influences the learning experience, highlighting the convergence of knowledge, the use of integrated representations and inner dialogue as fundamental elements.

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JÓZEF PORAYSKI-POMSTA, NASZE DZIECKO MÓWI. ROZWAŻANIA O ROZWOJU MOWY DZIECKA, „Harmonia Universalis”

Author(s): Agnieszka Grażul-Luft / Language(s): Polish Issue: 09/2023

Review of: JÓZEF PORAYSKI-POMSTA, NASZE DZIECKO MÓWI. ROZWAŻANIA O ROZWOJU MOWY DZIECKA, „Harmonia Universalis”, Gdańsk 2023, ss. 320

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THE APPLICATION OF CROSS-CURRICULAR COMPETENCES IN THE TEACHING OF PHYSICAL AND HEALTH EDUCATION SUBJECTS IN THE CONTEXT OF EXTERNAL EVALUATION OF SCHOOLS

Author(s): Snežana Vuković,Gordana Čaprić,Svetlana Lazić / Language(s): English Issue: 3/2023

The aim of this work is to direct advocacy activities in the field of education for the application of the Reference Framework of Competences for Democratic Culture (RFCDC) in teaching and extracurricular activities, especially in the subject of Physical and Health Education. The problem discussed in the paper is underresearched in literature worldwide, although it is relevant for all stakeholders involved in formal and informal education, including decision-makers, teachers, teacher education experts, and experts in the development of teaching and learning programmes. The authors opted to review materials and manuals in order to reflect on democratic competences and their application in the teaching of the subject Physical and Health Education, through the method of analysing the results of external evaluation. We expect this paper to be the basis for further professional and scientific analysis, so that the subject of Physical and Health Education may be given a role that makes it comprehensive and significant not only in the educational process but also in the process of educating children and students.

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RUSYA EĞİTİM SİSTEMİ

Author(s): Fatih BOZKUŞ,Hatice BOZKUŞ,Selçuk AYDOĞAN,Ayşegül AKSARI / Language(s): Turkish Issue: Sp. Issue/2024

This study aims to examine the outlines and important features of the education system in Russia. Russia is a country with a large geographical area and a variety of ethnic groups. The education system has undergone many changes since the Soviet Union period. The Russian education system consists of a series of stages from compulsory education to university. Primary and secondary education are based on basic education programs and are usually divided into general education and vocational education. Basic education provides students with general knowledge and skills as well as basic knowledge of Russian culture and history. Vocational education aims to prepare students for specific professions. The education system in Russia is centrally managed. Education programs and curricula are determined at the federal level, while implementation and administration are usually carried out at the local level. In education, national standards and exams are used to assess student achievement and monitor the quality of education. In higher education, Russia is home to many prestigious universities. Entrance to university is usually based on a centralized examination, the Unified State Examination (Unified State Exam). Higher education offers undergraduate and graduate programs and students can study in a variety of disciplines. In recent years, several reform initiatives have been undertaken in the Russian education system. Innovations have been made in areas such as the promotion of science and technology-based innovations, the use of digital technologies in education and the strengthening of international cooperation. However, the Russian education system also faces some challenges. Issues such as financing, infrastructure deficiencies, regional inequalities and teacher quality are areas where the system needs to be improved.

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