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Knowledge of tense semantics in early child Romanian

Author(s): Ioana Stoicescu / Language(s): English Issue: 1/2016

Previous research on the acquisition of tense semantics in child Romanian has demonstrated that typically developing Romanian-speaking three-year-old children have difficulties in the comprehension and production of the imperfect (an imperfective past), and the future (Stoicescu 2013). The present study investigates whether Romanian children have difficulties with the contrasts between the present, the perfect compus (a periphrastic past), and the future. The children obtained high scores for the present in both comprehension and production. In the comprehension of the perfect compus the children performed above chance. In the comprehension and production of the future, the results were significantly lower than chance. The study provides evidence that children have an understanding of the present-past contrasts at this early age, although not at the adult level.

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On subject use in English as a second language

Author(s): Barbu Revencu / Language(s): English Issue: 1/2016

The present article addresses the issue of syntactic transfer in child L2 acquisition, by presenting a two-part study in which Romanian monolinguals are compared to Romanian-Hebrew balanced bilinguals in two spontaneous production tasks. The main research question concerns the influence of Hebrew as a second L1 on the (re)setting of the Null Subject Parameter in English-L2, as Hebrew exhibits the same subject and verb morphology pattern as English for certain persons and tenses. The collected data provide evidence in favour of both access to UG and syntactic transfer, supporting the Full Access Full Transfer Hypothesis.

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Literackie obrazy „Innego” w procesie kształtowania postaw wobec imigrantów i uchodźców

Author(s): Katarzyna Smoter / Language(s): Polish Issue: 3 (45)/2017

In this article I present examples of children’s literature related to the categories of immigration and refugee. I show examples of fairy tales, readings and storytelling, which are part of intercultural education projects and programs, and “non-fiction” books written for children. The purpose of the article is to indicate the role of these publications in enhancing knowledge about refugee status, raising awareness of the problems experienced by the “Refugee”, as well as developing an attitude of inclusion and tolerance towards minorities. The issues raised here should be considered important because the presence of refugees and immigrants is not always associated with the openness of citizens of the host country, resulting from racial, ethnic or religious conflicts. These disturbing phenomena require in-depth reflection on the issues of attitudes toward the members of the groups described here and the attempts to find “remediation”. It is particularly important to undertake parental interventions in relation to the key moments in children development. Literary texts provide opportunities for reflection on the importance and value of bilateral dialogue and the realization of common goals in a diversified world.

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Wartości edukacyjne książek o muzyce Izabelli Klebańskiej i Anny Czerwińskiej-Rydel – raport z badań

Author(s): Danuta Pietraszewska / Language(s): Polish Issue: 3 (45)/2017

The article presents research results aimed at checking the effectiveness of knowledge interactions contained in music books by Izabella Klebańska and Anna Czerwinska-Rydel on music education of preschool children. In order to elaborate on the main problem, questions were asked about the musical aspects of books, the ways of shaping knowledge and perception. The method of pedagogical experiment, technique of one group was applied. Experimental factors were selected issues from books on the music of the mentioned authors. In the course of the research it was determined that the knowledge contained in the books of A. Klebanska and A. Czerwińska-Rydel significantly influenced children’s musical education, contributing to the development of musical skills and competences of four and five year old children as well as their musical interests. So far only scientific literature has been subjected to the poetic layer of children’s musical literature. Interdisciplinary pedagogical-musical studies indicate not only the artistic value of the analyzed works, but also the possibility and effectiveness of the use of poetry or prose as a medium for a knowledge of music.

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Wprowadzanie dziecka w świat wartości a rola literatury dziecięcej – przykłady z praktyki pedagogicznej

Author(s): Stanisława Nazaruk / Language(s): Polish Issue: 3 (45)/2017

It is commonly said that we live in a time of the relativism of values and this results in modern man having difficulty in defining values and applying them to life. The basic place of promoting these values is the family but the kindergarten undoubtedly shares this role due to the educational and didactic functions it implements since it introduces a child into the world of values. Both in the family and the kindergarten, the role and the value of children’s literature is not overestimated in the process of shaping the value system of a child. It is created for children, for their benefit. The article presents the results of research conducted in five selected local self-government kindergartens in Biała Podlaska. The main purpose of the research was to uncover the practical dimension of the use of literature by children aged 6 and the values it promotes. The purpose was achieved by means of four tasks: getting to know the titles of children’s books at home and their preferred literary positions; getting to know their favourite characters; identifying the literacy of children and the situations in which they have contact with books in a kindergarten. The research shows that building the world of values for a child without literature aimed at them is practically impossible. The way in which it is used, however, is primarily dependent on parents and the kindergarten.

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PSYCHOLOGICAL FEATURES OF THE FAMILY EDUCATION STYLES DEMONSTRATION IN THE DEVELOPMENT OF THE EMOTIONAL AND WILFUL SPHERE FOR SENIOR PRESCHOOL CHILDREN

Author(s): Halyna Fesun,Yulya Zhurat / Language(s): English Issue: 01/2023

He article presents the results of a theoretical and empirical study of the family upbringing styles influence on the emotional and wilful sphere for older preschoolers. The theoretical substantiation of the problem concerns the issues of determining the parenting styles characteristics, which provide for the purposeful educational influence of parents with the aim of forming certain qualities and skills in the child. It is noted that an important feature of the family is that the child stays in it for a long time of his/her life. Depending on the special educational significance of the family, the problem arises of how to act in order to maximize the positive and minimize the negative influence of the family on the child upbringing. In this regard, it is necessary to accurately determine the intra-family, social and psychological factors that have educational significance for the child. The main direction of the emotional development in preschoolers is the ability to manage emotions, that is, the skills of voluntary behaviour. Another direction is related to the fact that emotions become stable, acquire great depth and appear higher feelings as compassion, empathy.

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Inclusion of children with hearing impairment in preschool age in education

Author(s): Ľubica Kročanová / Language(s): English Issue: 21/2022

We currently understand the inclusion process as a natural element in the field of education of disabled and socially disadvantaged individuals. Its essence lies in solving relationships intact in the majority position towards the handicapped in the position of minority. It is an ongoing process, and it draws attention to the existing barriers that children or adults with disabilities encounter in inclusive direction. We consider speech abilities, communication skills and social competences with the possibility of naturally developing them in an intact environment as a key factor for the success of including preschool children with hearing impairment among the majority population in regular kindergartens.

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Postawy dzieci pięcio-sześcioletnich w przedszkolu wobec odmienności kulturowej w komponencie poznawczym, stymulowane twórczym przekładem intersemiotycznym tekstu literackiego

Author(s): Natalia S. Jeżewska / Language(s): Polish Issue: 3/2023

The article presents an original study based on the perspectives on diversity, not solely cultural but also diversity of the disabled and beyond the canon of corporeality. The conducted studies provided an answer to the question: Did the method of intersemiotic translation in transcoding the content of literary works on intercultural and inclusive topics into the language of theatre and visual arts impact the change of attitude towards cultural diversity? In the course of this pedagogical experiment, supplemented with survey and observation techniques, the attitudes of five – and six-year-old children (the experimental group, first and second control group) towards differences in the cognitive, emotional and behavioral components were distinguished. The method of intersemiotic translation implemented in an experimental group, leading to the division of children’s attitudes towards people who are different, as well as the acquired knowledge about otherness and discovering literary texts, developed methods for formulating accurate results in children. The results obtained are of great importance for intercultural education and carry great value, because the conducted experiment and the intercultural texts used aroused children’s interest in otherness, allowed them to understand it and understand that there is no alien thing that could not become their own.

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5–7 metų vaikų metakognityvinės stebėsenos ir kontrolės individualus ir pasidalytas konstravimas natūraliame ugdymosi procese

Author(s): Jelena Vildžiūnienė,Ona Monkevičienė / Language(s): Lithuanian Issue: 3/2023

Straipsnyje analizuojami 5–7 metų vaikų metakognityvinės stebėsenos ir kontrolės individualaus ir pasidalyto konstravimo socialinėje sąveikoje procesai. Atskleistos dvi esminės edukacinės sąlygos, kurioms esant vyksta metakognityvinės stebėsenos ir kontrolės individualus ir pasidalytas konstravimas socialinėje sąveikoje. Pateikiami prospektyvios stebėsenos, veikimo tikslingumo ir veiklos rezultato stebėsenos, taip pat veiklos vietos ir sąlygų kontrolės, veiklos proceso ir nesėkmės įveikimo kontrolės konstravimo socialinėje sąveikoje būdai. / The article analyses the construction and co-construction of metacognitive monitoring and control in the natural educational process of 5–7-year-old children. The study was conducted in 27 early childhood education groups by making video recordings of children’s activities during the learning process. The critical incident technique was used for qualitative data analysis. The study revealed the construction and co-construction of metacognitive monitoring (prospective monitoring, goal-oriented action monitoring, activity monitoring) and control (monitoring of the place and conditions of the activity, of the process of the activity, of the overcoming of a challenge or a failure) that children implement in a natural educational process characterised by social interaction. Metacognitive monitoring and control have been found to be constructed and co-constructed when children are acting individually, but side-by-side, in the same activity or task and with the same goal. In this case, children are not only acting, monitoring, and controlling their own action process, but also seeing how others are acting and how they are monitoring and controlling their own activity. Metacognitive monitoring and control are also co-constructed when an activity or task is performed by a group of children working together towards a common goal. In this process, shared monitoring and control take place, the clearer concept of monitoring and control developed jointly in the external plan is transferred to the individual level.

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W poszukiwaniu modelu partycypacyjnego w edukacji międzykulturowej uczniów i uczennic ze zróżnicowanym kontekstem społeczno-kulturowym – doniesienie z badań

Author(s): Urszula Markowska-Manista,Joanna Dobkowska,Maria Balkan / Language(s): Polish Issue: 2/2023

This article presents the results of a qualitative study based on the humanizing methodology and a transformative approach, conducted in a space of collaborative intercultural, participatory activities of children and university students, as well as female researchers. The intercultural activities and research were implemented in the third month of the war in Ukraine as a response to current challenges faced by Polish schools and universities. The results are obtained from participant observation (3) and semi-structured interviews (34) conducted with university students working with Polish and Ukrainian pupils, using the project method based on L. Lundy’s participation model in the space of the University of Warsaw. The analysis of the results presents the main aspects of how preschool and early childhood education students understand participation in their work with children from diverse sociocultural backgrounds. The study also showed how important it is to include Polish children and children with refugee and migration experience in the activities and joint participation, which allows one to build a safe space for verbal and non-verbal communication (through art) of children with children and adults.

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Музиката в детската градина

Author(s): Binka Karaivanova / Language(s): English,Bulgarian Issue: 2/2023

The article addresses the issue of the specific impact of music and the effect of its inclusion in the daily routine of children in preschool age at various moments besides in music classes. Given the complex process of musical development that requires constant contact of the children with music and opportunities for its reproduction, the two music classes provided for in the kindergarten curriculum are not sufficient. Through the integration of music into the other routine activities, the kindergarten becomes a specific environment, providing children with daily involvement in musical activities, which is an integral condition for successful musical development. The publication outlines two different approaches to communication with musical works, each of which contributes in a specific way to the formation and development of the ability to perceive music and to express oneself through music.

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Okul Öncesi Çocukların Öğrenme Güçlüğü Belirtileriyle Yürütücü İşlev Bozuklukları Arasındaki İlişkinin İncelenmesi

Author(s): Gökçen İlhan Ildiz,Yakup Burak / Language(s): Turkish Issue: 22/2023

This research aims to investigate the relationship between early indicators of learning difficulties and executive function impairments in preschool children. The study, designed using a correlational research method, included 293 preschool children. To obtain demographic information about the children, a General Information Form was used. The Specific Learning Disorder Screening Scale Parent and Teacher Form (SLDSS) was employed to identify early indicators of learning difficulties in children, and the Childhood Executive Function Inventory (CEFI) was used to assess executive function impairments. The data obtained from the data collection instruments were tested using the Pearson correlation coefficient technique and multiple linear regression analysis. The analysis revealed a correlational relationship between working memory and inhibitory control impairments, which are components of executive function, and early indicators of learning difficulties. Furthermore, the predictive role of executive function impairments in combination was demonstrated in relation to early indicators of learning difficulties.

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Post-COVID-19 Rooms of Our Own: Lessons Learned from Virtual Professional Development Projects Designed for Early Childhood Educators in Ontario

Author(s): TERRY KELLY,BARBARA PYTKA / Language(s): English Issue: 1/2023

This paper reflects and explores lessons learned during two professional learning series related to the pedagogical practices of early childhood educators (ECEs) in Ontario, Canada. Drawing on a comparative analysis of our observations, collaborative inquiries, and discussions, we underline post-COVID-19 conditions that change how we think, engage, and envision possibilities in professional learning. We discuss the way the use of technology at the intersection of time and space and carefully chosen pedagogical approaches pushed us to reconsider current practices used in the design of professional learning activities, the implementation, and the responses to educators’ learning. We focus on the way technology helped us envision and plan for virtual rooms as environments as third teachers. Trading the traditional professional workshop-like activities with fixed time boundaries for virtual café-style learning, introducing design thinking, distributed leadership, Indigenous world views, and rhizomatic wonderings, we discuss our decisions to change the directions of professional learning from focusing on skill development and transmission of knowledge to enhancing dispositions needed to become lifelong learners, innovators, and advocates. We conclude the paper with invitations and provocations for educators, academics, researchers, and regulatory bodies to further discuss professional learning activities for the early childhood education (ECE) community in Ontario. In brief, we focus on removing the dividing practices between professional learning activities and pedagogical approaches as a starting point to envision possibilities in Ontario’s ECE field.

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Students’ Diaries as a Source of Knowledge about Their Everyday Education and Private Lives During the COVID-19 Pandemic

Author(s): Joanna Maria Garbula / Language(s): English Issue: 1/2023

On 20 March 2020, the Polish authorities announced the outbreak of the COVID-19 pandemic, caused by SARS-CoV-2. The announcement of the state of pandemic completely changed our lives. Healthy people were locked at home, entry to forests was forbidden, online school and work became mandatory and face masks and hand sanitizers became a necessity. The “battle” for vaccines was started. As for the people infected with the virus, in addition to transforming wards on hospitals to ones dedicated to COVID-19 patients, additional beds were arranged, for example, on stadiums. The number of deaths rose sharply, to around 200,000 in the years 2020–2021. At the moment, COVID-19 progresses from the pandemic stage to endemic one, which means that it will become a part of our lives. The experiences gained during that time are rooted in every person. Thus, it is worth looking at diaries written by the students of pre-school and early school pedagogics (uniform studies leading to a master’s degree, at the University of Warmia and Mazury, UWM in Olsztyn), in which they described their entanglement in the difficult pandemic reality, in the years 2020–2021, in the context of their education and private lives. It is worth emphasizing the importance of the source of information, apart from the problems raised. In this study, this is a source created, constructed over several months in a reality different from normal. The diaries uncover/reveal the meanings which the pedagogics students assigned to the pandemic reality.

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Rola zaburzeń integracji sensorycznej w kontekście ujawnianych niepowodzeń dydaktycznych uczniów nauczania początkowego w opinii rodziców dzieci w wieku wczesnoszkolnym z terenu miasta Dzierżoniów

Author(s): Michalina Misztal,Eulalia Adasiewicz / Language(s): Polish Issue: 1/2022

The article concerns the role of sensory integration disorders in the con-text of revealed teaching failures of early school-age children.On the basis of research carried out in selected primary schools in Dzierżoniów,it can be concluded that the most common causes of teaching failures in earlyschool-age pupils are biopsychological factors, i.e. those resulting from innatedifficulties, developmental disorders or disabilities, as well as the child’s temper-ament, intelligence or personality traits.

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Vocabulary assessment in portuguese children aged 3 to 7 years with and without developmental language disorder: preliminary results

Author(s): Sandra Ferreira,Anabela Cruz-Santos,Suzel Bilber,Sandra Filipa Gonçalves / Language(s): English Issue: 2/2023

Vocabulary is one of the language components that is most evident at an early age. Therefore, this research aims to analyse the vocabulary assessment from the application of the vocabulary measure of the Brazilian Portuguese ABFW Child Language Test (Andrade, C., Befi - Lopes, D., Fernandes, F., & Wertzner, H., 2004), adapted to European Portuguese. The participants of this study are 480 children, aged 3 to 7 years, male and female, with and without Developmental Language Disorder (DLD), from the northern region of Portugal. The objectives are a) to analyse vocabulary performance in relation to age, b) to analyse vocabulary performance in relation to gender, c) to analyse vocabulary performance in children with and without DLD, and d) to present the internal consistency of the ABFW Vocabulary Measure (European Portuguese Version). The results show that: a) performance on the vocabulary measure is progressive and proportional to age; b) boys show higher vocabulary performance than girls; c) typical children show slightly higher vocabulary performance than DLD; d) the measure has very good levels of internal consistency, with Cronbach’s Alpha .95. The ABFW Vocabulary Measure (European Portuguese Version) shows potential as a vocabulary assessment tool and may contribute to the identification of Portuguese children at risk for language disorders.

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Application of noncontingent access to matched stimuli procedure for addressing problem behavior in a child with autism

Author(s): Ivana Trellová,Lucie Schuma / Language(s): English Issue: 2/2023

One of the defining characteristics of autism spectrum disorders is the presence of repetitive patterns of behavior and restricted interests that include hyper- or hypo-reactivity to sensory stimulior seeking out sensory stimuli in the environment. So-called self-stimulatory behaviors usually havea sensory function where the behavior is automatically reinforced without the need for social contact with another person. Such behavior is a serious problem for a child because it negatively affects attention and spontaneous learning of new functional skills. The use of behavioral interventions can effectively reduce or even eliminate the problem behavior, often by identifying socially appropriate behaviors to replace it. This paper evaluates the effects of the noncontingent access to matched stimuli procedure within a multicomponent intervention aimed at eliminating object licking behaviorin a girl with autism spectrum disorder. Results showed that target behavior decreased significantly and remained at low levels only after access to matched stimuli that were sensory identical to the consequences of the problem behavior was provided.

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Rozvoj motorických dovedností u dětí s mentálním postižením: experimentální studie

Author(s): Michal Vostrý,Barbora Lanková,Tereza Hajncová,Ilona Pešatová,Nikola Mundoková / Language(s): Czech Issue: 2/2023

The paper presents the results of an experimental study focused on the development of motor skills in children with intellectual disabilities in kindergarten (in our case, pupils with mild and moderate mental retardation, according to ICD-10; F70 and F71). The aim of the research was to investigate whether a structured programme focusing on motor skills can positively influence the development of these skills in children with intellectual disabilities. The study recruited 12 probands who met pre-determined relevant characteristics for inclusion in the research. These probands were randomly divided into two groups: experimental and control. Using the standardized MABC-2 test,we conducted baseline and then exit testing with subsequent comparison of results in favor of the experimental group. These findings support the effectiveness of the structured program in supporting the motor development of children with intellectual disabilities in kindergartens.

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Správa z grantového projektu VEGA č. 1/0522/19 tvorba inkluzívneho prostredia v materskej škole a inkluzívne prístupy v diagnostike a stimulácii vývinu sociálne znevýhodnených detí

Author(s): Viera Šilonová / Language(s): Slovak Issue: 2/2023

The report presents the results of the VEGA grant project No. 1/0522/19 Creating an Inclusive Environment in Kindergarten and Inclusive Approaches in Diagnosis and Stimulation of Development of Socially Disadvantaged Children. The aim of the project was to verify the effectiveness of the stimulation programme for socially disadvantaged preschool children, to develop and validate a tool for evaluating kindergartens in the field of inclusion, and through this to determine the extent of inclusive orientation of kindergartens in selected regions.

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The Vocabulary Skills of Ukrainian Pre-schoolers in Poland

Author(s): OLHA SHEVCHUK-KLIUZHEVA,Marzena Błasiak-Tytuła / Language(s): English Issue: 23/2023

This article presents an interim report on a study conducted in Krakow to investigate the bi- lingual/multilingual development of Ukrainian children in the context of forced migration. This project has been supported by the Polish National Agency for Academic Exchange under the NAWA Urgency Grants and aims to assess language competence in Ukrainian and Polish among 4- and 5-year-old children who have migrated from Ukraine to Poland due to Russia’s armed aggression starting 24 February 2022. In this article, the authors present the results of a vocab- ulary test conducted with 100 children in 2022. The authors highlight the methodology of the vocabulary tests conducted with bilingual preschool children, which shed light on the complexity of learning Polish in the context of forced migration. The results showed that the majority of Ukrainian pre-schoolers had limited knowledge of spoken Polish. On the other hand, the analysis revealed a considerable ability to understand Ukrainian words but a lower mastery of their use, possibly due to the primary use of Russian as a mother tongue. The study contributes to the understanding of bilingual/multilingual development under conditions of forced migration and offers valuable insights into the linguistic competences of Ukrainian preschool children, especially in Ukrainian and Polish. These findings can inform educational strategies and facilitate the integ- ration of migrant children into the host society. Further research is needed to investigate long-term language development and its impact on the well-being and academic performance of Ukrainian children affected by forced migration to Poland.

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