O rozumiejąco-przeżyciowym podejściu do nauki czytania i pisania (na przykładzie strategii „Skuteczne zdziwienie. Wyzwalamy myślenie”)




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projekt wdrożeniowy, nauka czytania i pisania, strategie uczenia się, uczenie się przez odkrywanie, skuteczne zdziwienie


In this article, I discuss the results of qualitative research of an implementation nature. The implementation of the educational project “Effective astonishment”. Learning to read triggers thinking began in the 2018/2019 school year in a metropolitan environment. Research on children’s learning skills in the process of identifying sound and graphic images, as well as reading and writing, was conducted in a group of five hundred 5–6-year-old children after the one-year implementation cycle was completed (in the 2021/2022 school year). I derive the key research category from Jerome Bruner’s learning by discovery. In my research, I adopted a didactic intervention model. I acted as a participant observer, while the research material came from participant observation. I focused my observation around the intervention activities designed in the innovative model of initial literacy instruction. I observed both the students’ activities and the effects of those activities. The findings revealed three categories of children’s learning: 1) by speaking (observing and experiencing linguistic behavior, elaboration – giving meaning to memories, generation – creating lasting memories, learning by questioning – formulating questions that are important from the child’s perspective, listening and exchanging ideas and opinions); 2) perceptual learning (using body intelligence, making analogies); and 3) learning by doing (creating model examples, contrasting cases. Capturing key information, producing. Building interest and practical knowledge, visualizing. inventing the structure of complex information, imaginative play. developing cognitive control).


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Wiśniewska-Kin, M. (2023). O rozumiejąco-przeżyciowym podejściu do nauki czytania i pisania (na przykładzie strategii „Skuteczne zdziwienie. Wyzwalamy myślenie”). Problemy Wczesnej Edukacji, 57(2), 51–66. https://doi.org/10.26881/pwe.2023.57.04



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