Uniwersyteckie Czasopisma NaukoweCommunity of practice i indywidualizacja w nauczaniu
Słowa kluczowe:
wspólnota działania, indywidualizacja, uczenie się społeczne, zabawa dramatyczna/tematyczna, autonomia, dobro dziecka (dobrostan)Abstrakt
Community of practice and the individualization of the educational process are the central concepts of the author’s reflections. In the article, selected conceptualizations of the community of practice have been presented. They have been found to be a starting point for the individualization of the educational approach to children at preschool and school age. The importance of the involvement of the whole local community in creating the educational environment has been shown on a basis of two ready for use models of community of practice proposed by P. Moss and R. Myers. The concept of individualization has been considered in the second part of the text. In this respect, self-esteem, as the major factor of the personalization of the educational dialogue between an adult (teacher) and a child, has been underlined. Its potential strength in determining the effects of the personalized interactions between an adult and a child has been highlighted.
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Bibliografia
Ackerman B.P., Brown E.D., Izard, C.E. (2004), The relations between contextual risk, earned income, and the school adjustment of children from economically disadvantaged families. „Developmental Psychology”, 40.
Alexander R. (red.) (2010), Children, their World, their Education. Final report and recommendation of the Cambridge Primary Review. Londyn, Nowy Jork, Routledge, Tylor&Frnacis Group.
Barragan-Ocsana A., Quijano-Solis A., Vega-Diaz G., Sanchez-Lara B. (2012), Communities o practice: a focus from complex systems. „International Journal of General Systems”, 41, 7.
Ben-Ariech A. (2008), Indicators and indices of children’s well-being towards a more policy oriented perspective. „European Journal of Education”, 43, 1.
Bronfenbrenner U. (1992), Ecological system theory. W: R. Vasta (red.), Six theories of childs development. Revised formulation and current issue. Londyn i Filadelfia, Jessica Kingsley Publishers.
Bruner J. (2006), Kultura edukacji. Kraków, Universitas.
Camfield L., Streuli N., Woodhead M. (2010), Children’s well being in developing countries: a conceptual and methodological review. „European Journal of Developmental Research”, 22,3.
Chlewiński Z. (1992), Dojrzała osobowość, sumienie, religijność. Poznań, W drodze.
Decancq K., van Ootegem L., Verhofstadt E. (2011), What if we vote on the weights of a multidimensional well being index? An illustration with Flemish data. „Working papers”, 2011/762. http://wps-feb.ugent.be/Papers/wp_11_762.pdf, 10.05.2016.
Dubos R. (1986), Pochwała różnorodności. Warszawa, PIW.
Engle P.L., Fernald L.C., Alderman H., Behrman J., O’Gara C., Yousafzai A., … & Iltus S. (2011), Strategies for reducing inequalities and improving developmental outcomes for young children in low-income and middle-income countries. „The Lancet”, 378(9799). http://dx.doi.org/10.1016/S0140-6736(11)60889-1, 10.05.2106.
European Commission/EACEA/Eurydice/Eurostat (2014), Key Data on Early Childhood Education and Care in Europe. Eurydice and Eurostat Report. Luxembourg, Publications Office of the European Union.
Frankiewicz W. (1997), Kategoria „świata życia” w pedagogii Celestyna Freineta. W: W. Frankiewicz, K. Kossak-Główczewski (red.), Pedagogia Celestyna Freineta a edukacja regionalna. Gdańsk, Wydawnictwo UG.
Gordon A., Williams Browne K. (1993), Beginnings and Beyond. Delmar Publishing INC.
Grunewald R. (2016), Sustaining early childhood education gains. „Economist”. https://www.minneapolisfed.org/publications/community-dividend/sustaining-early-childhood-education-gains, 10.05.2016.
Guskey T.R. (1995), Professional development in education: in search in the optima-mix. W: T.R. Guskey, M. Huberman (red.), Professional development in education. New paradigms and practices. New York, Teachers College Press.
Herczog M. (2012), Rights of the Child and Early Childhood Education and Care in Europe. „European Journal of Education”, 47(4).
Jensen B., Iannone L.R., Mantovani S., Bove C., Karwowska-Struczyk M., Wyslowska O. (2015), Comparative review of professional development. http://ecec-care.org/fileadmin/careproject/ Publications/reports/report_-_Comparative_review_of_professional_development_approaches.pdf, 10.05.2106.
Karwowska-Struczyk M. (2000), Nisze ekologiczne a rozwój dziecka. Warszawa, IBE.
Karwowska-Struczyk M. (2011), Edukacja przedszkolna. W poszukiwaniu innych rozwiązań. Warszawa, Wydawnictwo UW.
Karwowska-Struczyk M. (2011), Reggio Emilia – pożądana filozofia i praktyka dla edukacji przedszkolnej. „Problemy Wczesnej Edukacji”, 2 (14).
Karwowska-Struczyk M. (2013), Rodzice w przedszkolu-balast czy koło ratunkowe? W: E. Jaszczyszyn, J. Górnikiewicz (red.), Środowiskowe i językowe konteksty edukacji dziecka w rodzinie, przedszkolu i szkole. http://docplayer.pl/4633940-Srodowiskowe-i-jezykowe-kontekstyedukacji-dziecka-w-rodzinie-przedszkolu-i-szkole.html, 10.05.2016.
Kossak-Główczewski K. (1997), W poszukiwaniu źródeł realizacji poprzez edukację regionalną a pedagogia Freineta. W: W. Frankiewicz, K. Kossak-Główczewski (red.), Pedagogia Celestyna Freineta a edukacja regionalna. Gdańsk, Wydawnictwo UG.
Lanyasunya A.R., Lesolayia M.S., Neeto T., Kamau P., Senbeyo M., Lowa L. (2001), The El-barta child and family project. Community based early child care and development programme: an integrated approach. Working Papers in Early Childhood Development 27. https://issuu.com/bernardvanleerfoundation/docs/the_el-barta_child_and_family_project/1, 10.05.2016.
Lave J., Wenger E. (1991), Situated Learning. Legitimate peripheral participation. Cambridge, University of Cambridge Press. http://pubpages.unh.edu/~jds/CofPractice.htm, 10.05.2016.
Leavers F. (2000), Forward to Basis! Deep-Level-learning and the Experiential Approach, „Early Years”, 20 (2).
Myers R. (1992), The twelve who survived. Strengthening Programmes of Early Childhood Development in the Third World. London, Routlege.
Moss P. (2009), There are alternatives! Markets and democratic experimentalism in early childhood education and care. Working Paper No. 53. The Hague, The Netherlands: Bernard van Leer Foundation and Bertelsmann Stiftung.
Neville B. (2009), Psyche i edukacja. Emocje, wyobraźnia i nieświadomość w uczeniu się i nauczaniu. Kraków, WAM.
Nimmo J. (1998), The child in community. Constraints from the early childhood lore. W: C. Edwards, L. Gandini, G. Forman (red.), The hundred language of children. The Reggio Emilia Approach-advanced reflections. Westport, Connecticut, Londyn, ABLEX PUBLISHING.
Pintrich P.R. (2000), The role of goal orientation in self-regulated learning. W: M. Boekaerts, P.R. Pintrich, M. Zeidner (red.), Handbook of self-regulation. San Diego, CA: Academic Press.
Olmsted P.P., Montie J. (2001), Early Childhood Settings in 15 Countries. What are their structural characteristics? Ypsilanti, High/Scope Press.
Potulicka E., Rutkowiak J. (2009), Neoliberalne uwikłania edukacji. Kraków, Oficyna Wydawnicza Impuls.
Povey R. (1993), Coping with unhappy clever children. W: V. Varma (red.), Coping with Unhappy Children. London, Cassel.
Putnam R. (2000), Bowling Alone: The collapse and revival of American community. New York, Simon &Schuster. http://infed.org/mobi/social-capital, 10.05.2016.
Reynolds A.J., Temple J.A., Ou S.R., Arteaga, I.A., White B.A. (2011), School-based early childhood education and age-28 well-being: Effects by timing, dosage, and subgroups. „Science”, 333(6040).
Robson S. (2011), Developing thinking & understanding in young children. An introductory for students. London, New York, Routeldge, Tylor&Francis Group.
Rogoff B. (1990), Apprenticeship in thinking. Cognitive development in a social context. Oxford, Oxford University Press.
Sylva K., Ereky-Stevens K., Aricescu, A.M. (2015), Curriculum Quality Analysis and Impact Review of European Early Childhood Education and Care: Overview of European curricula and curriculum template. Oxford, University of Oxford. http://ecec-care.org/fileadmin/careproject/Publications/reports/summaries/ExecutiveSummary_D2_1.pdf, 10.05.2016.
Tarkowska E. (b.d,), Ubóstwo dzieci w Polsce. Ekspertyza przygotowana w ramach projektu „EAPN Polska – razem na rzecz Europy Socjalnej”. http://www.eapn.org.pl/expert/files/Ubostwo%20 dzieci.pdf, 10.05.2016.
Wenger E. (1999), Communities of Practice. Learning, meaning and identity. Cambridge, Cambridge University Press.
Wadsworth B. (1998), Teoria Piageta. Poznawczy i emocjonalny rozwój dziecka. Warszawa, WSiP.
Vecchi V. (2011), Art and Creativity in Reggio Emilia. Exploring the role and potential of ateliers in early childhood education. London, New York, Routldge, Tylor & Francis Group.
Alexander R. (red.) (2010), Children, their World, their Education. Final report and recommendation of the Cambridge Primary Review. Londyn, Nowy Jork, Routledge, Tylor&Frnacis Group.
Barragan-Ocsana A., Quijano-Solis A., Vega-Diaz G., Sanchez-Lara B. (2012), Communities o practice: a focus from complex systems. „International Journal of General Systems”, 41, 7.
Ben-Ariech A. (2008), Indicators and indices of children’s well-being towards a more policy oriented perspective. „European Journal of Education”, 43, 1.
Bronfenbrenner U. (1992), Ecological system theory. W: R. Vasta (red.), Six theories of childs development. Revised formulation and current issue. Londyn i Filadelfia, Jessica Kingsley Publishers.
Bruner J. (2006), Kultura edukacji. Kraków, Universitas.
Camfield L., Streuli N., Woodhead M. (2010), Children’s well being in developing countries: a conceptual and methodological review. „European Journal of Developmental Research”, 22,3.
Chlewiński Z. (1992), Dojrzała osobowość, sumienie, religijność. Poznań, W drodze.
Decancq K., van Ootegem L., Verhofstadt E. (2011), What if we vote on the weights of a multidimensional well being index? An illustration with Flemish data. „Working papers”, 2011/762. http://wps-feb.ugent.be/Papers/wp_11_762.pdf, 10.05.2016.
Dubos R. (1986), Pochwała różnorodności. Warszawa, PIW.
Engle P.L., Fernald L.C., Alderman H., Behrman J., O’Gara C., Yousafzai A., … & Iltus S. (2011), Strategies for reducing inequalities and improving developmental outcomes for young children in low-income and middle-income countries. „The Lancet”, 378(9799). http://dx.doi.org/10.1016/S0140-6736(11)60889-1, 10.05.2106.
European Commission/EACEA/Eurydice/Eurostat (2014), Key Data on Early Childhood Education and Care in Europe. Eurydice and Eurostat Report. Luxembourg, Publications Office of the European Union.
Frankiewicz W. (1997), Kategoria „świata życia” w pedagogii Celestyna Freineta. W: W. Frankiewicz, K. Kossak-Główczewski (red.), Pedagogia Celestyna Freineta a edukacja regionalna. Gdańsk, Wydawnictwo UG.
Gordon A., Williams Browne K. (1993), Beginnings and Beyond. Delmar Publishing INC.
Grunewald R. (2016), Sustaining early childhood education gains. „Economist”. https://www.minneapolisfed.org/publications/community-dividend/sustaining-early-childhood-education-gains, 10.05.2016.
Guskey T.R. (1995), Professional development in education: in search in the optima-mix. W: T.R. Guskey, M. Huberman (red.), Professional development in education. New paradigms and practices. New York, Teachers College Press.
Herczog M. (2012), Rights of the Child and Early Childhood Education and Care in Europe. „European Journal of Education”, 47(4).
Jensen B., Iannone L.R., Mantovani S., Bove C., Karwowska-Struczyk M., Wyslowska O. (2015), Comparative review of professional development. http://ecec-care.org/fileadmin/careproject/ Publications/reports/report_-_Comparative_review_of_professional_development_approaches.pdf, 10.05.2106.
Karwowska-Struczyk M. (2000), Nisze ekologiczne a rozwój dziecka. Warszawa, IBE.
Karwowska-Struczyk M. (2011), Edukacja przedszkolna. W poszukiwaniu innych rozwiązań. Warszawa, Wydawnictwo UW.
Karwowska-Struczyk M. (2011), Reggio Emilia – pożądana filozofia i praktyka dla edukacji przedszkolnej. „Problemy Wczesnej Edukacji”, 2 (14).
Karwowska-Struczyk M. (2013), Rodzice w przedszkolu-balast czy koło ratunkowe? W: E. Jaszczyszyn, J. Górnikiewicz (red.), Środowiskowe i językowe konteksty edukacji dziecka w rodzinie, przedszkolu i szkole. http://docplayer.pl/4633940-Srodowiskowe-i-jezykowe-kontekstyedukacji-dziecka-w-rodzinie-przedszkolu-i-szkole.html, 10.05.2016.
Kossak-Główczewski K. (1997), W poszukiwaniu źródeł realizacji poprzez edukację regionalną a pedagogia Freineta. W: W. Frankiewicz, K. Kossak-Główczewski (red.), Pedagogia Celestyna Freineta a edukacja regionalna. Gdańsk, Wydawnictwo UG.
Lanyasunya A.R., Lesolayia M.S., Neeto T., Kamau P., Senbeyo M., Lowa L. (2001), The El-barta child and family project. Community based early child care and development programme: an integrated approach. Working Papers in Early Childhood Development 27. https://issuu.com/bernardvanleerfoundation/docs/the_el-barta_child_and_family_project/1, 10.05.2016.
Lave J., Wenger E. (1991), Situated Learning. Legitimate peripheral participation. Cambridge, University of Cambridge Press. http://pubpages.unh.edu/~jds/CofPractice.htm, 10.05.2016.
Leavers F. (2000), Forward to Basis! Deep-Level-learning and the Experiential Approach, „Early Years”, 20 (2).
Myers R. (1992), The twelve who survived. Strengthening Programmes of Early Childhood Development in the Third World. London, Routlege.
Moss P. (2009), There are alternatives! Markets and democratic experimentalism in early childhood education and care. Working Paper No. 53. The Hague, The Netherlands: Bernard van Leer Foundation and Bertelsmann Stiftung.
Neville B. (2009), Psyche i edukacja. Emocje, wyobraźnia i nieświadomość w uczeniu się i nauczaniu. Kraków, WAM.
Nimmo J. (1998), The child in community. Constraints from the early childhood lore. W: C. Edwards, L. Gandini, G. Forman (red.), The hundred language of children. The Reggio Emilia Approach-advanced reflections. Westport, Connecticut, Londyn, ABLEX PUBLISHING.
Pintrich P.R. (2000), The role of goal orientation in self-regulated learning. W: M. Boekaerts, P.R. Pintrich, M. Zeidner (red.), Handbook of self-regulation. San Diego, CA: Academic Press.
Olmsted P.P., Montie J. (2001), Early Childhood Settings in 15 Countries. What are their structural characteristics? Ypsilanti, High/Scope Press.
Potulicka E., Rutkowiak J. (2009), Neoliberalne uwikłania edukacji. Kraków, Oficyna Wydawnicza Impuls.
Povey R. (1993), Coping with unhappy clever children. W: V. Varma (red.), Coping with Unhappy Children. London, Cassel.
Putnam R. (2000), Bowling Alone: The collapse and revival of American community. New York, Simon &Schuster. http://infed.org/mobi/social-capital, 10.05.2016.
Reynolds A.J., Temple J.A., Ou S.R., Arteaga, I.A., White B.A. (2011), School-based early childhood education and age-28 well-being: Effects by timing, dosage, and subgroups. „Science”, 333(6040).
Robson S. (2011), Developing thinking & understanding in young children. An introductory for students. London, New York, Routeldge, Tylor&Francis Group.
Rogoff B. (1990), Apprenticeship in thinking. Cognitive development in a social context. Oxford, Oxford University Press.
Sylva K., Ereky-Stevens K., Aricescu, A.M. (2015), Curriculum Quality Analysis and Impact Review of European Early Childhood Education and Care: Overview of European curricula and curriculum template. Oxford, University of Oxford. http://ecec-care.org/fileadmin/careproject/Publications/reports/summaries/ExecutiveSummary_D2_1.pdf, 10.05.2016.
Tarkowska E. (b.d,), Ubóstwo dzieci w Polsce. Ekspertyza przygotowana w ramach projektu „EAPN Polska – razem na rzecz Europy Socjalnej”. http://www.eapn.org.pl/expert/files/Ubostwo%20 dzieci.pdf, 10.05.2016.
Wenger E. (1999), Communities of Practice. Learning, meaning and identity. Cambridge, Cambridge University Press.
Wadsworth B. (1998), Teoria Piageta. Poznawczy i emocjonalny rozwój dziecka. Warszawa, WSiP.
Vecchi V. (2011), Art and Creativity in Reggio Emilia. Exploring the role and potential of ateliers in early childhood education. London, New York, Routldge, Tylor & Francis Group.
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Opublikowane
2016-04-06
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Karwowska-Struczyk, M. (2016). Community of practice i indywidualizacja w nauczaniu. Problemy Wczesnej Edukacji, 33(2), 23–44. Pobrano z https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/892
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