Problemy Wczesnej Edukacji <p><span style="display: inline !important; float: none; background-color: transparent; color: #333333; font-family: wf_segoe-ui_normal,'Segoe UI','Segoe WP',Tahoma,Arial,sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;">Recenzowany kwartalnik „Problemy Wczesnej Edukacji/Issues in Early Education” jest skierowany do środowiska akademickiego, metodyków, nauczycieli-praktyków, studentów z obszaru nauk społecznych i humanistyki oraz osób zainteresowanych podejmowaną tu problematyką. Artykuły naukowo-krytyczne prezentują głównie tematykę związaną z nurtem badań nad dzieckiem i dzieciństwem oraz wczesną edukacją. Założeniem redakcji jest powrót myśli nad wczesną edukacją do źródeł o szerszym charakterze, takich jak pedagogika ogólna, dydaktyka, pedagogika społeczna, socjologia edukacji, antropologia kulturowa, pedeutologia, psychologia, poprzez zamieszczanie w piśmie tekstów, które z tych dziedzin się wywodzą. Poszczególne numery PWE mają charakter monotematyczny.&nbsp;</span></p> Polskie Towarzystwo Pedagogiczne, Wydawnictwo Uniwersytetu Gdańskiego pl-PL Problemy Wczesnej Edukacji 1734-1582 Badania dotyczące dzieciństw(a) – perspektywa praw dziecka <p style="text-align: justify;">Research concerning children and childhood has been developing on the background of the evolution of different narrations (discourses) about a child. After the Convention on the rights of the child, narrations on the children’s rights and then about child well-being and the quality of children’s life became the very meaningful. As a consequence, a new type of research on childhood has been developing which has some specific foundations as for the object and procedures used. In the paper an attempt to expose main methodological assumptions of the new paradigm is presented, the role of subjective treatment of children in research and some patterns of childhood studies. This paradigm is dedicated to pedagogues, especially social pedagogues, as the way of researching childhoods close to their perception of studies as socially engaged and as interdisciplinary in the spectrum of exploration.</p> Ewa Jarosz ##submission.copyrightStatement## 2018-12-31 2018-12-31 43 4 7 19 10.26881/pwe.2018.43.01 O dziecięcej tożsamości (tragicznie) zerwanej – gdy przemoc symboliczna może życie ocalić <p style="text-align: justify;">The presented text aims, on the one hand, to recall people’s lives that should not be forgotten, and on the other hand, it is an attempt to mark in their context the borderline of the validity of contemporary pedagogical reflection on symbolic violence. The former concerns the analysis of Polish Jews’ childhood experiences from the World War II period, connected with the breaking of the primary national and religious identity and re-integration into a new Polish identity. The latter aim is related to the embedding of the indicated problem on the background of contemporary pedagogical reflection, and in particular critical pedagogy, for which one of the key categories has become symbolic violence, aimed at changing the human identity. The goal is to analyze the children’s testimonies of the Holocaust, in which the theoretical concept of the enslaved childhood of Wiesław Theiss was used. It allowed to capture the field of enslavement of Jewish children in its various dimensions.</p> Maria Szczepska-Pustkowska Małgorzata Lewartowska-Zychowicz Longina Strumska-Cylwik ##submission.copyrightStatement## 2018-12-31 2018-12-31 43 4 20 29 10.26881/pwe.2018.43.02 Uczeń zdolny w perspektywie dyskursu produkcyjnego. W stronę krytycznej rewizji pedagogiki zdolności <p style="text-align: justify;">In this article, I will attempt to outline the “production discourse of giftedness” as currently dominant in the global culture of education and related to its neo-liberal roots. Presented considerations employ the critical perspective of discourse analysis and at the same time are inspired by post-Foucaultian approach developed within the field of social sciences, which reveals institutional regimes of practices related to the shaping of expert knowledge, i.a. in the domain of gifted education.</p> Astrid Męczkowska-Christiansen ##submission.copyrightStatement## 2018-12-31 2018-12-31 43 4 30 38 10.26881/pwe.2018.43.03 Edukacja dzieci do partnerstwa kobiet i mężczyzn jako sposób na przeciwdziałanie przemocy ze względu na płeć <p style="text-align: justify;">Gender-based violence is understood as violence motivated by gender stereotypes and prejudices resulting from normative expectations related to femininity and masculinity dominating in society and culture, and from unequal power relations between women and men. The aim of the article is to analyze the problem of gender-based violence in the context of its social and cultural sources, as well as ways to prevent it. The authors put forward a thesis that the main preventive measure is the education of children and youth to equality of women and men, both in public life and in the family, as well as the elimination of prejudices and unjust stereotypes related to gender from education.</p> Iwona Chmura-Rutkowska Joanna Ostrouch-Kamińska ##submission.copyrightStatement## 2018-12-31 2018-12-31 43 4 39 49 10.26881/pwe.2018.43.04 Children in institutional re-socialisation and education – on the edge of contemporary trends <p style="text-align: justify;">This article analyses the situation of a child placed in an isolation facility in the context of contemporary trends in treating children and adolescents by the judiciary and in educational and resocialisation facilities. The system of juvenile re-socialisation in Poland, regulated by the Act on Juvenile Delinquency Proceedings of 1982, covers children and adolescents in connection with their depravation or with committing a punishable offence and it provides for institutional educational measures and reformatory measures in the form of sending a minor to a juvenile detention centre. Although a prison sentence passed on minors is an exception to the rule of adjudicating educational and reformatory measures, according to international regulations, the category of juvenile imprisonment is broader than serving a sentence in prison. It is our intention to consider the situation of a child placed outside their home in an institution where they are exposed to confinement by a court or another administrative body.</p> Justyna Kusztal Sławomir Przybyliński ##submission.copyrightStatement## 2018-12-31 2018-12-31 43 4 50 57 Sharenting – skala i wielowymiarowość zjawiska (nierozważnego) ujawniania przez rodziców informacji o dzieciach w mediach społecznościowych <p style="text-align: justify;">The scope of the article is to discuss the issue of the parents sharing the information about their children in social media. Basing on literature and researches review, the scale of sharenting phenomenon was introduced. Its different types were discussed and its chosen legal, ethical and social aspects were characterized. The risks (i.e. identity theft and exposing children to cyberviolence) and rewards (i.e. sharing the experience, seeking and providing support) of such parents’ activity in the Internet were presented as well. Sharenting generates dilemmas connected with finding the balance between the parents’ right to express freely and the child’s right to have privacy, dignity and identity. There is a need of educational actions, directed to both parents and society, about the children’s security and safety of their privacy in the Internet.</p> Bożena Chrostowska ##submission.copyrightStatement## 2018-12-31 2018-12-31 43 4 58 68 10.26881/pwe.2018.43.05 The focus of public discourse on child abuse in kindergartens: analysis of articles on child abuse in newspapers of China from 2010 to 2017 <p style="text-align: justify;">As a social phenomenon, child abuse in kindergartens is not only an educational but also a legal issue. This study analyzed 423 critical articles on child abuse in kindergartens published by 103 newspapers in China from 2010 to 2017. The results of the research are as follows: (1) The change of public opinion on child abuse conforms to the law of public opinion development in the latent period, outbreak period, spread period, repetition period, remission period and long tail period of the dissemination of hot topics of public opinion; (2) The range of social groups concerned about child abuse has been expanding year by year, until 2017, a total of 22 categories of social groups have paid attention to child abuse; (3) The focus of public attention on the child abuse incidents includes 23 aspects, such as the supervision responsibility, harm, punishment, system, prevent, treatment and morality. Among them, it mainly focuses on supervision and rule of law, and lacks humanistic care for preschool teachers.</p> Baoan Feng Xingping Zhou ##submission.copyrightStatement## 2018-12-31 2018-12-31 43 4 69 76 10.26881/pwe.2018.43.06 Dzieci z rodzin zastępczych w szkole. Raport o współpracy rodziców zastępczych z personelem szkoły <p style="text-align: justify;">Children and youth from foster families more often – in comparison to general population – have disabilities, emotional and behavioural disorders (Minnisi in. 2006). Also, in their history of life they often experienced abuse and/or neglect, which may influence their later achievements (Kolankiewicz 2009; Bartnikowska, Ćwirynkało 2016). Foster parents often deal with challenges connected to raising their children. The paper is a research report in which the authors investigate the perceptions of foster parents concerning their cooperation with teachers and school personnel. In order to achieve this aim an interpretivist paradigm and phenomenographic method (Paulston 1993) was applied. Three focus group interviews were conducted with 21 foster parents of children and youth at school age. A qualitative analysis (Charmaz 2009) resulted in the identification of two thematic areas of parents’ perceptions of: (1) division of responsibility (perception of the role of a foster parent and school personnel in the process of their children’s education), (2) positive and negative aspects of foster parents’ experiences in the cooperation with school (personal and organizational level). Based on the results, recommendations on how to improve the cooperation between school and foster parents are proposed.</p> Katarzyna Ćwirynkało Urszula Bartnikowska ##submission.copyrightStatement## 2018-12-31 2018-12-31 43 4 77 85 10.26881/pwe.2018.43.07 Witraże dziecięcego „bycia w życiu” – dobrostan versus obrazy codzienności <p style="text-align: justify;">The aim of the article is to present the situation of children in Poland in the light of the analysis of documents of public institutions and non-governmental organizations whose domain of activity is the protection of children’s rights. The context of the analyzes undertaken by the authors is an interdisciplinary current of childhood studies, and in particular the discourses devoted to caring for a child. Nowadays, the most visible discourse of child’s well-being requires observing particular areas of children’s participation in social life and asking questions about the actual situation of the child in our country, development opportunities and difficulties in implementing children’s rights and ensuring its well-being. This means attempting to describe a child’s stained glass window „being in life”, actual or only apparent participation in particular areas of child’s activity in recent years.</p> Justyna Kusztal Małgorzata Turczyk ##submission.copyrightStatement## 2018-12-31 2018-12-31 43 4 86 95 10.26881/pwe.2018.43.08 Przeciwdziałanie ubóstwu dzieci i młodzieży w Unii Europejskiej. Między planowaniem a działaniem <p style="text-align: justify;">The aim of the article is to examine whether the member states of the European Union guarantee children in poverty the right to specific means of equal opportunities as guaranteed by the European pillar of social rights. A strategy for counteracting poverty based on the A. Giddens’s concept of the ‘social investment state’ was created in the EU. According to this concept, the state should support most of all these social groups which guarantee the highest social advantages. Following this idea, the union strategy for fighting poverty emphasizes the necessity of investing in children from early years of their lives. According to the social investment paradigm adopted by the European Commission, a crucial role in strategies for counteracting child poverty plays early childhood education and care.</p> Katarzyna Białobrzeska ##submission.copyrightStatement## 2018-12-31 2018-12-31 43 4 96 104 10.26881/pwe.2018.43.09 Gimbusowa kultura dziecięca – rekonesans badawczy <p style="text-align: justify;">The article presents the results of an ethnographic study on the manifestations of children’s peer culture generated in school gimbus. The methods of obtaining data were participant interviews. Based on them, reconstructed elements of peer culture in the field of forms of gimbus activity. Specific features of children’s communication were also identified, which included: age separation, concentration on school problems, genre of subjects, showing off, using dialect.</p> Marzenna Nowicka Anita Lodd-Bartołd ##submission.copyrightStatement## 2018-12-31 2018-12-31 43 4 105 113 10.26881/pwe.2018.43.10 Bycie dziecka w Polsce „dobrej zmiany”– między Konwencją o Prawach Dziecka a rzeczywistością <p style="text-align: justify;">The aim of the authors is to show the situation of the child in contemporary Poland at a time of a policy of ‘good change’ viewed through the lens of children’s rights guaranteed by the Convention on the Rights of the Child. The authors analysed a discourse of the Ombudsmen for Children’s interventions in order to reconstruct the image of being of the child in a new socio-political reality in Poland. The analysis shows the disagreement between the assumptions of the pro-family state policy and the situation of the child in Poland. Concern about child welfare presented by the governmental authorities is apparent and insufficient, which adversely affects children’s well-being and the quality of their lives.</p> Małgorzata Dagiel Małgorzata Kowalik-Olubińska ##submission.copyrightStatement## 2018-12-31 2018-12-31 43 4 114 124 10.26881/pwe.2018.43.11 Bajka terapeutyczna jako medium edukacyjne: wzorce społeczne, kulturowe i językowe <p style="text-align: justify;">The idea of education with the use of educational media is not new, however contemporary teaching and upbringing require innovative forms in order to engage the recipients and raise the effectiveness of the process. A novel tool of influencing a child of a pre- and early school age is a therapeutic story, often being presented in a multimedia form. It is a carrier of social, cultural and language patterns. The child, through the identification with the main character, assumes the models of behaviour as well as adopts an active, creative and rational attitude towards difficult situations which may happen or happened. The mechanism of the identification of the recipient with the protagonist is stimulated by interaction, which is supported by the multimedia form. Tasks and games which are incorporated in the plot give the child the feeling of being in charge and the sense of success. Announcements made by the protagonist (inquiries, praise) strengthen the bond between the child and the fairy-tale character. Psychoeducational tales are used for prevention purposes, while psychotherapeutic and relaxation ones are implemented in therapy for the regeneration of human reserves.</p> Paulina Forma Dorota Bełtkiewicz ##submission.copyrightStatement## 2018-12-31 2018-12-31 43 4 127 136 10.26881/pwe.2018.43.12