Problemy Wczesnej Edukacji <p>W „Problemach Wczesnej Edukacji/Issues in Early Education” publikujemy oryginalne artykuły naukowe w językach polskim i angielskim, których tematyka wpisuje się w nurt badań nad dzieckiem i dzieciństwem oraz wczesną edukacją. Szczególną wagę przywiązujemy do tekstów o charakterze empirycznym, prezentujących wyniki poszukiwań badawczych w interesującym nas obszarze tematycznym.&nbsp;<br>Dążymy do tego, by powiązać namysł nad wczesną edukacją z innymi subdyscyplinami pedagogiki, takimi, jak: pedagogika ogólna, dydaktyka, pedagogika społeczna, pedeutologia, ale także z innymi dziedzinami wiedzy, czyli z filozofią i socjologią edukacji, antropologią kulturową, psychologią czy naukami prawnymi.<br>Nasze czasopismo adresowane jest do środowiska akademickiego, w tym zarówno do wybitnych naukowców i jak i do młodych badaczy, którym chcemy stworzyć warunki do prezentacji swoich badań.&nbsp;Chcemy też docierać do doradców metodycznych, nauczycieli-praktyków, studentów z obszaru nauk społecznych i humanistyki oraz osób zainteresowanych podejmowaną tu problematyką.</p> Wydawnictwo Uniwersytetu Gdańskiego pl-PL Problemy Wczesnej Edukacji 1734-1582 Uczenie się w środowisku i dla środowiska jako wymóg współczesności <p>The article discusses the methods of defining and describing the processes of learning in what is generally acknowledged as the learning environment. In the contemporary pedagogical discourse the category of the “learning environment” (formerly associated with the surroundings of school and the classroom) is always expanding and acquiring new meanings, in the wake of ecological changes and the virtualisation of contemporary culture. The “learning environment” becomes a part of the ongoing descholarisation, which manifests itself, for example, in the “open space” movement, outdoor education or “Gesamtschule”, the trends related to the transfer of education outside of school. In the last part of the text, a postulate is formed to include a “learning for the environment” category to the pedagogical theory and practice. This stems from the need to deepen the social sensitivity of the threat of degradation of the entire ecosystem in which we live today.</p> Jolanta Kruk Copyright (c) 2020-11-18 2020-11-18 50 3 Orientowanie się w przestrzeni bez przestrzeni – o budowaniu świadomości przestrzennej w edukacji wczesnoszkolnej <p>Orientation in physical space is a skill that allows functioning well in everyday life. The task of the school is to support this skill. The article presents the results of an analysis of 3 packages of school textbooks intended for I–III classes of primary school. It was agreed that textbook instructions concerning building spatial awareness are of a narrow instrumental nature and are focused solely on achieving efficiency in school understanding. The focus is on static situations organized in the classroom and exercises on the plane. Children acquire only knowledge about space, and do not accumulate useful experience related to everyday functioning in it.</p> Marzenna Nowicka Copyright (c) 2020-11-18 2020-11-18 50 3 Plac zabaw jako miejsce dla dzieci vs. miejsce dzieci <p>The content of the article is an analysis of two different concepts of children’s playgrounds, one of which is a standard urban/pre-school playground, reproduced in countless variations, and the other is an individualised variation of an adventure playground. The criterion of the analysis was the concept of a non-place by Marc Augé and the pedagogical concept of a place by Maria Mendel, Dorota Klus-Stańska, Jolanta Zwiernik. The analysis has identified two types of discourses that characterize adult organizers of children’s playgrounds: care discourse and emancipatory discourse. The care discourse is a manifestation of concern for children’s safety and it is revealed in the organization of space and delimitation of children’s activity in standard playgrounds, which makes it a place for children (non-place in the Augé concept). The emancipatory discourse makes use of the educational advantages offered by adventure playgrounds and by creating the conditions to increase the participation of children in the life of their community now and in the future makes them children’s place.</p> Jolanta Zwiernik Copyright (c) 2020-11-18 2020-11-18 50 3 Przedszkolny plac zabaw z perspektywy dzieci <p>The main aim of the article is to draw attention to research conducted in the perspective of children’s studies showing new possibilities of conceptualizing childhood in the space of scientific discourse. What is important for this current of research is to give voice to children and listen to what they have to say about the manifestations of their everyday life. This has been made possible through the use of elements of Alison Clark’s mosaic approach, such as free conversations with children, their photographs and drawing projects of the square they dream of. From the conversations with children and the analyses carried out, a “discourse of danger” has emerged which is dominant among teachers, but which children do not perceive as oppression, but rather tend to avoid unwanted behaviour and search for convenient nooks and crannies. The pedagogue’s perspective obliges the reader to pay attention to the consequences of the identified discourse, limiting children’s opportunities to acquire important motor and social skills, thus reducing their chances of becoming an independent and responsible subject.</p> Jolanta Zwiernik Copyright (c) 2020-11-18 2020-11-18 50 3 Od „wjeżdżania w bramy” do „otwierania (się) bramy”. Przykład animacji kultury upełnomocniających głos dziecka w procesie rewitalizacji miejskiej <p>The subject of our study is the positionality of children in the process of urban revitalization. We understand the city as a learning space. From our point of view changes introduced into that space are always interventions into children’s learning processes. In the article we present an empirically based reconstruction of practices of community cultural animations that aim at empowering children’s voice in the processes of revitalization. Konrad Dworakowski’s and Pinokio Theatre’s community cultural animations, realised from 2014 to 2019 in Łódź, offer interesting examples of such practices. Even though we build or argument on the basis of observations collected in Łódź, it can be reliably reflected in discussions on educational issues in urban changes in other post-industrial cities.</p> Anita Gulczyńska Monika Wiśniewska-Kin Copyright (c) 2020-11-18 2020-11-18 50 3 Czy pojawienie się technologii informacyjno-komunikacyjnych w klasie szkolnej oznacza zmianę praktyk nauczania i uczenia się? <p>Research on technology integration in school classrooms convinces that digital technologies are closely related to the discourse of educational change. What really changes when digital technology is used in the classroom? This is the driving question for the present study. This research contributes knowledge on learning and teaching practices in 19 early education classrooms observed over two school semesters. The design of teaching and learning with tablet technology was explored using the didactical design framework. This perspective focuses on both teachers’ practices and students’ learning activities in the classroom and how tablet technology is integrated into teaching and learning practices. Although the research project was performed on a small scale, it can be defined as one that documents the changes to learning and teaching practices happening in the traditional educational culture of the schools under analysis. These changes were identified through the data collected by means of structured classroom observation (283 teaching hours) and interviews with classroom teachers. The analysis resulted in three distinct sets of emergent teaching and learning practices and a series of conflicts and tensions teachers experience in their everyday tablet-mediated teaching practices.</p> Lucyna Kopciewicz Copyright (c) 2020-11-18 2020-11-18 50 3 Rekonstrukcja przejawów e-kultury dziecięcej generowanej w cyfrowej przestrzeni bycia razem. Doniesienie z badań netnograficznych <p>The aim of a study was to reconstruct manifestations of children’s e-culture generated in the course of children’s Internet communication at selected web sites (Facebook, MovieStarPlanet, Data were accumulated in a netnographic manner. Processing (text, visual and audio-visual) data and their interpretation was performed by a qualitative content analysis, which revealed many peculiar manifestations of children’s culture. This includes an absence of temporal and spatial boundaries of children’s culture, the mediated nature of its members’ contacts, the involvement of children in the network, the existence of culture in external memory, the electronic character of culture creations and their ephemeral and peculiar nature. This indicates the new, digital nature of children’s culture, which seems to produce an increase in children’s community-related actions and strengthens their autonomy and their resistance potential towards the school and increases their participation in the digital culture, which serves to break down barriers between children.</p> Joanna Dziekońska Copyright (c) 2020-11-18 2020-11-18 50 3 How can I improve the environment to support the emergent curriculum? <p>This Action Research (AR) project aims to answer the question “How can I improve the environment to support the emergent curriculum within the toddler room?” It utilises Kemmis and MacTaggart’s Action Research Spiral. The researcher, two team members and 24 children aged 18–30 months participated. The research took place in the researcher’s place of work: a non-profit community childcare setting. Data was gathered over two cycles of Action Research through observations of the children within the setting, field notes and focus group meetings throughout the project over a six-month period. The project demonstrated the power of the environment to support children’s learning and development and to enable them to be the instigators of their own learning. It highlighted the key role of the educator in providing this environment, ensuring it is inclusive and accessible to all children and in engaging in continuous reflective practice as a team with the aim to improve and make meaningful changes. Partnership with parents in creating an environment that supports the diversity of our classrooms also arose as an important finding.</p> Ellen Phelan Copyright (c) 2020-11-18 2020-11-18 50 3 Baśniowe przestrzenie działania z perspektywy przyszłych nauczycieli <p>The aim of the article is to present meanings associated with fairy tale places by teacher candidates. The research data came from interviews with 57 early childhood pedagogy students, analysed through a qualitative method. The competences of candidates for teachers in perceiving the symbolism of places, wandering, world layout, reveal not only the level of cultural and literary knowledge (because they are a “showcase” of previous school experiences of fairy-tale themed lessons), but also indicate their future strategies for designing children’s activity based on fairy tales. These strategies may turn out to be so durable and resistant to change that they might survive university literary education and remain the starting point for students’ teaching practice. The research shows that the fairy tale can remain in them as the starting point for fun or a “background” for science, mathematics and language.</p> Magdalena Kaliszewska-Henczel Copyright (c) 2020-11-18 2020-11-18 50 3 Dziecko w środowisku pieniądza: przekonania podzielane przez dzieci w wieku 8–9 lat <p>This article is a report from qualitative research conducted by the text’s author. Third grade primary school pupils who took part in the study have expressed their view of money by completing twelve incomplete sentences about money. The aim of the study was to find children’s shared beliefs about money. In accordance with the instrumental and symbolic nature of money there appear to be two main groups of phrases ending incomplete sentences. Some of children’s statements refer to instrumental understanding of money, that is, they relate to its value in use and economic functions. Other statements are connected with the symbolic nature of money, showing its psychological and social functions.</p> Renata Raszka Copyright (c) 2020-11-18 2020-11-18 50 3 Wykorzystanie eksperymentu jako wprowadzenia w temat zajęć w przedszkolu <p>This article is a description of experiences gained during two lessons where experiments were used as a way of introducing the students to a topic in a group of 6-year-olds. Experiments were also used to create a space for students’ inquiry. Constructivism and autoevaluation were used as a theoretical base of the analysis. The conclusions of the investigation not only prove that experiments are a more effective way of getting the children interested in a lesson, but also play an important role in developing students’ research skills and their curiosity.</p> Karolina Wykrzykowska Copyright (c) 2020-11-18 2020-11-18 50 3