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> Wydawnictwo Uniwersytetu Gdańskiego pl-PL Problemy Wczesnej Edukacji 1734-1582 Język migowy w świetle współczesnego paradygmatu głuchoty <p style="text-align: justify;">The main issue addressed in this paper is a practical application of sign language in early development support for deaf and hard of hearing children in Poland. This discussion is set in a broad cultural, linguistic, psychological and rehabilitation context. This paper presents the concept of Mary Pat Moeller which includes four approaches to the use of sign language in the programming of language in DHH. The discussion on the possibility of Polish rehabilitation centres adopting these solutions required an explanation of the diff erences between auditory deprivation and language deprivation, which is another important issue addressed in this paper. The main aim of this publication is to propose a fl exible approach to the creation of a model of education for deaf and hard of hearing children, one that will completely fulfi ll the needs of a specifi c child and to substantially argue about the conviction that sign language is a factor potentially detrimental to the development of these children.</p> Piotr Tomaszewski Lucyna Kościelniak Copyright (c) 2019-03-31 2019-03-31 44 1 7 17 10.26881/pwe.2019.44.01 Eyetrackingowe badanie weryfikacyjne procesu czytania u dzieci ryzyka dysleksji – analiza przypadków <p style="text-align: justify;">The text presents an extract of an eye tracking verification study of the reading process in children with the risk of dyslexia. A case study analysis was used. The study revealed differences and irregularities between children with the risk of dyslexia and their peers in areas such as: number of fixations, length of fixations and length of observation of text. It was observed that the intensity of difficulties associated with the reading skills does not have to be proportional to the irregularities of the movements of the eye balls (for instance, serious decrease in the reading skills with insignificant improper movements of the eyes) but visual perception of the text being processed varies, which is graphically presented in the text.</p> Marzena Kowaluk-Romanek Rafał Ireneusz Wawer Copyright (c) 2019-03-31 2019-03-31 44 1 18 29 10.26881/pwe.2019.44.02 W świecie nonsensu i „Świerszczyka”, czyli bezdroża pseudonauki. Studium przypadku książki Aleksandry Kruszewskiej „Emocje, uczucia i społeczne zachowania emocjonalne dzieci na progu szkolnym” <p style="text-align: justify;">The article is an attempt at a detailed analysis of the book on emotions, feelings and social behaviour of children starting school written by Aleksandra Kruszewska as a case of thickened errors in the theory, methodology and interpretation of collected empirical data. The book is an exemplification of the mechanisms of generating pseudoscience, both these which could occur in every discipline of science and those which are particularly typical of pedagogy.</p> Dorota Klus-Stańska Copyright (c) 2019-03-31 2019-03-31 44 1 30 46 10.26881/pwe.2019.44.03 Pokój dziecięcy – czyli o pewnej możliwości interpretacyjnej <p style="text-align: justify;">The aim of the text is to present the potential of Foucault’s concept of dispositive for interpreting the space of a child’s room. I look for arguments in favor of this proposal in the concepts of the place by M. Eliade, P. Ricoer, and Yi-Fu Tuan, who combine creating a place with the process of constructing human identity. In reference to them, I assume that a child can create his own identity only if he has a chance to transform the space available to him. The analysis of the history of children’s room shows, however, that his space has always been created as a result of adults’ practices aimed at educational goals. Thus, the children’s room can be treated as dispositif, serving the governmentality of child.</p> Małgorzata Lewartowska-Zychowicz Copyright (c) 2019-03-31 2019-03-31 44 1 47 55 10.26881/pwe.2019.44.04 ‘Me, in my class’: Teacher candidates (self-)portraits of their presence in the classroom <p style="text-align: justify;">Drawing on the international research program <em>‘Teacher presence. A Multicultural Comparison’</em>, this paper tackles the issue of Polish teacher candidates’ representations of <em>teacher presence </em>in the classroom. The basis for the current study consists of drawings made by the participants in response to the task <em>‘Me, in my class’ </em>and its accompanying question: <em>What does this drawing tell me about</em> <em>you as an early childhood education teacher? </em>Drawings done by the participants show not only the way in which the respondents perceive themselves and their roles as teachers but also the way in which they conceive the relationship with students in the classroom. The analysis of the collected material indicates strong institutional features embedded in the physical space of the school, where both the teacher and the students appear as typical products of the institution and where the relationship of power and subordination is still maintained. The classroom as an organized, didactic space and teacher-students relationships emerge as the two main components defi ning future teachers’ representation of teacher presence in the classroom.</p> Longina Strumska-Cylwik Mariane Gazaille Copyright (c) 2019-03-31 2019-03-31 44 1 56 65 10.26881/pwe.2019.44.05 Sztuki plastyczne w naiwnych teoriach uczniów edukacji wczesnoszkolnej <p style="text-align: justify;">From the earliest years, thanks to the interpretation of the observed events and on the basis of social and cultural messages, children have been independently building naive theories of the world referring to concepts from the visual arts fi eld. This article presents the results of my own research. The subject of it was based on third-graders’ statements from Warsaw primary schools concerning the interpretation and description of the term ‘visual arts’. Focus interviews were used to collect qualitative data.</p> <p style="text-align: justify;">According to the research, students’ attempts to defi ne concepts from the visual arts fi eld are very rich and detailed. Most of the naive theories can be realised by the children who have them and can be made present in the form of their verbal and non-verbal statements. Therefore, the youngest children should be involved in discussions on extended cultural topics, of which they can be fullyfl edged participants.</p> Dorota Sobierańska Aleksandra Szyller Copyright (c) 2019-03-31 2019-03-31 44 1 66 75 10.26881/pwe.2019.44.06 Sztuka mała czy wielka? Refleksje nad twórczością dziecka <p style="text-align: justify;">This paper primarily aims to present, both theoretically and empirically, the art of children at the early education stage. In the first part of the paper I present theoretical foundations and exemplary studies of the creativity of children aged 4–9. In the empirical part I present results of the study of plastic and literary art of third-graders (age 9–10), undertaken under infl uence of music. In the study the method of observation and analysis of products were applied. The results show that children’s creativity bears features of an intellectual activity and it is saturated with children’s experiences, which is demonstrated by the adequate titles of their literary and plastic art works as well as by the descriptions of the music flow.</p> Małgorzata Suświłło Copyright (c) 2019-03-31 2019-03-31 44 1 76 86 10.26881/pwe.2019.44.07 Teksty narracyjne uczniów w świetle morfologii Władimira Proppa <p style="text-align: justify;">Children create narratives by imitating styles present in their culture and own experiences. Hence, nurseries and primary schools play an important role in children’s building narratives. My intention has been to present narratives constructed by children taking into consideration the form rather than the content, as it had been done by V. Propp in his morphology. This type of researching children’s texts has not been previously employed in early school pedagogy. The analyses demonstrated that most stories created by early school pupils assume the form of modified and updated fairy tales, with a different number of functions.</p> Joanna Maria Garbula Copyright (c) 2019-03-31 2019-03-31 44 1 87 93 10.26881/pwe.2019.44.08 Edukacja dziecka ku ponadczasowym wartościom – rozważania na przykładzie współczesnej "Baśni o perle" Anny Gibasiewicz <p style="text-align: justify;"><em>Baśń o perle </em>(ang. <em>Fairy tale about a pearl</em>) by Anna Gibasiewicz (2016), is a moving story of heroes, whose fates intertwine in extraordinary circumstances, a tale of transformation and searching for the most important things in life. By its form the fairy tale refers to the folk magic tales, the mood of melancholy is similar to Andersen’s fairy tales. The story is addressed to children at the early school age. On its example, I look at the contemporary implementation of the traditional genre, which is a fairy tale and the values carried by the story. I pay attention to fairy tales, which may form the basis for educational activities with children. Analyzing the literary text of <em>Baśń o perle</em> (ang. <em>Fairy tale about pearl</em>) I refer to psychoanalytic interpretations of folk tales made by Bruno Bettelhaim and archetypal critique by Alicja Baluch. Reading fairy tales to the contemporary child still can perform a „miraculous and useful” role in his social and emotional development.</p> Anna Józefowicz Copyright (c) 2019-03-31 2019-03-31 44 1 94 102 10.26881/pwe.2019.44.09 Wczesna edukacja i opieka nad dzieckiem jako wyzwanie dla polityki społecznej z perspektywy Unii Europejskiej <p style="text-align: justify;">For two decades we have been observing a lot of interest in the issues of early childhood education and child care in the European Union. Child well-being is seen as an investment in the future of Europe. The article is an attempt to answer the following questions: what are the EU’s views in the field of early childhood education and care? What activities does the European Union take to improve the availability and quality of early childhood education and care for the youngest generation in the Member States? How do the Member States implement the EU’s recommendations?</p> Elżbieta Subocz Copyright (c) 2019-03-31 2019-03-31 44 1 103 113 10.26881/pwe.2019.44.10 „Uniwerek” – opieka nad dziećmi w wieku do lat trzech. Od inspiracji do realizacji <p style="text-align: justify;">This article describes experience gained during work with the project “Uniwerek”.&nbsp; Our experience is presented in the light of narrative approach. In the narrative, we introduce how we have gone from inspiration to implementation of our project, about peculiar beginnings and everyday aspirations. “Uniwerek” is a nursery institution for children under the age of three. It has a caring, upbringing and educational role. It is located in the Kortowo campus. In the considerations presented, we used the sociocultural perspective, which showed our way of understanding the nature of the learning process, as well as defined the vision/ role of the child and tutor, educator, teacher and the environment in this space.</p> Anna Godlewska-Zaorska Bernadetta Olender-Jermacz Copyright (c) 2019-03-31 2019-03-31 44 1 117 124 10.26881/pwe.2019.44.11 Rozwój i wykorzystanie zasady poglądowości w edukacji matematycznej dzieci <p>The first part of the article presents the history of the development of the principle of viewpoints starting from its illustrative and static perception, and ending with its contemporary, interactive use. In the second part, referring to our own research, we describe and analyze the contemporary use of the principle of viewpoint during extracurricular mathematical classes organized for pre-school and younger school children. The essence of the contemporary use of the principle of objectivity is the intentional and skilful use of didactic means while shaping the mathematical concepts of students. Attention was paid to the fact that children were provided with conditions free and without time pressure to experiment with mathematical objects, the ability to agree their observations and discoveries with their peers, the teacher.</p> Agnieszka Bojarska-Sokołowska Copyright (c) 2019-03-31 2019-03-31 44 1 125 136 10.26881/pwe.2019.44.12