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> pl-PL (prof. zw. dr hab. Dorota Klus-Stańska) (Agnieszka Kranich-Lamczyk) wto, 30 lip 2019 21:27:30 +0200 OJS 60 Aktualizowanie potencjalności twórczej uczniów poprzez integralną ekspresję kulturową usytuowaną w sztukach wizualnych <p style="text-align: justify;">The article presents the author’s own education strategy based on a revealing transformative model and addressed to 1st–3rd graders. The essence of the strategy lies in the specific organization of child’s perception process regarding a given visual art where the key issue is the artistic expression of the pupils, especially of paratheatrical nature. The article also presents results of the quasi-experimental research on the creative potentiality of pupils.</p> Katarzyna Krasoń Copyright (c) pią, 25 maj 2018 00:00:00 +0200 Umiejętności geometryczne trzecioklasistów w świetle wyników badań <p style="text-align: justify;">In the article, it was sought to determine the level of third-graders’ geometry skills on the basis of the available test results of OBUT, K3 and Omnibus. It was indicated that not only might some geometry learning difficulties arise from the specific nature of mathematical concepts, but from the culture of mathematics teaching as well as application of a traditional methodology of this subject. It was highlighted that the students have too little opportunities to manipulate objects and to gain geometrical experiences. Beginning geometry education with planimetrics was questioned as well.</p> Monika Czajkowska, Beata Bugajska-Jaszczołt Copyright (c) pią, 25 maj 2018 00:00:00 +0200 Bilingual language acquisition in preschool age: The emotional context of kindergarten daily routines <p style="text-align: justify;">This study aims to enhance bilingual language acquisition in very young children in a Portuguese kindergarten. The promotion of children’s language and cognition is done through access to another language – English – in their daily context by incorporating the language into the children’s routines and school daily activities. We collected data from an immersion teacher training program towards bilingualism use, the development of their assistants’ English language fluency, the parents’ awareness and beliefs about English and children’s language development. The sample includes 140 children, aged 5 months to 6 years, teachers and teaching assistants. Teachers have changed their language beliefs concerning English and the program has influenced their practice. The results showed that children develop communicative skills in both languages when surrounded by a bilingual friendly and emotional environment. They use both languages in their everyday life and have created a positive and emotional relationship with the English.</p> Margarida Pocinho, Agnieszka Olczak, Marzanna Franicka Copyright (c) pią, 25 maj 2018 00:00:00 +0200 Efektywność nauczania w klasach łączonych na poziomie edukacji wczesnoszkolnej <p style="text-align: justify;">This elaboration undertakes the subject of the effectiveness of teaching in multi-grade classes on early school education level. This form of organising the education process, despite considerably quantitive contribution to organising work for the Polish school, it never has been and still is not a subject of particular interest of pedagogical theory and practice. The deliberations presented in this article are the result of empirical studies which have been being performed by the author for twenty years in schools environment functioning in multi-grade classroom system. The research results presented, on the one hand constitute, in the author’s opinion, a substantial complement of knowledge regarding functioning of early school education, and on the other hand, they represent an attempt of verification of a widely spread stereotype referred to the multi-grade classroom system, namely, organising the educational process in multi-grade classes determines low level of pupils’ school achievements who are enrolled in this system. Nothing could be further from the truth and it is proven by the analysis of research results presented in this elaboration.</p> Ryszard Pęczkowski Copyright (c) pią, 25 maj 2018 00:00:00 +0200 Bezrefleksyjna codzienność refleksyjnych uczniów, czyli polska edukacja wczesnoszkolna z podręcznikiem w tle <p style="text-align: justify;">This article presents my own research results. The research consists of the third-graders’ opinions about the textbook role and usefulness in the teaching process and the analysis of children’s experiences connected to the educational packets in the school practice. The qualitative data had been gathered trough focus interviews and enriched with the analysis of students’ works. As the research shows, the children’s negative perception of everyday school life seems to origin in the teachers’ admiration to go through the textbooks page by page and students’ subjection to the textbooks packets. Everyday work with the textbook forces children to make often anti-developmental tasks and to resign from divergent and creative thinking in favor of acting according to the designated algorithm. The modern school with the textbook on the pedestal is changing into a space with growing restrictions. The creation of independent subjects is giving place to the formation of other-directed individuals, lacking of the ability to think reflective, which is an important change catalyst.</p> Aleksandra Szyller Copyright (c) pią, 25 maj 2018 00:00:00 +0200 Bezradni świadkowie trudnych sytuacji w przedszkolu. Refleksje studentów wczesnej edukacji odbywających praktyki <p style="text-align: justify;">This paper addresses the issue of these experiences collected by early education students of the University of Gdańsk and the Pomeranian Academy in Słupsk during teacher training in kindergarten which they specified as hard and presented in essays. Subjecting the events described to a qualitative analysis made it possible to unravel that (a) students find hard instances of children being harmed by teachers, particularly being treated with violence; (b) teacher trainees participate in these incidents as passive, helpless witnesses, as they do not know ways of protecting kindergarten children against maltreatment; (c) it is necessary to better prepare teachers-to-be for resolution of hard situations with children’s participation.</p> Maria Groenwald, Anna Babicka-Wirkus Copyright (c) pią, 25 maj 2018 00:00:00 +0200 „Tyłek nie szklanka” – o popularności kar cielesnych w wychowaniu <p style="text-align: justify;">The paper presents the problem of corporal punishment in Poland in the light of social approval of violent behaviours towards children and social attitudes towards activities counteracting the problem of the use of corporal punishment in upbringing. On the background of the brief presentation of world research proving negative consequences of corporal punishment, and in this context, underlining the meaning of corporal punishment and the need of the intensive actions against the problem, the role of research on social attitudes towards it is accented. Based on this, in the paper some aspects of the report of the Polish Ombudsman for Children on social attitudes towards violence in upbringing from year 2017 are presented. In the light of several indicators that show: the level of social acceptance of violent behaviors in relationship with a child, treating beating children a method of child rising and social awareness of the ban of corporal punishment and the assessment of the law as well as attitudes to others actions, the paper presents considerations about the level of the social acceptance of violence against children, which is seen in Poland and on that ground also rather sad conclusions about the risk of the use of violence in everyday raising practice but also a risk of violence toward a child in its serious forms that harm to health and life of a child. The end of the paper presents the thesis promoted in the world about the possibility of decreasing the problem of child maltreatment by lowering the social acceptance of mild forms of violence. This direction is seen as fundamental in many recommendations and programs undertaken to end violence against children as a global task designated in Sustainable Developmental Goals Agenda 2030.</p> Ewa Jarosz, Cezary Kurkowski Copyright (c) pią, 25 maj 2018 00:00:00 +0200 New media in the education of children with and without disabilities from the perspective of the knowledge and actions of their parents <p style="text-align: justify;">The aim of the text is to draw attention to the need to undertake planned and targeted preventive actions in the family environment as well as to domesticate effectively the so-called new technologies that are already present in our social reality, in the process of the education of pupils, with special attention paid to children with disability degree certificates. The article also presents the results of a study conducted on parents of children aged 7–12. The respondents were divided into two groups, parents of children with special educational needs due to various mental disorders, and parents of those with no such certificate. The two groups of interlocutors differed in terms of the extent to which they perceived Internet threats. A larger picture of this phenomenon emerges from the narrative of adults raising children with disability degree certificates, which points to the need to equalize opportunities and to keep pace with able peers, but creates many difficulties, including the already difficult process of educating children with developmental disorders.</p> Justyna Siemionow Copyright (c) pią, 25 maj 2018 00:00:00 +0200 Głos dziecka w przedszkolu – między swobodą wypowiedzi a milczeniem <p style="text-align: justify;">The article addresses the problems of presence and absence of child’s voice in kindergarten and their significance for the development of critically thinking entities/citizens. On the basis of our qualitative studies, two separate ways of perceiving the significance of nonadults’ voice in the early childhood education process have emerged. The first one, relating to the affirmation of free child expression, is typical for personal declarations of young educators. The second way is about practising children’s silence in kindergarten and it characterises the events described by aspiring teachers, witnessed during their professional practice. On this basis, we have identified the mechanism of inclusion and the mechanism of exclusion of child’s voice in kindergarten.</p> Anna Babicka-Wirkus, Maria Groenwald Copyright (c) pią, 25 maj 2018 00:00:00 +0200 Strategies for teaching English spelling and reading <p style="text-align: justify;">Learning English reading and spelling in a non-native speaking environment is generally practised through drill, repetition and learning by heart. However, in the native speaking environment, there are different approaches applied in order to teach English to beginning learners. Based on the continuous one-month observation of the native English learners and their teachers in Northern Ireland and the non-native English young learners and their teachers in Slovakia, we are going to highlight the main differences in teaching how to read and write between native and non-native English learners from various points of view and suggest accommodations that may be beneficial for non-native learners and their teachers. We are predominantly going to focus on the approach “Phonics” used for teaching young learners how to read and write in the native English speaking environment. Furthermore, we are going to stress the importance of the teaching practice by novice teachers as we consider it the first step in their early teaching career.</p> Daniela Sorádová Copyright (c) pią, 25 maj 2018 00:00:00 +0200 Wykorzystanie metody projektów na zajęciach przyrody w klasie III szkoły podstawowej <p style="text-align: justify;">This article describes experiences gained during work with the project approach on science lessons in Grade 3 of Primary School. They are analyzed in the light of action research and the theoretical base of constructivism. The conclusions from the analysis confirm the usefulness of the project approach in stimulating the children’s potential and their independence during science lessons.</p> Karolina Żyra Copyright (c) pią, 25 maj 2018 00:00:00 +0200