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> pl-PL (dr Grażyna Szyling) (Agnieszka Kranich-Lamczyk) śro, 30 cze 2021 00:00:00 +0200 OJS 60 Bazgrota w twórczości plastycznej dziecka – obszar wciąż niedoceniany <p>The article is theoretical. It presents the value of scribble in the development of a child’s drawing creativity. As a result of the theoretical analysis of the problem of scribbling in a child’s drawing, the author defined the following features of the scribble, such as: dynamics of change, spontaneity of action, elementary kinesthetic in building a form, non-objectivity, own internal rhythm of drawing and painting, subjectivity, projection of the form of physical activity, fabulous content, novelty results, originality of the approach, expressiveness. The time for free scribbling of a child, which is assigned to him in his first stage of development of drawing creativity, is an important time for his creative development, motivation to learn and action, which will give him a good basis for further stages of his activities and learning.</p> Urszula Szuścik Copyright (c) śro, 13 paź 2021 00:00:00 +0200 W świecie poznanych i „niepoznanych” liter, czyli o kontynuacji bezsensów w instytucjonalnych praktykach nauki czytania i pisania dzieci <p>Reading is a key competence in a social functioning. In the Polish educational system both kindergarten and school, are responsible for the effects of learning this skill. The article presents the results of research on the content of textbooks and methodological guides intended for the basic reading course for children aged six and seven. As a result of the comparison, it was found that the literacy process was doubled at the school level according to the scheme in force in the kindergarten. The page layout for entering a new letter and the suggested exercises are repeated in the textbooks. The same process for introducing a new letter is valid at the kindergarten and on the school level. The texts for learning to read are trivial, and the instructions formulated to them block the development of reading skills at the semantic and critical-creative level.</p> Marzenna Nowicka Copyright (c) śro, 13 paź 2021 00:00:00 +0200 Reprezentacje obiektów przyrodniczych z dziecięcej perspektywy <p>In presented article we have described examples of children’s strategies for meaning fulfilment in the verbal and visual code. In conducted research, we attempted to reconstruct children’s abilities of conceptualizing objects with (1) prototypical, (2) prototypical and individual features, and (3) nonprototypical features. We were interested also in children’s methods of categorization (recognizing an object at various levels of abstraction) and constructing knowledge in terms of selected domains (appearance, environment, behavior and the relationship between animals and humans). 170 children of two age groups (3/4 and 4/5 years old) participated in the study. They were first asked to recognize an object on the basis of selected features shown in pictures. Then children were interviewed and asked to make a drawing. Research has shown that exposing children to a fragment of an image allows them to recognize the whole object and express their personal knowledge. The presented research showed also that children make conceptualization mainly through personal experiences and that when describing animals, children focus on observable animal activity and behavior, as well as animal appearance, size, the environment of living and the relation with humans.</p> Monika Wiśniewska-Kin, Eliza Rybska Copyright (c) śro, 13 paź 2021 00:00:00 +0200 Rozumienie przez dzieci 6-, 7- i 8-letnie występowania wody w gruncie <p>Groundwater is out of direct observation. Their presence can be inferred from the observation of water disappearing in puddles, wells and lakes. The article presents a childlike explanation of these three phenomena. The study covered 50 children aged from 6 to 8 years. The obtained explanations have been categorised into mental models and arranged in relation to the degree of approximation to the scientific explanation. The research showed that children do not refer to groundwater when explaining the phenomenon of water disappearance in puddles and the origin of water in a well and lake. They are aware of the existence of water in the ground, but their cognitive horizon is limited to a deliberate explanation of the phenomena of water origin (e.g. water from rain immediately penetrates a well). The research has shown that children lack experience in preserving water in the ground and conclusions for pedagogical practice have been presented.</p> Jan Amos Jelinek Copyright (c) śro, 13 paź 2021 00:00:00 +0200 Podążając śladem dziecięcego rozumienia świata społecznego. Uwagi na marginesie badań mozaikowych <p>The text is about social education of children and it presents an approach related to a new paradigm of a child and childhood as well as solutions drawing on constructivism. It highlights the sense of children’s exploration and their active participation in creating knowledge about themselves, others and their social background. The methods used comprise mosaic approach, tours, map-making, using cameras, child conferencing. These methods emphasize a child as an explorer and their active participation in learning new skills and gaining new knowledge. The main idea of the text is, therefore, to show the mosaic research strategy as a chance for professional implementation and achievement of research goals related to learning about the world of children, as well as creating opportunities for attractive and valuable learning about the world by children when they explore their surroundings. This kind of the meeting of two perspectives of a mosaic strategy: methodological as a research method and methodological as a learning method has its potential and interesting perspectives of multilateral application.</p> Agnieszka Nowak-Łojewska Copyright (c) śro, 13 paź 2021 00:00:00 +0200 Ludzkie zoo w percepcji dzieci <p>The presented article explores the idea of the Human Zoo and the children’s perception of the possibility of keeping people in the Zoo. From the point of view of analytical practice, the collected statements of children were examined by means of a critical discourse analysis understood by Fairclough as textual and linguistic social practices reflecting the symbolic structure. The children’s statements show unequivocal resistance to the vision of exposure of the human body and strong species identification. The images of the Human Zoo make it possible to see the orientation to the perception of the species relationship in the normative dimension. This orientation takes place on an emotional level, confirming research in the field of moral development and the concept of emotivism. The reversal of order, in turn, shows the social order as a brutal genre struggle, activating the imaginary of nature perceived as threatening and dangerous.</p> Tomasz Nowicki Copyright (c) śro, 13 paź 2021 00:00:00 +0200 Wykorzystanie STEAM-owego projektu w kształtowaniu wybranych pojęć geometrycznych u przedszkolaków <p>The article presents the concept of using steam design in the shaping of geometric concepts in preschool children. Attention was paid to shaping the spatial imagination of children, i. e. developing spatial orientation, discovering the properties of solids and the concept of symmetry. However, mathematical knowledge was not treated as a separate field of knowledge, but as a tool to solve a specific problem, which in this study is the creation of a tourist, mobile guide.</p> Agnieszka Bojarska-Sokołowska Copyright (c) śro, 13 paź 2021 00:00:00 +0200 Nauczyciele wychowania przedszkolnego i klas I–III wobec edukacji matematycznej z wykorzystaniem nowych technologii <p>In this article, we present partial results of research aimed at identifying how pre-school education and primary school (grades I–III) teachers use new technologies resources in mathematics education. 110 teachers participated in the study. The basic research method was an internet questionnaire. Our research has shown that many pre-school education and primary school (grades I–III) teachers, especially those with 10 years of work experience and more, show a high pedagogical awareness. When conducting mathematics education classes, they use both conventional teaching aids and new technologies resources, and try to maintain the right proportions. However, in the times of the COVID-19 pandemic, conducting remote math education for a significant proportion of the teachers surveyed turned out to be a big challenge. The typical difficulties to teaching mathematics were combined with difficulties related to distance education and difficulties resulting from the attitude (reluctance) of parents, and sometimes children, to mathematics or learning this subject.</p> Monika Czajkowska, Klaudia Mróz Copyright (c) śro, 13 paź 2021 00:00:00 +0200 Kiedy koniec wieńczy dzieło. Skuteczne zdziwienie „w teatrze życia codziennego” <p>The article presents the results of research carried out under the Innovation Incubator 2.0 project in the 2018/2019 school year in a selected kindergarten, in a metropolitan environment (Łódź). All the project activities involved the implementation of three areas: first, constructing the program assumptions of the ‘Two Languages – One Way’ project and analyzing the educational market, and second, developing a cultural ‘toolkit’ (Bruner 2006: 35) in the form of demonstration charts and methodological aids, thirdly, testing the final product “Two Languages – One Way” by the teacher of glottodidactics. The research adopted a strategy for a didactic intervention. The researcher acted as an observer as a participant, and the material came from participant observation. The observation focused on interventions initiated according to their design. The observation covered student activities, as well as the effects of these activities. Research results reconstructed children’s skills in identifying sounds and letters as well as reading by slipping from sound to sound.</p> Monika Wiśniewska-Kin Copyright (c) śro, 13 paź 2021 00:00:00 +0200 Mindtoyness – zestawy dydaktyczne rozwijające zmysły i uważność poznawczą. Wykorzystanie badań ewaluacyjnych w praktyce pedagogicznej <p>In contemporary didactic studies we find relatively little information about methods of developing mindfulness in the cognitive sphere. Our aim is to try to transfer the issues of training concentration and attention to early childhood education. The didactic and developmental benefits that can be obtained from this practice were observed during the classes with the sets. Mindtoyness – is a collection in its root referring to mindfulness – in our research project it can give teachers the tools to work on developing in-depth concentration in children.</p> Jolanta Kruk, Kamila Zdanowicz-Kucharczyk Copyright (c) śro, 13 paź 2021 00:00:00 +0200 Preparing teachers of Early Childhood Education to teach a foreign language: the PEPELINO portfolio in practice <p>Teaching a foreign language at pre-primary level has been officially introduced in Poland in 2015 as a follow-up to European policy guidelines (European Commission 2011b). Teachers are agents of any language policy as it is them who have to warrant its implementation through pedagogical practice. While most of the studies conducted on policy implementation focus on teacher beliefs and multilingual practices (e.g., Haukås 2016; Lundberg 2019), the following paper concentrates on implementing European language policy guidelines in respect of early foreign language education and pluralistic approaches. It describes a quantitative study of early education in-service teachers who attended a 3-semester preparation course for language teaching. The data analysis revealed that ‘supporting the linguistic development of children with other first languages than Polish’ gained the least support among the respondents, despite a significant course module devoted to this issue. Therefore, the conclusion can be drawn that the teachers will be able to raise interest in language learning by very young learners, by drawing on their experience as Early Childhood Educators, yet it will be difficult to foster plurilingualism and attitudes of intercultural interest by teachers who often lack intercultural experience and plurilingual awareness themselves.</p> Joanna Rokita-Jaśkow, Werona Król-Gierat Copyright (c) śro, 13 paź 2021 00:00:00 +0200 W poszukiwaniu rozumowania matematycznego najmłodszych uczniów – doniesienie z badań wdrożeniowych <p>Mathematical reasoning is a crucial competence for the construction of useful knowledge. The text presents selected results of the study of students of the third grade of an elementary school in the field of text task solving. The conducted educational experiment showed the potential of solving non-standard tasks for developing the reasoning of mathematically weaker students. Contact with tasks that require independent mathematizing allowed to reduce the number of students with the lowest results in the post test. The ways of understanding the role of drawing in exploring mathematical relations described in the task were analysed.</p> Alina Kalinowska-Iżykowska Copyright (c) śro, 30 cze 2021 00:00:00 +0200 Opening tasks, opening minds – a rediscovery of the open-ended approach <p>Open-ended tasks are designed such that they may have more than one correct solution or may be solved in more than one way. Although such tasks constitute an irreplaceable tool for prompting young learners to be actively and creatively involved in mathematical discourse, their implementation poses a challenge. Primary school students in Poland are usually offered algorithmic and rote teaching methods and are thus very often deprived of important elements of successful mathematics learning. The ubiquitous teacher-centred approach dedicates little time to any contribution from learners. The aim of this design research was to implement a change in early childhood mathematics education. The change comprised students creating and/or solving open-ended tasks in groups, thus promoting dialogic teaching. The results confirmed that students who are challenged with openended tasks through dialogic teaching not only genuinely engage in their activities, develop a better number sense and flexibility of thinking, but also help each other gain a deeper understanding of new concepts. Captured in this research were the synergistic images of the beauty of children’s reasoning and the beauty of mathematics as an open subject – an incentive for others to begin their journey with freedom of speech for young mathematicians.</p> Kalina Jastrzębowska Copyright (c) śro, 30 cze 2021 00:00:00 +0200 List do Redakcji Czasopisma Naukowego „Problemy Wczesnej Edukacji” w związku z treściami opublikowanymi w artykule Doroty Klus-Stańskiej pt. Konstruktywizm edukacyjny – niejednoznaczność, kontrowersje, dylematy <p>.</p> Urszula Dernowska Copyright (c) śro, 30 cze 2021 00:00:00 +0200 Odpowiedź na list do Redakcji <p>.</p> Dorota Klus-Stańska Copyright (c) śro, 30 cze 2021 00:00:00 +0200