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) wto, 31 gru 2019 00:00:00 +0100 OJS 60 „Zakazuje się stosowania kar cielesnych”. I co dalej? Nowoczesne strategie eliminacji przemocy w wychowaniu <p style="text-align: justify;">The paper presents the evidence based practice approach to eliminate violence against children. Here, the official ban of all forms of violence is seen as a very effective and needed means. But on the other hand, the ban is seen as a first step, because other activities are needed to eliminate corporal punishment. Today actions often come from analyses of effective practice. The paper presents main foundations of the modern strategies to stop corporal punishment, coming from the analysis of one example of such an initiative – the international cooperation that aimed at finding out effective practice in several countries in Europe where the ban has been already introduced.</p> Ewa Jarosz Copyright (c) pią, 20 gru 2019 00:00:00 +0100 Dobre praktyki w zakresie ochrony dziecka w procesie resocjalizacji i readaptacji społecznej jego skazanych rodziców <p style="text-align: justify;">The aim of the paper is to describe good practices in area of child’s protection according to the principle of child’s wellbeing in a crisis situation, more specifically – imprisonment of one of the parents. The paper presents assumptions and effects of an innovative social project implemented in cooperation with Puppet and Actor Theatre and Detention Center in Kielce (2015–2019). The programme’s goal was to support social re-adaptation process of convicted women and men by empowering family bonds, focusing especially on parent-child relations. The research methods are: analysis of legal acts, analysis of workshop contents and participant observation.</p> Anna Dąbrowska, Justyna Kusztal Copyright (c) pią, 20 gru 2019 00:00:00 +0100 Style adaptacji uczniów do szkoły. Inspiracje dla nauczycieli wczesnej edukacji <p style="text-align: justify;">The paper presents the issue of students adaptation to school life and shows its importance for the practice of early education teachers. In the text, school is defined as an institution which strives to subjugate the subjects operating within it while, paradoxically, giving them conditions for resisting the imposed rigours. While trying to deal with this complex reality, students have developed three main styles of adapting to its conditions. These include the following: insider, outsider, and subsider style. The first one is based on conformist actions. Outsiders engage in resistance behaviors which lead to their marginalization and even premature abandonment of the educational path. Subsiders are the ones who are able to resist and transform the dominant reality by acting in a space determined by the dominant culture while, at the same time, crossing the set boundaries.</p> Anna Babicka-Wirkus Copyright (c) pią, 20 gru 2019 00:00:00 +0100 Dziecięce kompetencje do przeciwstawiania się w kulturze szkoły polskiej <p style="text-align: justify;">The paper presents the results of an educational research project implemented in the school year 2016/2017 in selected primary schools in urban environment (Łódź). The aim of the study was to diagnose oppositional discursive strategies (initial opposition movements, relationships between partners, reaching agreement), in a group of thirty 8- to 9-year-olds and 9- to 10-year-olds. The research was conducted in a place that provides children with natural play conditions (school common room). The investigator appeared in the role <em>participant as an observer </em>(the researcher came from the examined environment and had the opportunity to “blend into” the events). The material came from participant observation. The observation embraced practical and socio-cognitive activity of the pupils. The results enables recognition of cognitive-social and communicative-interactive competences of the child. In none of the observed opposition episodes physical violence was applied to the interlocutor (only in a few cases children continued to dispute). In the process of reaching agreement in disputable situations, the children focused on agreeing on conflicting behaviours, opinions or views without an adult intermediary (despite the fact that children did not always reach an immediate agreement in the disputed situation).</p> Monika Wiśniewska-Kin Copyright (c) wto, 17 gru 2019 00:00:00 +0100 Uczeń zdolny w perspektywie dyskursu produkcyjnego. Część II: Świat szkoły <p style="text-align: justify;">The paper is a continuation and, at the same time, an empirical illustration of considerations regarding the production discourse of a talented student with neoliberal provenance (Męczkowska-Christiansen 2018). The presented analyses are embedded in the perspective of critical discourse analysis and include insight into selected school practices of meeting the challenges of gifted education. They used a variety of data, including document analysis and narrative interviews. As a result of the analyses, the school strategies for “dealing” with talented students were highlighted, emphasizing their exploitative dimension.</p> Astrid Męczkowska-Christiansen, Kamila Zdanowicz-Kucharczyk Copyright (c) wto, 17 gru 2019 00:00:00 +0100 Atrofia nieformalnej diagnostyki edukacyjnej we wczesnej edukacji. Między biernością i przemocą poznawczą w epoce ekspertów <p style="text-align: justify;">In the paper I present results of studies recognising the place of informal educational diagnostics in early school education. I have subjected to analysis observations of lessons placed in 85 student portfolios, treating them as data found. For the coding and categorisation of data I have used the theory of technologically-oriented educational diagnostics. The results obtained revealed spheres of substantial desistance in informal teacher diagnosing, which creates conditions favouring occurrence of symbolic violence against pupils. The decline of teachers’ diagnostic abilities, as the source of this situation, I associate with the meaning which is commonly assigned to educational (curricular) packages offered by publishing houses, the quality of which has not been confirmed empirically in the process of trial implementations or standardisation, and which, despite that, are regarded as products of experts.</p> Grażyna Szyling Copyright (c) wto, 17 gru 2019 00:00:00 +0100 Zjawisko ukrytej przemocy wobec najmłodszych uczniów na zajęciach matematycznych <p style="text-align: justify;">The paper undertakes research meant to identify the teacher’s violent behaviour towards students during early school math lessons. The research conducted in grade one during the math class was used as an aid to deeper understanding of the phenomenon of violence in school. It was found that some lesson procedures, mathematical formulations, and cognitive situations can be seen from the perspective of teacher violence. Their effects can reduce pupils’ self-esteem, limit understanding of mathematics and hinder full participation in culture now and in the future.</p> Alina Kalinowska Copyright (c) wto, 17 gru 2019 00:00:00 +0100 Sytuacja psychospołeczna ucznia z ADHD w klasie szkolnej – perspektywa dziecka <p style="text-align: justify;">The author’s purpose is to convey the voice of the students with ADHD in the context of meanings they give to the school, themselves and their behaviours. The author therefore refers to her own research during which the younger school-aged children spoke about the situations associated with their everyday life at school. The analysis of the research material acquired by applying the individual qualitative interviews depicts the classroom as a space in which the students participating in the research face a lack of understanding from teachers and their peers, experience marginalization, exclusion and solitude.</p> Małgorzata Kowalik-Olubińska Copyright (c) wto, 17 gru 2019 00:00:00 +0100 (Nie)korzystne zjawiska w relacji państwo–rodzina–dziecko <p style="text-align: justify;">For several years in the social space, we have been observing the interpenetration of various phenomena in the government–family–child relationship. There has been a significant decline in the impact of traditional socialization centers on alternative entities. The circumstances described in the text make it possible to understand different contexts of contemporary transformations in the perception of parenthood, the family and its relations with the government. In the text I analyze a map of the problems of the modern family, which is still particularly important for the child’s social development and shaping his/her attitudes and behaviour.</p> Łukasz Wirkus Copyright (c) wto, 17 gru 2019 00:00:00 +0100 Niereligijni rodzice wobec instytucji szkoły <p style="text-align: justify;">The purpose of the paper is to identify and analyse problems reported by non-religious parents. These parents are subjects of the education process whose children attend Polish educational (usually public) institutions, in which religion is one of the elements of the curriculum. The study is guided by the assumption that such a situation may lead to various tensions and conflicts, the expression of which can be found on the Internet as a space for communication and search for solutions. The research presented in this paper is of an exploratory nature. It includes content analysis of posts posted on one of the Facebook social networking groups. Analysed statements of non-religious parents indicate that pre-schools and primary schools are to a large extent institutions strongly connected with declared religious values, which also leads to a negative perception of non-religious parents and their children.</p> Sylwester Zielka Copyright (c) wto, 17 gru 2019 00:00:00 +0100 Propaganda image of the social world in Polish children’s songs <p style="text-align: justify;">The aim of this paper is to present results of critical analyses of Polish children’s songs. Having analysed the lyrics of more than eighty Polish children’s songs, the author couched main categories construing the image of the social world presented in them. The qualitative research revealed propaganda role of the language used in children’s songs: the features of social world (i.e. people, places, relationships, behaviours and values) that are presented in these songs often transmit strongly stereotypical and oversimplified vision of the social reality. In this sense, social education is based on manipulation in which lyrics are the main tool of symbolic violence.</p> Małgorzata Pilecka Copyright (c) wto, 17 gru 2019 00:00:00 +0100 Seksualizacja dzieciństwa. Wybrane aspekty <p style="text-align: justify;">This paper presents an overview of issues related to the problem of child sexualisation in the context of exposing children to sexualised images of teenagers and adults, especially in the context of promoting feminine beauty ideals as well as styling young girls as adults and giving them an erotic character. As a framework the definition of sexualisation developed by the APA was used. Possible consequences of sexualisation were discussed based on a review of previously published studies.</p> Dagmara Dobosz Copyright (c) wto, 17 gru 2019 00:00:00 +0100 Dyskursywność klapsa w świetle rodzicielskich narracji <p style="text-align: justify;">In Poland there has been a ban on the use of corporal punishment of children since 2010. However, the results of the research presented in 2018 by The Ombudsman for Children of that time show that more than half of Polish parents use spanking in upbringing. In this paper I would like to find the reason why parents beat children, how they justify including corporal punishment or eliminating it from upbringing and how they perceive the child in mutual relations. A small part of the research presented by me is the result of the research process during which I conducted semi-structured interviews with parents. The material collected as the result of them was subjected to a phenomenographic analysis with the use of elements of the grounded theory and, as a result, three concepts of spanking which will be shown in the text appeared. The results of the research presented indicate that a spank is a discursive phenomenon which is perceived by some people as violence, harm and an unacceptable method in the educational process, and by others it is considered as a valuable, positive and needed element of mutual relations with the child. In the text I do not make an attempt to evaluate parental conceptions of spanking, but only to show the multiplicity of understanding it.</p> Iga Kisa-Bogorodź Copyright (c) wto, 17 gru 2019 00:00:00 +0100