Publisher: Uniwersytetu Gdańskiego (Total: 20 journals)   [Sort by number of followers]

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Zeszyty Studenckie "Nasze Studia"     Open Access   (Followers: 1)
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Problemy Wczesnej Edukacji / Issues in Early Education
Number of Followers: 0  

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ISSN (Print) 1734-1582 - ISSN (Online) 2451-2230
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  • Exploring and developing diverse potentials and abilities – new
           perspectives

    • Authors: Wiesława Limont
      Pages: 9 - 22
      Abstract: This article presents novel approaches to exploring and developing children’s diverse potentials and abilities. Traditionally, potential has been understood as an individual’s innate endowment, primarily pertaining to intelligence, facilitating achievement. However, new perspectives encompass a broader spectrum of factors, including psychosocial aspects. This article examines two concepts. The first one is the Theory of Positive Disintegration, which focuses on the personal, emotional, and moral development of individuals. According to this theory, a strong developmental potential and its content play a crucial role in the development of personality and abilities. Gifted individuals exhibit characteristics such as heightened intensity of experiences and sensations, as well as asynchronous development. Education should embrace the unique and individualized growth of gifted individuals, with the aim of facilitating their development towards higher values and a complete personality. The second concept under examination is the Talent Development Megamodel, which focuses on domain-specific abilities. Within this framework, distinct trajectories of talent development are delineated based on an individual’s domain-specific ability and potential associated with abilities and psychosocial skills. The objective of education within the Megamodel is to foster achievements and ultimately exceptional accomplishments among the gifted.
      PubDate: 2023-09-15
      DOI: 10.26881/pwe.2023.57.01
      Issue No: Vol. 57, No. 2 (2023)
       
  • Rozwijanie zdolności samoregulacyjnych u dzieci w wieku wczesnoszkolnym
           – perspektywa kulturowo-historyczna. Etnograficzne studium przypadku

    • Authors: Ewa Filipiak
      Pages: 23 - 38
      Abstract: The aim of this article is to address the development of a child’s self-regulatory abilities and their significance in enhancing students’ academic achievements. In order to understand the genesis of an individual’s metacognitive processes, the article draws upon the cultural-historical theory of L.S. Vygotsky, wherein self-regulation is closely linked to the development of higher mental functions. Students’ self-regulatory abilities are nurtured through interactions with adults. Teachers, acting as “promoters of students’ self-regulation”, contribute to the emergence of personal planning procedures, control of the child’s own actions, shape learning experiences, and develop cognitive operations necessary for increasingly independent learning. Most researchers believe that school does not teach self-regulation. Self-regulation appears in formal school documentation and declarations, but few teachers make real attempts to deliberately develop it. The article presents an ethnographic case study and analyzes the socio-cultural context of an intentionally created learning environment conducive to the development of self-regulatory abilities in children in their first year of school education. The research encompasses two perspectives: the experiences of the teacher and the children.
      PubDate: 2023-09-15
      DOI: 10.26881/pwe.2023.57.02
      Issue No: Vol. 57, No. 2 (2023)
       
  • O profesjonalizacji nauczyciela świetlicy – refleksja nad
           instytucjonalną codziennością

    • Authors: Danuta Urbaniak-Zając
      Pages: 39 - 50
      Abstract: The research, the results of which are presented in this article, was inspired by the interactionist and revised theory of profession, as well as by the idea of situated and embodied cognition. The research material consisted of self-descriptions, conducted over a period of 3 months, of the daily professional activities of a day-care centre teacher on professional training. The aim of the analysis and interpretation was to reconstruct the structure (elements) of the professional working conditions of a pedagogue working in this institution, conditions that are important for the organisation and quality of this work. As the subject literature notes a tendency to perceive institutional conditions as familiar and self-evident, this excludes them from the field of reflection and blocks efforts to consciously change them. On the one hand, the research results have a practical significance; they can be used in the academic training of pedagogues, as they make the conditions of future professional work more concrete (they reduce the abstractness of the content conveyed). On the other hand, they have theoretical significance – if the proposed research perspective is used in the study of different institutions or areas of pedagogical activities, there will be an opportunity to identify common and significantly different factors, which will allow moving towards the creation of an empirically grounded theory of pedagogical professionalism.
      PubDate: 2023-09-15
      DOI: 10.26881/pwe.2023.57.03
      Issue No: Vol. 57, No. 2 (2023)
       
  • O rozumiejąco-przeżyciowym podejściu do nauki czytania i pisania (na
           przykładzie strategii „Skuteczne zdziwienie. Wyzwalamy myślenie”)

    • Authors: Monika Wiśniewska-Kin
      Pages: 51 - 66
      Abstract: In this article, I discuss the results of qualitative research of an implementation nature. The implementation of the educational project “Effective astonishment”. Learning to read triggers thinking began in the 2018/2019 school year in a metropolitan environment. Research on children’s learning skills in the process of identifying sound and graphic images, as well as reading and writing, was conducted in a group of five hundred 5–6-year-old children after the one-year implementation cycle was completed (in the 2021/2022 school year). I derive the key research category from Jerome Bruner’s learning by discovery. In my research, I adopted a didactic intervention model. I acted as a participant observer, while the research material came from participant observation. I focused my observation around the intervention activities designed in the innovative model of initial literacy instruction. I observed both the students’ activities and the effects of those activities. The findings revealed three categories of children’s learning: 1) by speaking (observing and experiencing linguistic behavior, elaboration – giving meaning to memories, generation – creating lasting memories, learning by questioning – formulating questions that are important from the child’s perspective, listening and exchanging ideas and opinions); 2) perceptual learning (using body intelligence, making analogies); and 3) learning by doing (creating model examples, contrasting cases. Capturing key information, producing. Building interest and practical knowledge, visualizing. inventing the structure of complex information, imaginative play. developing cognitive control).
      PubDate: 2023-09-15
      DOI: 10.26881/pwe.2023.57.04
      Issue No: Vol. 57, No. 2 (2023)
       
  • Postrzeganie dziecka przez wychowawcę w żłobku

    • Authors: Lucyna Telka
      Pages: 67 - 78
      Abstract: The article contains a report of research on the experience of educators of young children in creche. The strategy of the constructivist theory established by K. Charmaz allowed, during the coding of data, to ask the question of what is the representation of the child in the narratives of the educators in a situation of play and organized activity. The concept of developmental accompaniment and the child’s initiative in the activity undertaken, pointed out by the narrators, became the starting point for the emergence of elements of a theory grounded in the data concerning the perception of the child by the educator in the creche, namely the concept of the causative child and the of efficient child.
      PubDate: 2023-09-15
      DOI: 10.26881/pwe.2023.57.05
      Issue No: Vol. 57, No. 2 (2023)
       
  • Samorealizacja – potencjał dziecka w twórczości plastycznej.
           Propozycja programu kształcenia plastycznego w klasach początkowych

    • Authors: Urszula Szuścik
      Pages: 79 - 88
      Abstract: The article presents a proposal for the development of the creative and artistic potential of a child in early school age. Potential is treated by the author as discovering the possibilities and abilities that, thanks to the conditions and atmosphere in the education process, a child develops and shapes. This is related to the issue of creativity and self-realization through creative activities, with discovering and exceeding one’s abilities in the course of the creative educational process. The education of a child should go towards the development of his creativity, understood as shaping a person who is integrated in the cognitive, emotional and operational spheres. A free person, independent in making decisions, valued, without a sense of guilt. The result is the development of the child’s natural abilities and skills, and thus its potential mental strength in current activities. Based on research, including her own, the author presents a proposal for the development of a child’s creative potential in the field of art based on the education of his visual perception.
      PubDate: 2023-09-15
      DOI: 10.26881/pwe.2023.57.06
      Issue No: Vol. 57, No. 2 (2023)
       
  • Rzecz o potencjale dziecka w aktywnościach muzycznych – refleksje o
           „ruchu z muzyką”

    • Authors: Ewa Szatan
      Pages: 89 - 101
      Abstract: Musical activities give the child a chance to meet higher needs (Maslow), including aesthetic ones (Wojnar). One of the activities is movement with music, in which children realize their musical and movement interpretations. They create creative situations and creation, but above all, they open the child to various challenges and release the potential inherent in him. In the text I will present my reflections based on selected situations that I observed during my music classes.
      PubDate: 2023-09-15
      DOI: 10.26881/pwe.2023.57.07
      Issue No: Vol. 57, No. 2 (2023)
       
  • Positive experiences of distance education from the perspective of primary
           school pupils, grades I–III

    • Authors: Agnieszka Koterwas, Edyta Nowosielska
      Pages: 102 - 113
      Abstract: The article refers to a broader research project on how the COVID-19 pandemic affected everyday school life during distance education in grades I–III of primary school. The empirical data collected in 2021 were based on focus interviews with pupils in six primary schools. In our quantitative analysis of the data, we concentrated on the pupils whose experiences of distance learning during the pandemic were perceived – by the pupils – as positive. These experiences were primarily the effect of students being in a comfortable home and virtual space. In both spaces, compared to education within the walls of a school, firstly, students had a wider range of different activities possible to undertake, and secondly, the teacher’s directive nature in the learning process was limited. As a result, conditions were created for the formation of student agency and autonomy, while at the same time posing as learning, hiding from the teacher, or “pretending” to fulfill school duties.
      PubDate: 2023-09-15
      DOI: 10.26881/pwe.2023.57.08
      Issue No: Vol. 57, No. 2 (2023)
       
  • What is the area of a pig' Problem posing and problem solving in early
           childhood education

    • Authors: Kalina Jastrzębowska
      Pages: 114 - 132
      Abstract: Problem posing and problem solving serve as a crucial element of classroom instruction in early mathematics education, and have long been a topic of study of many practitioners and researchers. Used as a powerful tool for differentiation, they affect the ways in which the practice of mathematics is perceived by students and also help teachers gauge children’s understanding of concepts. In the student-centered approach, problem posing and problem solving can successfully engage students in creative educational situations. This research has been part of a broader design research project, the aim of which was to investigate the relationship between a classroom environment that allows for dialogue and young children’s propensity to design and solve their own tasks. Methodology included taking field notes and photographs, followed by reflection sessions. Turning young mathematicians into independent inquirers helped them gain authentic ownership of their knowledge. Additionally, it aided in the development of the young children’s competencies in effective engagement in problem posing activities. The toolbox of instructional techniques for problem posing in the classroom evolved, transforming mathematical classrooms into inquiry polygons for all learners.
      PubDate: 2023-09-15
      DOI: 10.26881/pwe.2023.57.09
      Issue No: Vol. 57, No. 2 (2023)
       
  • Eksploracyjna mowa dziecięca: rola komunikacji werbalnej w trakcie
           konstruowania

    • Authors: Patrycja Brudzińska
      Pages: 133 - 149
      Abstract: The article presents the results of qualitative research aimed at recognizing the role of exploratory speech in the process of constructing and engaging in conceptual activity. The study involved 22 third-grade primary school students who were involved in designing, constructing and testing products for four months. The data was obtained through observations, photographic documentation and transcription of recorded dialogues. Two areas were analyzed, including interactions (communication in a group, negotiations, dialogues leading to problem solving, argumentation), as well as communication challenges (both vocabulary and communication style). The results of the analysis indicate the role of exploratory talk as a tool for building meanings supporting problem solving during construction. Conclusions may be important for educational practice and contribute to the promotion of students’ conceptual activity.
      PubDate: 2023-09-15
      DOI: 10.26881/pwe.2023.57.10
      Issue No: Vol. 57, No. 2 (2023)
       
  • O możliwości zredefiniowania niepowodzeń szkolnych. Rekonstrukcja
           

    • Authors: Grażyna Szyling
      Pages: 150 - 164
      Abstract: The aim of the article of to identify the scope of early education students redefining the concept of school failures considered in the contexts of paradigmatic view on didactics and the issue of educating professional teachers. I subject to analysis fragments of students portfolio, which I treat as desk data. For this purpose I employ the method of qualitative analysis of text. The results of the analyses show that the most significant modification concerns inclusion into the area of school failures also students commonly regarded as those „not having learning difficulties”, which extends the definition of this notion with the sense of “being insufficient” and leads to, inter alia, the relativisation of the term “bad grade”. Into the set of temporally remote effects of experiencing school failures the students include predominantly the inability to undertake an independent cognitive search in a situation when the exemplary right answer is not provided. Identifying – as constructivists have done – school failures as the failures of the school, the respondents locate the sources of this phenomenon in the dominance of the traditional model of objectivist school, and in particular – in multiple symptoms of the cult of average grade and thoughtless realisation of the curriculum by teachers. The text also show the effects of the possibility of educating teachers open to the complexity of Educational reality and ready for a theoretically deep insight into their own school experience.
      PubDate: 2023-09-15
      DOI: 10.26881/pwe.2023.57.11
      Issue No: Vol. 57, No. 2 (2023)
       
  • Nauczycielki wobec możliwości zmiany pozycji społecznej przez uczniów.
           Klasowość w perspektywie ich osobistych teorii pedagogicznych

    • Authors: Dorota Duda
      Pages: 165 - 178
      Abstract: In this article, I discuss early childhood education teachers’ attitudes towards possibilities of social mobility by pupils from lower-class background families. I problematise the issue of equality, discuss the opportunity for students’ social mobility within the school system, and introduce the teachers’ private pedagogical theories I identified during my PhD research. I have distinguished an emancipatory potential and an adaptive character of these, as well as subtypes of these theories.
      PubDate: 2023-09-15
      DOI: 10.26881/pwe.2023.57.12
      Issue No: Vol. 57, No. 2 (2023)
       
  • Przeszukując e-pustynię: po-krytyczny namysł nad e-podręcznikami dla
           edukacji wczesnoszkolnej

    • Authors: Lidia Bielinis
      Pages: 179 - 193
      Abstract: The title phrase “e-desert” is a metaphor that emphasizes the comparison of e-textbooks to a desert, i.e., a place which may initially seem difficult to access and unfriendly, but at the same time, which can be full of potentiality. E-textbooks, a relatively new teaching tool supporting early childhood education, symbolize a new educational space that may be unfamiliar and require an adaptation. The task set for this article is to analyze their potential from a post-critical perspective. The considerations will aim to identify the potential of e-textbooks for early school education posted on the zpe.gov.pl platform.
      PubDate: 2023-09-15
      DOI: 10.26881/pwe.2023.57.13
      Issue No: Vol. 57, No. 2 (2023)
       
  • Dzieci podczas ulicznych protestów – szczeble i granice
           partycypacji

    • Authors: Piotr Kowzan
      Pages: 194 - 207
      Abstract: This article delves into the participation of children in street protests, an area of study that has received limited attention but is becoming increasingly significant. It examines their involvement in protests connected to local concerns such as school closures, air pollution, and violence, as well as their participation in broader movements like feminism and environmentalism. The article seeks to synthesize the limited existing knowledge regarding children’s participation in protests. While schools may sometimes turn protests into mere appearances, educators have the potential to mentor young protesters in understanding social change. The extent to which children are prepared for public participation and engaged in post-protest activities will ultimately determine the educational value derived from street protests.
      PubDate: 2023-09-15
      DOI: 10.26881/pwe.2023.57.14
      Issue No: Vol. 57, No. 2 (2023)
       
  • Odkrywanie potencjału dziecka w pracy metodą projektów – praktyka
           nauczyciela przedszkola

    • Authors: Natalia Gozdalska
      Pages: 211 - 221
      Abstract: The article describes experiences gained during work with the project approach with preschool children. These experiences are described in the context of the child’s scientific potential and the specificity of exploring the world in the 21st century. Conclusions from observations confirm the usefulness of the project approach in discovering and developing children’s potential in early education.
      PubDate: 2023-09-15
      DOI: 10.26881/pwe.2023.57.15
      Issue No: Vol. 57, No. 2 (2023)
       
 
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Publisher: Uniwersytetu Gdańskiego (Total: 20 journals)   [Sort by number of followers]

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Heriot-Watt University
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Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
 


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