Play and Learning at Preschool Child

Author(s): Olivia PISICA,Cristina ŢÎMPĂU / Language(s): English Issue: 2/2015

Preschool period is the most important period regarding the physical and psychological development of the child. The role of kindergarten and kindergarten activities in default of all education is the foundation of the child. Social games are constructed to develop and strengthen skills for preschool cognitive development, language, emotional and social-emotional. The research pursued a harmonious intertwining between quantity and quality, given that they precede each other. Choosing the research methods he learned the nature of investigative tools appropriate to the time required to its performance but not least the need to demonstrate the desired depth assumptions. The family is that to start of the process of formation child, and later kindergarten to be the environment in which the child understands and accepts the rules of social life. The teacher aims to shape, to give of the child stability, all of them being required to better adapt to school. In order to achieve the objectives and hypotheses we proposed to use certain instruments through which I could capture the specifics of the game and learning at preschool age, from the perspective of educators, parents, and later we can see the baby directly. I chose as research tools: survey-based questionnaire and observation - observation grid.

Rozwijanie mądrości a podstawa programowa wychowania przedszkolnego

Author(s): Elżbieta Płóciennik / Language(s): Polish Issue: 2 (33)/2016

The author would like to draw the reader’s attention to the need to introduce Teaching for Wisdom into Polish education under the current core curriculum. The analysis of the records in the core curriculum of preschool education is an example here. Their interpretation in the light of the teaching for wisdom objectives can help Polish teachers to organize conditions in order to support the development of wisdom, at pre-school age.

The peculiarities of conceptual approaches to the pedagogues’ preparation problems of preschool education in Poland

Author(s): Maria Oliynyk Chernivtsi / Language(s): English Issue: 4/2015

THE ROLE OF THE PREPARATORY PRESCHOOL PROGRAM FOR THE SCHOOL START OF THE CHILDREN

Author(s): Sonja Veličković / Language(s): English Issue: 1/2015

The main objective of this paper is to determine the contribution of the Preparatory Preschool Program (PPP) coordination between Preschool and primary education process and analysis of all factors affecting the preliminary introduction of children for school through the implementation of the Preparatory Preschool Program.The survey was conducted in 6 Preschool institutions and 12 primary schools in the following towns: Bujanovac, Vranje, Vladičin Han, Leskovac and Niš; the sample consisting of 173 Preschool child care workers, 180 teachers and 32 professional associates with total number of 385 respondents.It is expected that the research results will initiate all people involved in children’s education from Preschool to primary elementary school education to act and work together in order to achieve a strategic and important aim - to prepare children for school effectively, i.e. to realize successfully the basic and very important prerequisite for easy adaptation of the children in the school environment.

THE RELATIONSHIP BETWEEN THE INTENSITY AND THE EFFECTIVENESS OF THE PRESCHOOL CHILDREN IN JOINT MENTAL ACTIVITY

Author(s): Pavlova V. Tatiana / Language(s): English Issue: 2/2014

This article describes a study of the preschool children’s communication with their mates in joint mental activity, one of the results of our study was the establishment a correlation between the intensity and effectiveness of the communication.

ТHE INFLUENCE OF PARENTS ON PREPARING A CHILD FOR SCHOOL

Author(s): Sonja Veličković / Language(s): English Issue: 2/2014

Starting school is an important developmental step / task not only for the child but also for their parents and family in which to grow up. The accomplishment of this task expands the boundaries of family / parent and the child’s functioning in social, emotional and cognitive sense. The aim of this paper is to highlight the need to educate the parents of the child going to school, which would contribute to parents with awareness and sensitivity to the nature of long-term process of entering the child’s entry into school, to a child’s socialization process related to school and proceeded in a favorable direction. The author emphasizes the importance of having a separate program prepares parents for the child starting school, as part of the annual program of preschools / schools that educators / teachers should realize and thus improve their educational work with one hand, while on the other hand its value will be reported in a balanced relation between child-school-family, but also to avert the potential emotional difficulties, or, the child’s dysfunctional behavior. Participation of professional services and school teachers / teachers in the implementation of such programs can enhance compliance of educational values that are placed in front of the child in the family and in the school environment.

THE DEVELOPMENT OF PRESCHOOL CHILDREN’S MUSICAL ABILITIES THROUGH SPECIFIC TYPES OF MUSICAL ACTIVITIES

Author(s): Jasmina Stolić / Language(s): English Issue: 2/2015

The goal of the conducted research was to explore how much preschool teachers value certain types of musical activities, which positively influence the development of preschool children’s musical abilities. The assumption in the research was that preschool teachers would choose musical games as the most prominent activity type in their educational work, as well as consider them to be the most important type of musical activity. The research results gave completely unexpected and different results from the expected. Namely, preschool teachers use sung songs the most, and do not consider musical games the most important musical activity type. Musical games are in the fourth place on an importance list of five items.

PROBLEMS DISCONTINUITY ON THE FIRST LEVEL OF THE SCHOOL SYSTEM

Author(s): Sonja Veličković / Language(s): English Issue: 2/2013

In this paper, the author points out the problems that arise as a consequence of the discontinuity between kindergarten and school discusses, some aspects of discontinuity with which the children often face the transition from one level of education to another and provide guidelines to overcome them.

DIDACTICAL-METHODICAL ASSUMPTIONS AND CONDITIONS FOR SUCCESSFUL SOLUTION OF ECOLOGICAL PROBLEMS AT PRESCHOOL INSTITUTIONS

Author(s): Zvezdan M. Arsić / Language(s): English Issue: 1/2013

The ecological crisis, arising as a result of the highest aspirations of mankind for the production of goods, is getting wider and wider. The significance of the problem and a real threat to the environment, leads us to conclude, that today more than ever before, there is a need to develop environmental awareness and culture from the earliest period of life. This means that contemporary environmental issues should have a significant place and role in the organization of educational work in kindergartens. The need to start with environmental education at the preschool level results from the psychophysical characteristics of child development, and the fact that this is a period when the foundations for future personality are being formed. Taking into account the above listed requirements and findings, we intend to work on pointing out the importance of the environment studies in the course of institutional preschool education, and focus our attention on certain didactic-methodological assumptions and conditions, which should be respected, and to ensure the implementation of the environmental education in preschool period.

Child Well-Being from the Perspective of Parents

Author(s): Tanja Panić,Jelena Opsenica-Kostić / Language(s): English Issue: 1/2014

: Subjective well-being, satisfaction with life and quality of life are some of aspects indicating mental health. Measuring these aspects in a child population is relatively a new concept. Assessment of child functioning at younger ages is limited by methodological problems and by the fact that preschool children are not able to give necessary information by themselves. This research has been carried out in order to gain insight into the level of preschool children well-being. For that purpose assessments of parents, as persons who know their children well, have been viewed in the research. Research sample consisted of 59 boys and 50 girls and the same number of their parents who made assessments. In the period when the research was carried out the children were from 6,2 to 7,3 years of age. The instrument used in this research was a part of Parents’ form of Global Well-being Scale from Child Health Questionnaire (Landgraf, Ware Jr., 1996) which was adapted according to the culture to which the examinees belonged. The scale estimating global child well-being was used in the investigation. The reliability of the scale is satisfactory and amounts to .726 expressed in Cronbach α. Obtained results lead to a conclusion that an average preschool child who participated in the investigation has a high level of well-being (21, 4) according to his/her parents’ assessments. The assessment is partly conditioned by a person making an assessment, his/her subjectivity and motivation.

Aktywność fizyczna dzieci w wieku przedszkolnym

Author(s): Lidia Pawelec / Language(s): Polish Issue: 1/2017

Physical activity is considered to be one of the most important health conditions. It is a major human need at every stage of development and one of the most important components of a healthy lifestyle. Its intensity is conditioned by the time of life in which a human is placed and in each of these periods it meets other functions. Physical activity is an important factor that affects the somatic, psychological and social development of the child at preschool age.This is the age most suitable for a variety of educational impacts, because children are very malleable and is the best time to inculcate the habits and interests.Education habit of physical activity in pre-school children is the responsibility of parents and the kindergarten. Parents and teachers in the kindergarten should organize their time in such a way so that the child can take the optimal amount of exercise every day. During the daily activities in the kindergarten different methods of developing motor skills of children should be used, but no educational institution can replace parents in education to leisure time activities. It is up to them to be obliged to inculcate a child the skills and habits of movement..

Wychowawca małego dziecka – wprowadzenie w problematykę numeru

Author(s): Lucyna Telka / Language(s): Polish Issue: 2/2017

Wychowawca małego dziecka – „intelektualne życie profesjonalne”

Author(s): Lucyna Telka / Language(s): Polish Issue: 2/2017

An educator of a child in a crèche undertakes a reflection on the educational activities and their orientation in a theoretical sense. Together with the co-operating educators, such person takes up “intellectual professional life”, for instance, by developing a pedagogical project, preparing tools for observing events in the practice field, conducting meetings and discussions concerning the information gathered to ensure shaping a balanced relationship with the child. One of the possible choices, among non-directive concepts of education, is to accompany the child in its development. Getting to know this concept and its application in practice is not achieved without difficulty. /Wychowawca małego dziecka w żłobku podejmuje namysł dotyczący działań wychowawczych i tego, co je orientuje w sensie teoretycznym. Wspólnie ze współpracującymi wychowawcami podejmuje „intelektualne życie profesjonalne”, na przykład poprzez opracowywanie projektu pedagogicznego, przygotowywanie narzędzi obserwacji zdarzeń z pola praktyki, przeprowadzanie spotkań i rozmów na temat zgromadzonych informacji, by dbać o kształtowanie zrównoważonych relacji z dzieckiem. Wśród niedyrektywnych koncepcji wychowania jedną z możliwych do wyboru jest towarzyszenie w rozwoju dziecka. Jej poznawanie i aplikowanie w praktyce realizowane jest nie bez trudności.

Dialog dzieci i nauczycieli w żłobkach Reggio Emilia

Author(s): Aleksandra Maj / Language(s): Polish Issue: 2/2017

The article presents the Reggio Emilia approach in the context of educational experiences of the youngest children attending infant-toddler centers. From the very beginning, these institutions have been seen as a place of education, where children construct their own knowledge along with adults. From this point of view, the role of the teacher is crucial and his main task is above all listening, observing and understanding the strategy that the children use in learning situations. The relationship between children and teachers has been illustrated with excerpts of documentation of projects carried out in infant-toddler centers in Reggio Emilia.

Kim są dzieci, jak się uczą? – jakościowa analiza wywiadu z wychowawcami w żłobku

Author(s): Małgorzata Karwowska-Struczyk / Language(s): Polish Issue: 2/2017

This article presents the results of a focus group interview with caregivers in a crèche, during which they spoke about various issues important to them concerning their relationships with children and they tried to discover their personal implicit theories and expectations on this subject. The analysis of the data was greatly inspired by the assumptions of the grounded theory. The statements provided by the caregivers fit in, to a large extent, the globally recognized ideas concerning the high quality ECEC impact on child’s development. /W artykule przedstawiono rezultaty wywiadu grupowego z wychowawcami w żłob-ku, podczas którego wypowiadali się oni na temat różnych istotnych dla nich kwestii, dotyczących relacji z dziećmi, starali się odkryć swoje osobiste na ten temat „teorie” (implicit theories). W analizie danych inspirowano się założeniami teorii ugruntowanej. Wypowiedzi wychowawców wpisują się w dużym stopniu w globalnie akceptowane tezy na temat wysokiej jakości oddziaływania instytucjonalnego, sprzyjającego rozwojowi dziecka.

Responsywność opiekuna a poczucie autonomii dziecka we wczesnym dzieciństwie

Author(s): Agnieszka Lasota / Language(s): Polish Issue: 2/2017

The purpose of this article is to show the essence of the positive relationship between a caregiver and a child in early childhood. These relations can be defined as the readiness of adults to respond to signals coming from a child. They are not based on the tutor’s directiveness, but on supporting and accompanying the child in his/her development. The author draws attention to the possible attitudes of adults towards the emerging process of autonomy of children in early childhood. The sense of security and trust make the basis for the development of self-reliance and the sense of autonomy in children under 3 years of age. This is confirmed by the results of the author's own research on the desirable traits and behaviors of caregivers in a crèche. /Celem niniejszego artykułu jest ukazanie znaczenia pozytywnych relacji między opiekunem a dzieckiem we wczesnym dzieciństwie. Relacji, które polegają na gotowości ze strony dorosłych do odpowiadania na sygnały płynące ze strony dziecka. Relacji, które nie opierają się na dyrektywności opiekuna, lecz na wspieraniu i towarzyszeniu dziecku w rozwoju. Autorka zwraca uwagę na możliwe postawy dorosłych wobec rozpoczynającego się kształtowania procesu autonomii dzieci we wczesnym dzieciństwie. Poczucie bezpieczeństwa i zaufanie stanowią podstawę rozwoju samo-dzielności, poczucia sprawstwa i autonomii dzieci do lat 3. Potwierdzają to wyniki badań własnych autorki dotyczących istnienia pożądanych cech i zachowań opiekunów w żłobku.

Cele rozwojowe i wychowawcze w edukacji i opiece wczesnodziecięcej – perspektywa warszawskich opiekunów

Author(s): Olga Wysłowska / Language(s): English Issue: 2/2017

The following inquiry aims at exploring the beliefs of caregivers from the Public Crèche Network in Warsaw, the biggest network of this type in Poland, on the im-portance of fostering different developmental and educational goals in the youngest children. The participating caregivers (N = 449) completed a structured, Internet-based questionnaire on the significance of supporting the development of social, cognitive, physical, emotional and personal goals of 0–3-year-olds in early childhood settings. Also, information on practitioners’ educational background and work experience was collected to investigate whether their beliefs differed depending on these background characteristics. The results revealed no associations between the caregivers’ beliefs and their formal pre-service training (higher education diploma vs none or vocational training) or their work experience (5 years or less experience of work in early childhood settings vs over 5 years of work in the ECEC sector). The findings of the study are discussed with regard to the Polish legal context and potential practical implications.The study presented in this article was conducted with a grant from the European Union’s Seventh Framework Programme for Research, Technological Development and Demonstration under grant agreement No. 613318 and from the national funds for science in the years 2014–2016 for the co-financing of international projects.

Wczesna edukacja dziecka w opiniach opiekunów poznańskich żłobków – raport z badań

Author(s): Katarzyna Sadowska / Language(s): Polish Issue: 2/2017

The aim of the study is to show the perception of early childhood education on the part of caregivers working in crèches in Poznan and taking care of children up to three years of age. Defining the concept of early childhood education, the author emphasizes that education of a child up to the age of three is fundamental and developmental in the sense that it is determined by the developmental potential of a child. It should be non-directive and based on continuous observation and diagnosis of child development. Early education means organizing task-oriented situations in accordance with the nearest development zone and closely accompanying the child in the development. The results of the study conducted by the author and presented in this text reveal a number of difficulties in terms of perception of early childhood education on the part of caregivers of children up to three years old. Nevertheless, they allow to draw a conclusion that the caregivers are aware of the fact that the scope of influencing children under three years of age should also include ways of educational impact. / Celem opracowania jest ukazanie sposobów postrzegania wczesnej edukacji dziecka przez opiekunów dziecka do lat trzech zatrudnionych w poznańskich żłobkach publicznych. Definiując pojęcie wczesnodziecięcej edukacji, autor zaznacza, że edukacja dziecka do trzeciego roku życia jest edukacją fundamentalną i rozwojową w tym sensie, że wytycza ją potencjał rozwojowy dziecka. Powinna mieć charakter niedyrektywny i opierać się na ustawicznej obserwacji i diagnozie rozwoju dziecka. Wczesna edukacja to organizowanie podopiecznemu sytuacji zadaniowych zgodnych ze strefą najbliższego rozwoju i uważne towarzyszenie dziecku w rozwoju. Zaprezentowane w tekście wyniki badań własnych autorki ukazują szereg trudności w zakresie postrzegania przez opiekunów dziecka do lat trzech edukacji wczesnodziecięcej, pozwalają jednak na wysnucie wniosku, że opiekunki są świadome faktu, że w zakres oddziaływań wobec dziecka do trzeciego roku życia powinny także włączyć sposoby oddziaływań edukacyjnych.

System edukacji i opieki wczesnodziecięcej w Finlandii

Author(s): Jenni Salminen / Language(s): English Issue: 2/2017

In Finland, Early Childhood Education and Care (ECEC) includes day care arrange-ments offered to families (care) along with goal-oriented early childhood education (early education and teaching) provided for children prior to transitioning to primary education. ECEC is therefore seen to build a coherent starting phase within the continuum of lifelong learning. ECEC follows the “educare” principle, which emphasizes the simultaneous consideration for children’s education, teaching, and care as the foundation of pedagogical activity, which is at the same time strongly rooted in the idea of learning and development as a holistic experience. The aim of this article is to provide an overview of the Finnish ECEC system, introduce its societal, organizational and curricular preconditions and discuss the current tensions and challenges faced.

Żłobek – współpraca ze środowiskiem społecznym na rzecz wspierania dziecka i rodziny. Przykład łódzkich żłobków

Author(s): Halina Mazur / Language(s): Polish Issue: 2/2017

The text is a synthetic presentation of the endeavors of nursery staff to cooperate with a variety of institutions in order to support a child and a family in the nursery. What deserves to be emphasized is the educational effort of the employees to improve their tutorial skills and the shared achievements of the nursery staff and researchers invited to collaborate in the form of publications on a child and an educator in the institution. /Tekst stanowi syntetyczną prezentację starań pracowników żłobków na rzecz podejmowania współpracy z różnorodnymi instytucjami, by wspierać w placówce dziecko i rodzinę. To, co zasługuje na podkreślenie, to edukacyjny wysiłek pracowników, by doskonalić swoje umiejętności wychowawcy oraz wspólny dorobek pracowników żłobków i badaczy zaproszonych do współpracy przy tworzeniu publikacji na temat dziecka i wychowawcy w placówce.