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„Original Play”TM: podstawa uczenia się i rozwoju dzieci

Author(s): Oscar Frederic Donaldson / Language(s): Polish Issue: 1/2008

Kilka lat temu poproszono mnie, abym dołączył do zespołu badawczego na Uniwersytecie w Montanie mającego na celu poszukiwanie wilków w północnozachodniej części Narodowego Parku Lodowcowego. Jadąc na miejsce spotkania z grupą zatrzymałem się, aby odbyć spotkanie z kilkoma członkami starszyzny Rodowitych Amerykanów. Siedzieliśmy w niewielkiej grupie, razem, na trawie, zwróceni na zachód, w stronę wspaniałych Gór Skalistych. Zapytali mnie dokąd jadę. Odpowiedziałem, że jadę na drugą stronę gór szukać wilków. Zapadła cisza. Potem jeden z nich zaczął cicho mówić: „Naukowcy próbują zobaczyć wilki poprawiając swój wzrok. Używają drogich urządzeń, które mają im pomóc zobaczyć wilki. Ale tym sposobem nigdy nie zobaczą prawdziwego wilka.”

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Zmiany w polityce oświatowej a jakość wsparcia dla uczniów zdolnych

Author(s): Teresa Giza / Language(s): Polish Issue: 2/2016

Aim of this article is to show relations between reforming of educational law and school practise, For example eff ectiveness and their meaning for innovations and educational alternatives. This is theoretical and practical approach. In this article analysed models of implementation educational inovations. It shows that changes of practise are in control of educational politics and law norms. From 2010 we have a new rules which goal is to improve quality of diagnose and developmental support of gifted children. Teachers working with gifted children are first line of changes. Teachers (N=95) were asked to assess eff ectivnes of reguations and their meaning in the work with gifted children. Results shows that quality of support of gifted children is based mostly on authonomic decisions and motivation of teachers. Educational changes which are not consulted with them concludes mainly with additional paper work for them.

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Stres nauczycieli przedszkola w pierwszych latach pełnienia roli zawodowej

Author(s): Stanisław Korczyński / Language(s): Polish Issue: 26/2017

Pre-school teachers’ duty is considered to be particularly stressful due to the complicated tasks in the scope of their pedagogical and didactical functions. In order to research the problem of this particular group, the survey was conducted, aiming to measure the levels of stress in the first years of teaching pre-schoolers and the facyors causing that.The survey had 168 teachers with up to 3 years of job experience (main group) and 152 teachers with over 10 years of experience (control group) take part in it. The research proved that around 35% teachers experience an extraordinary stress in the first 3 years of their job. The level of the stress differs a lot among the individuals and the way it is experienced is highly dependant on many factors that are considered tiresome and difficult to overcome.The factors are usually related to the time pressure, physical discomforts, lack of relevant rewards for their efforts, necessity of fulfilling both the didactical and pedagogical functions. Preschool teachers are stressed by a heavy workload in the after-hours spent with the children, underestimation of the job, lack of time they would dedicate to helping children in need of special care and staying in the constant noise.

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Fitness of five-year-olds with different levels of motor skills

Author(s): Jerzy Saczuk,Agnieszka Wasiluk / Language(s): English Issue: 3/2022

Although we are observing a systematic increase in interest in the development of preschool- ers, there are still few studies devoted to the assessment of the relationship between the acquired motor skills of preschoolers and their level of physical fitness. Hence, the aim of the study was to assess the relationship between the level of physical abilities and motor skills of five-year-olds. 435 five-year-old children participated in the study. Physical fitness (PF) was assessed according to the Polish Physical Fitness Test for preschoolers. The Gross Motor Skills Test (TGMD II) was used to assess motor skills. Children were divided into the following groups: low physical fitness (PFI), average physical fitness (PFII), high physical fitness (PFIII). The analysis of fitness abilities revealed significant differences between girls and boys in trials assessing running speed and agility. Among the five-year-olds, a higher level of gross motor skills was noted in girls compared to boys, which was mainly influenced by the results of locomotor skills. In the ability to control sports equipment, similar results were observed in both sexes. However, there were significant differences in the individual exercises. Since no significant disproportions in locomotor skills and control of instru- ments were noted in five-year-old girls and boys characterized by different levels of physical fit- ness, it should be assumed that the 5th year of life is still too early a period in ontogenesis to look for such relationships.

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PARTICIPATION OF PRESCHOOL TEACHERS IN STRENGTHENING CHILDREN’S ORAL HEALTH

Author(s): Kamilė KAUPAITĖ,Rima ADOMAITIENĖ / Language(s): English Issue: 1/2023

A proper approach to a healthy lifestyle and personal hygiene habits bought in the early years of a child's life has greater lasting value. Preschool teachers' knowledge of children's oral health and care is important to reduce the number of oral health problems now and in the future. It is therefore important to develop good oral hygiene habits in children from an early age. Children of preschool age spend a lot of time in kindergartens, so it is important that not only parents set a good example for their children, but also educators contribute to this. This study aims to evaluate the participation of preschool teachers in strengthening children's oral health and imparting knowledge about individual oral hygiene and prevention of oral diseases. A quantitative research method is applied - a questionnaire survey. The results show that a considerable proportion of pre-school teachers organize oral health activities for children, but children do not brush their teeth in kindergarten. In addition, professionals working with children show that they have sufficient knowledge about oral health but express a need to acquire new knowledge. Conclusions: Children in pre-school educational institutions are motivated to take care of their oral health, it is discussed at least once a year in most institutions, and teachers are interested in this topic and are looking for new knowledge.

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FEATURES OF THE INTEGRATION OF BILINGUAL CHILDREN IN NORVEGIAN KINDERGARTENS

Author(s): Dalia URBONIENĖ,Rūta GATAUTIENĖ / Language(s): English Issue: 1/2023

The article presents the peculiarities of language development of preschool children in bilingual conditions, the role of kindergarten in the education of bilingual children, the importance of communication between parents and teachers. The paper presents the experience of the Norwegian pre-school education system in integrating bilingual children and the parents' attitudes towards the peculiarities of integration of bilingual children in Norwegian kindergartens.

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Nauczyciel edukacji przedszkolnej (w świetle opinii mężczyzn studiujących na kierunku pedagogika przedszkolna i wczesnoszkolna)

Author(s): Urszula Ordon / Language(s): Polish Issue: 32/2023

The issue of men’s work as pre-service education teachers is an important link in research on pre-service education and public perceptions of male teachers in international studies – but in Poland it is rarely the focus of researchers’ attention. This article supplements the modest state of research to date with information gleaned from interviewing male preschool and early child- hood education teacher trainees

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Zdalne lekcje języka angielskiego dla najmłodszych dzieci

Author(s): Kamila Wichrowska,Paulina Marchlik / Language(s): Polish Issue: 3/2023

The article aims to present the views of teachers of English to young learners on their experiences of remote teaching during the pandemic. In this article, we present a selection of findings from two original qualitative studies conducted in July–August 2020 and February–March 2021. The authors of the article want to show how the respondents dealt with the situation of remote teaching English to young learners. In the results section, the authors considered, among other things, what aspects of online language teaching posed the greatest challenges for the teachers and children, and what elements of the remote education experience the teachers incorporated into their daily practice in the language classroom. The language teachers interviewed highlighted challenges in working with young learners that differ from lessons with older pupils, namely problems with switching on and operating equipment and a very short attention span. However, a noteworthy aspect emerging from the research is that all participants taking part in the interviews saw the positive sides of remote teaching. Most of them noted that there developed collaboration and mutual support among teachers during the pandemic, and that by exploring new materials, teachers explored a multitude of new sites, apps and tools that still accompany them in their classroom lessons.

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Personal and Professional Well-Being of Kindergarten Teachers – A Systematic Literature Review

Author(s): Armoza-Levi Dafna,Alina Simona Rusu / Language(s): English Issue: 25/2023

Research has shown that early childhood education can have a positive impact on individual career development and can reduce social problems, emphasizing the importance of investing in quality education for young children. Kindergarten teachers play a critical role in building a high-quality education. To achieve that, kindergarten teachers perform an increasing diversity of tasks, which can significantly affect their motivation to teach and their professional and personal well-being. Despite the assumed importance of the personal and professional well-being of kindergarten teachers, previous studies have focused on the school atmosphere and their mental health. The objective of this study is to evaluate the current state of research-informed knowledge regarding the well-being of kindergarten teachers. The methodological approach consists of a systematic literature review of the well-being dimensions of kindergarten teachers that can be found in the literature and the instruments that are most frequently used to assess the identified dimensions. The findings of this systematic review can have significant value in designing intervention programs aiming to foster the personal and professional well-being of kindergarten teachers.

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Teachers’ Opinion Regarding the Contribution of Outdoor Activities in the Development of Preschoolers’ Cognitive Skills

Author(s): Pavelina Pîrciu,Lavinia Niţulescu / Language(s): English Issue: 25/2023

"The educational environment is an active and decisive factor in the preschoolers’ educational process. The quality of the educational environment influences the children’s progress in all areas of development. So, recognizing the indisputable value of nature in human life, one can say that, in addition to the activities realized in the classroom, the outdoor activities also contribute to the preschoolers’ global and harmonious development.Starting from the premise that outdoor activities contribute to the preschoolers’ development of the cognitive skills, through the conducted study the intent was to identify the ways in which these are integrated into the daily program of preschoolers (within personal development activities, in freely chosen games and activities or in carrying out activities in experiential fields). The results of the study should also offer examples of good practices regarding the organization of learning situations in the outdoor environment.Another objective set is to find out what are the facilitating factors and what are the hindering factors preventing the good performance of these types of activities. In order to find out the answer questions proposed, the survey method based on the questionnaire was used and applied to a number of 100 preschool teachers working in the Caras-Severin county. The conclusions emphasize the major contribution of outdoor activities to the development of the children’s cognitive skills, but the ways in which these activities are carried out differ, being characterized by a great thematic variety."

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Language Education Activties for Young Preschoolers Involving Embodied Cognition Versus Traditional Language Education Activities for Young Preschoolers

Author(s): Maria-Cristina Manea,Mușata Bocoș / Language(s): English Issue: 25/2023

"Currently, in contemporary cognitive science, embodied cognition is a controversial research topic. This article draws a parallel between how early childhood teachers conduct early languageeducation activities involving embodied cognition and how they conduct traditional language education activities. Language education activities involving embodied cognition are empirically supported, engage the motor system, the perceptual system and make use of elements of the proximal environment. Traditional language teaching activities are purely theoretical and do not lead preschoolers to deepen and extend connections so that they can make connections between sound perception and word meaning. Our interest in the current approach was to collect descriptive data from preschool teachers in Romania in order to identify strengths and weaknesses of language education activities involving embodied cognition and traditional language education activities. It also aimed to identify, for the teachers involved in the research, the difficulties that young preschoolers encounter in the process of comprehension of new words and pronunciation. We believe that understanding word meaning and pronunciation are processes that underpin effective language teaching. The method used was the survey and the research instrument applied, the questionnaire. The study involved 224 pre-school teachers from eight counties in the country, namely Alba, Arad, Bihor, Caraș-Severin, Cluj, Gorj, Hunedoara and Timiș."

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Aggression among Preschool Children within the Framework of Temperament, Attachment and Parental Attitudes

Author(s): Rabia Nur Kodak,Halime Şenay Güzel / Language(s): English Issue: 1/2024

Aggression is a common problem in preschool children. The relationship between aggressive behaviors in early ages and psychopathologies in later years has been shown in previous studies. Therefore, it is imperative to understand both the causes of childhood aggression and identify the sustaining factors. This review discusses aggression in the context of temperament, parental attitudes, and attachment factors. The concept of temperament was explained with the terminology of difficult and easy temperament, emotionality, activity, sociability, and impulsivity factors, especially from the perspectives of Thomas and Chess, Goldsmith and Plomin, and Cloninger, and associated with aggression in the preschool period. In addition, possible causes of aggression in children were assessed with attachment theory. Finally, the relationship between parents, their attitudes towards aggression, socioeconomic determinants in the family, and the possible relationship between aggression in children were discussed. This study examines the determinants of preschool children's aggression to solve aggression problems, focusing on family and temperamental characteristics. A more holistic assessment of aggression with child and parent characteristics is intended.

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Kindergarten Teachers’ Perceptions of Ecological Education Programs in Preschoolers – A Focus Group Approach

Author(s): Andreea Marin,Alina Simona Rusu / Language(s): English Issue: 26/2023

The purpose of ecological education (EE), in addition to promoting understanding of environmental issues and the motivation to deal with them, is to ensure that preschoolers understand that humans are part of the biosphere and that they have the ability to impact its functionality in various levels. Kindergarten teachers are important agents of change in terms of creating opportunities for children to experience and internalise values based on ecological education. The objective of this study is to investigate teachers' perceptions of the EE programs in preschoolers, i.e. activities focusing on the direction of developing environmentally friendly behaviors and attitudes in children. Focus group methodological approach was used in order to collect the reflections of five kindergarten teachers in Romania. The focus group was guided by specific questions. Group members were convened online, being informed that the entire meeting would be recorded and that the data would be confidential and used strictly for research purposes Following the thematic qualitative analysis of the transcript, the idenitified themes indicate that teachers expressed openness and readiness to implement ecological educational activities in their own classes with the aim of fostering a friendly behavior of children with the environment.

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Od Korczaka do Kulmowej. Dziecko i język. Prolegomena

Author(s): Urszula Chęcińska / Language(s): Polish Issue: 1/2023

The article is an introduction to further reflec-tions on common pedagogical thoughts and linguistic con-nections present in the works of Joanna Kulmowa and Janusz Korczak. According to the author, both Korczak and Kulmowa prove to be leading representatives of childhood pedagogy, which relates to Korczak’s right of children to respect as well as the child’s right to literary escapism manifested by Kulmowa. Joanna Kulmowa, a diligent reader of the Old Doctor’s works, is associated with Janusz Korczak by the linguistic practice of autobiography, which, in its turn, is linked to the language of early childhood education mentioned in the introduction and the conclusion of the article. The subtitle „Prolegomena” is therefore justified. This is a preview of another, more extensive elaboration on this subject

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Rozwój prenatalny, okołoporodowy i niemowlęcy a możliwość wystąpienia dysfunkcji przetwarzania sensorycznego – wypowiedzi matek

Author(s): Agnieszka Zając / Language(s): Polish Issue: 1/2023

Sensory processing disorders occur at about 5–15% of children causing a serious trouble in development. Due to therapeutic possibilities of early intervention, risk factors and symptoms of the disorder appearing in the early stages of a child’s development are under ongoing studies. Using the document analysis method, 305 interview questionnaires and diagnosis reports concerning children diagnosed with sensory integration dysfunction have been studied. The article presents the frequency of occurrence of pre-, peri- and postnatal fac-tors in the study group and compares them with reports from foreign studies. The convergence of the indicators noticed in the study group with the existing knowledge on the etiology of sensory examination disorders has been demonstrated, and possible further research directions have been indicated

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Nauczyciel edukacji wczesnoszkolnej w opinii rodziców i nauczycieli

Author(s): Bożena Majewicz / Language(s): Polish Issue: 2/2023

The period of early education is the time when a child goes through the process of development from childhood to the beginning of adolescence. This stage is the foundation on which to build education preparing the student to participate in social life. Thanks to the acquired knowledge and skills, he has the opportunity to achieve his goals in the future. The many tasks facing early school education include awakening intellectual interests as the basis for cognitive activity, as well as developing the ability to express one’s thoughts and understand others. Early childhood education teachers are assigned a special role in shaping the personality of pupils. They must ensure safety among students starting their education and develop the child’s motivation to continue learning. Their role is also to observe the student’s development, as well as to support the child’s extracurricular life environment so that he or she achieves the greatest possible educational achievements. Based on research, the article presents the teacher’s competences necessary in his or her work and attempts to show the most important personal characteristics necessary in performing this profession. In addition, factors conducive to the creation of social bonds between the teacher and students, as well as the activities of the educator which most strongly affect the education and upbringing of students, are indicated.

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Adult Actions Supporting Narrative Playworlds in the Classroom

Author(s): Milda Bredikytė,Agnė Brandišauskienė / Language(s): English Issue: 2(68)/2022

This study is a part of a more significant Narrative Play and Learning (NEPL) project in daycare centres in Vilnius, Lithuania, lasting for three years. The role of the adult in the narrative playworld is crucial, as their actions determine the nature and continuity of the play activities and the children’s motivation, engage-ment, and opportunities for action. This qualitative study explores the teacher’s in-volvement in the narrative playworld and examines what adult actions contribute to collaborative play development. The results show that the actions contributing to the development of collaborative play activities involve all participants, children, and adults, and create a situation where the adult becomes a partner in the children’s play but does not lead the activity. All the cases analysed show that the teacher’s par-ticipation in narrative play is a creative activity that requires constant improvisation. The children’s reactions are always spontaneous and unpredictable; they do not know the teacher’s plan, and the narrative playworld is created in the here and now. In con-clusion, the NEPL programme, as a cultural tool, helps the adult create and maintain favourable conditions for collaborative play development.

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Pre-service Teachers Reflections on Their Ability to Conduct Authentic Dialogue in Preschool after Training Program Participation

Author(s): Barbara Shapir / Language(s): English Issue: 27/2024

Educators that undergo training in diverse pedagogical approaches enhance their instructional abilities, enabling them to form quality interactions with children and foster an overall positive classroom atmosphere (Hoy, et al., 2006). Training progra

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Kindergarten Teachers’ Perception on Preschoolers’ Formative Assessment

Author(s): Roxana Apostolache / Language(s): English Issue: 27/2024

Formative assessment is a primary process within the preschool education system because it contributes to the optimization of the instructional actions carried out by the teacher. Working directly with preschoolers need to lead to a constant observation of their evolution, progress, development. Assessment in early childhood should be performed for the primary aim of supplying teachers with useful information to plan more careful children’s ongoing development and to involve evaluation strategies that develop rather than threaten children’s feelings of self-confidence and positive social attitudes. Kindergarten teachers are important catalyst for developing opportunities to increase preschoolers’ abilities, knowledge and validate/improve their performances through formative measures in terms of assessment. This study is conducted to investigate teachers' perceptions on formative assessment in kindergarten. Through a focus group we planned to gather responses of 12 kindergarten teachers, therefore our approach presents results of this analysis. At the same time, present article emphasizes on importance of using different formative instruments and methods in order to facilitate children progress and knowledge development along the way in the didactic process.

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The Influence of Embodied Cognition Activities on Early Language Education Approaches for Small Preschoolers

Author(s): Maria-Cristina Manea,Mușata Bocoș,Alexandra-Lucia Pop / Language(s): English Issue: 27/2024

Embodied cognition activities involve active interactions that train the motor system, the perceptual system and physical interactions with the proximal environment. In the language education of young preschoolers, these types of activities train young preschoolers in the process of learning new words, their comprehension and correct pronunciation. The article presents the influence exerted by the „Integrated exploitation of sensory-motor stimuli” educational program with an emphasis on capitalizing on embodied cognition activities, in the early language education approaches of small preschoolers. Early language education through this type of activity proves effective because it encourages children to make connections between words and concepts using tactile, visual and motor experiences. This approach helps to develop strong connections between words and their meanings. The methods used were the observation of the language behavior of the preschooler and the psychopedagogical experiment method, and the applied research tools, the observation grid of the language behavior of the preschooler and the educational program „Integrated exploitation of sensory-motor stimuli”. The study involved 98 small preschoolers, aged between 3 and 4 years, from 3 state preschool education units, from the urban and rural areas of Hunedoara County. The three educational units involved in the research are: „Mircea Sântimbreanu” Secondary School Brad, „Flore de Colț” Extended Program Kindergarten Brad and „Crișcior Extended Program Kindergarten”.

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