Early School Education Research Articles

Teachers’ understanding of the role of key competences in working with children: a study of the perceptions of early years educators in Southern Poland

ABSTRACT The nature of education has changed significantly in Poland recent years based on the rapidly changing reality of political, social and professional life and greater emphasis has been placed on a communicative model of teaching which has required the development of new sets of skills or competences by teachers. In this study research on the competences of early school education teachers was carried out in primary schools in the southern part of Poland in the area of Silesian Voivodship. A diagnostic survey was applied as a way of collecting information about the state of social awareness, opinions and views of the community of teachers. The research used a survey questionnaire (self-assessment) directed to a representative sample of 121 active early years teachers. The study analysed the respondents’ answers to four questions about the factors, activities, nature and role of competences in the work of a leading teacher, who is a form teacher of children in classes I–III. The results show the importance of early years teachers placed on different sets professional competences especially in relation to the preparation of the best materials for curriculum delivery, pupil motivation, and classroom organisation.

Helping a child with learning difficulties and his independenceAbstract

The author presents changes in ways of helping a child with learning difficulties. Contemporary early school education focuses on leaving a child a lot of independence during pedagogical activities aimed at helping in the implementation of tasks that are difficult for a child. Particularly important here is the need to leave a child time to understand the whole task to be performed. Helping a child to perform particular activities must not interfere with his understanding and independent thinking as well as the activities planned by him. It is important for the child to seek his own way to achieve the result even at the cost of making mistakes and repeating work.

The Student Navigator Project (SNaP): Preparing Students Through Longitudinal Learning.

Early medical school education has historically focused on teaching basic medical sciences. More recently, medical schools are encouraged to incorporate health systems science (HSS) into early curricula. Addressing all of these components in an overcrowded curriculum remains challenging. We report on the Student Navigator Project (SNaP), a pre-clinical experience where students engage longitudinally with medically and socially complex patients. SNaP is built on a foundation of trust, responsibility, and ownership in the student-patient relationship. Early learners take an active role in navigating, advocating, and coaching for their patients. In addition, students are integrated as medical assistants into a primary care clinic; complete a mentored, team-based quality improvement project; and engage in evidence-based medicine, teaching, and handoff activities. As a result of these activities, students learn firsthand about HSS, contribute meaningfully to their patients' care, and are immersed in a systems-based practice approach early in their medical school education. Preliminary outcomes (2016-2019) show satisfaction with the program and knowledge of program focus areas. The authors are engaged in improvement cycles to modify program structure and curriculum in order to promote dissemination in diverse clinical settings. Ultimately, we plan to measure longer-term outcomes, including clerkship and residency preparation, career choice, and practice setting.

Obraz edukacji wczesnoszkolnej w wypowiedziach nauczycieli edukacji przedmiotowej

A look at the adaptation of students crossing the second educational threshold in the perspective of constructivism makes it clear that it is important to reach ways of thinking about early childhood education of 4th grade teachers. The early-school education model adopted by them translates to a large extent into the perception and evaluation of the resources of the 4th grade, which, in turn, sets the direction of the teaching communication activity in the school class, creating an environment for the student’s adaptation process at the beginning of learning in the 4th grade. The presented research adopts a phenomenographic perspective of collecting and analyzing data from semi-structured interviews with Polish language teachers from one environment. The results reveal how teachers describe and value early childhood education as a source of 4th grade resources. These ways of thinking about early school education, focusing on its determinants, have been interpreted as discursive knowledge. Based on the theory of Bernstein’s socio-pedagogical codes, an attempt was made to describe the mechanism of consolidating this perception of early childhood education. The dominant teaching discourse reveals the depreciation of the child’s previous experience related to the conditions of early school education, e.g. one teacher, active learning and teaching methods, descriptive assessment; and thus strengthens the obviousness of the hardships and failures of the Fourth graders that have always been experienced.

Przedszkola w debacie polityczno-oświatowej Niemiec. W stronę edukacji, opieki i wychowania

Contemporary pre-school institutions in Germany have ceased to be perceived solely as providers of care. Significant importance has been assigned to education and upbringing as equivalent categories. The change in approach is not only apparent in their organisation and functioning, but also in state policies, which clearly emphasise the importance of early childhood. The aim of the article is to analyse the political-pedagogical debate that has been in progress since 2005, as well as to scrutinise the adopted arguments and their consequences in the form of the ever changing early school education and care in Germany. The analysis of conditions that have contributed to bestowing preschools with such significance, not only in the process of early childhood development, but also in the process of more broadly understood social development, has also been recognised as equally important, as a result of which preschool institutions have gained importance in the area of political investment that is equal to that granted to schools. The analysis of educational reports and formal-legal guidelines on both federal and state levels is meant to illustrate the range of the introduced changes and the specifics of the German reform, which is perceived as an interlinked network and as cooperation for the sake of children and their families.

Changes in the education of early school education teachers in Poland in the context of students’ anticipation of the profession

In this study I describe the problem of changes in the education of pre-school and primary school (grades I-III) teachers in Poland, paying attention to the political and ideological as well as the philosophical context. I provide arguments for the need to care for the quality of education and the need for continuous teacher education. I draw attention to the David Clarke’s and Hilary Hollingsworth’s Correlation Model of Professional Development of Teacher, useful in this regard, and to the European context of solutions in this field. In the further part of the study, I consider the education philosophy of early school education teachers, citing for example Potulicka’s critical views on the neoliberal American philosophy, and providing a different approach of Bay Area Teacher Training Institute (BATTI) (also American), which assumes that the philosophy of teachers education is closely related to the philosophy of education. The second part of this article presents my own qualitative study on the self-anticipation of students regarding the profession of early school education teacher. As a result of the analysis of students’ essays, I selected several types of teacher: ‘professional’, ‘apprentice/constantly learning’, ‘artist/animator’, ‘friend of children and parents/authority’, ‘enthusiast/passionate, ‘constructivist’.

About visual education in the context of artistic illustration: historical and contemporary aspect

This article presents the aspect of aesthetic education using issue of artistic book graphics for pre-school children and early school education students. It presents the assumptions of education in this field. Particular attention was focused on the educational impact of book illustrations. A brief historical outline of Polish artistic illustration in the children's book was presented. Key development trends and representative figures of Polish illustration have been pointed out. Examples of the use of an outstanding author's book by the authors for workshop forms of book culture animation among children were presented. They constitute a reference and justification of activities initiated in the implementation of the “ZA PROGIEM – wyprawy odkrywców” project at the pedagogical faculty of the Maria Curie-Skłodowska University in Lublin and “Warsztaty językowo-czytelnicze” [en. “Language and reading workshops”] conducted by Małgorzata Centner-Guz. In the era of new media, which for the young generation are an extremely important element of their life, not just communication life, for the youngest recipients contact with the book is still important.

Nature in Metaphors as a Manifestation of the Creativity of 9-Year-Old Students. Research Reports

<p>Celem artykułu było ukazanie przyrody w wypowiedziach metaforycznych uczniów w wieku 9 lat. Jako metody badawcze zastosowano narracje oraz wywiad narracyjny. Prezentowane wyniki badań są częścią większego projektu badawczego przeprowadzonego na potrzeby rozprawy doktorskiej pt. „Doświadczanie wartości estetycznych w kontakcie z przyrodą uczniów kończących edukację wczesnoszkolną”. Metafory tworzone przez dziecko są przejawem kreatywności, bogatej wyobraźni i swobody posługiwania się językiem. Metafora jest niejako symbolem „przejścia” między światem rzeczywistym a indywidualnym światem wyobraźni dziecka. W artykule przedstawiono fragmenty narracji badanych uczniów ukazujące ich możliwości metaforyczne wykorzystane do opisu przyrody i doświadczeń przyrodniczych.</p>

The atregames as a form of developing children's creativity

The aim of the article is to show the potential of the atregamesin developing creativity and creative attitude of children in early school education. The study is of a methodological and research nature and was based on research carried out during theatre workshops organised as part of the project Za progiem – wyprawy odkrywców. 288 children aged 6‒10 took part in the workshops. The participant observation method was used for the research. The first part of the study presents the theoretical perspective of the proposed issues. The second part of the study is of methodological and research nature. It is a record of the course of the workshop along with a description of the most important observation results.

PLAY WITHIN THE KINDERGARTEN CURRICULUM OF GREECE: A COMPARATIVE STUDY ON KINDERGARTEN EDUCATORS AND UNIVERSITY STUDENTS

Play is a dominant activity towards children’s development and learning and its significance as an educational means is widely acknowledged. However, regardless its importance, investigational data show that current Curricula do not rely on emphasizing in play at the degree they should. This study was conducted during the 2018 School Year investigating on views of Kindergarten Educators (N:100) of the Epirus Region and Senior Students at the Department Of Early School Education of the University of Ioannina (N:100) regarding play during the Kindergarten’s educational process according to the Greek Analytical pre-school education Curriculum. The importance of play within the Curriculum was clearly demonstrated. Educators, however, trivialize School-Family collaboration concerning play while Students deem it as substantial, comprehend the benefits free-style team play poses on learning, being thus amenable on implementing it within the school Curriculum. Students and Educators consider teachers and pupils should co-determine on scholastic play activities. Finally, the study accentuates the training of Greek Educators, to aim at better utilization of play during the educational process. Article visualizations:

In search of reflective techniques in preservice teacher education: Collaboration with parents inspired by school placements

This paper addresses a problem which has been central in teacher education for several decades: how to encourage critical reflectivity in prospective EFL1 teachers. This problem is set within the larger context of the field of school, family and community partnerships. The rationale behind choosing this context is that there is a gap between the significance of various types of such partnerships for the well-being of the whole child, and a lack of deeper understanding of the issue among prospective teachers. The overwhelming majority of research in the matter, conducted mainly in the USA, covers the areas of pre-school, early school and special education (e.g. Lindberg 2014). Additionally, there are few research-based articles related to building the partnership skills of preservice EFL teachers. Therefore, in this paper we attempt to describe the cases of three prospective EFL teachers involved in the process of preparing small scale empirical projects related to the parents’ perspectives. As shown in the paper, engagement in such long term and complex enterprises does not automatically develop the subjects’ deeper understanding of the important role of various types of parent involvement in the (academic) success of children.

Problemy studentów z pozycjonowaniem wychowania w edukacji informatycznej uczniów młodszych klas szkoły podstawowej

In each education area implemented in grades I–III, including in IT education, proportions must be maintained between educational and upbringing activities. As early as at the stage of their professional training, teachers should be encouraged to spread IT upbringing, in particular related to the safe and optimal use of information and communication technologies by young users. The study refers to what is contained in the core curriculum and selected curricula directly or indirectly related to IT upbringing. It also analyses activities connected with IT upbringing in the preparation and conducting of classes by students of pedagogy majoring in early school education. Some of these students demonstrate a type of behaviour which shows lack of information regarding the area of IT upbringing, which in adult life may become a hard problem to solve.

A Study on the Institution of Collaboration Between Early Childhood Education and School Education in Municipalities in Sweden

A Study on the Institution of Collaboration Between Early Childhood Education and School Education in Municipalities in Sweden

Odpowiedzialność nauczyciela edukacji przedszkolnej i wczesnoszkolnej w zakresie edukacji muzycznej

Responsibility of the Teacher of Preschool and Early School Education Teacher in the Field of Music Education In contemporary pedagogical discourse, a lot of attention is paid to the teacher — he is largely responsible not only for the level of his musical competences, but above all for the multidirectional development of the child in the period of development, which is characterized by a particular sensitivity to external stimulation. This article presents the determinants of a teacher’s responsibility in terms of knowledge of a child’s musical development and the current core curriculum. The results of the survey conducted among 47 PIE students innvestigated their perception of preschool and early school education teacher’s responsibility in the field of music education. The results of the study showed that the respondents are aware of the teacher’s responsibility in the field of music education and associate it with important issues distinguished by methodologists, among others with developing positive attitudes and interests in children.

Podmiotowe korelaty umiejętności prospołecznych studentów kierunków nauczycielskich

<p>Rozwiązując główny problem badawczy, zawarty w pytaniu o związki między zmiennymi, zależnej – umiejętności prospołecznych, i niezależnymi, zwanymi podmiotowymi, w wymiarach: asertywności, radzenia sobie w sytuacjach trudnych i samooceny, przebadano za pomocą: <em>Kwestionariusza umiejętności społecznych</em> (KUS – A.P. Goldstein), <em>Kwestionariusza asertywności nauczyciela-wychowawcy</em> (KAN/W – T. Zubrzycka Maciąg, J. Kirenko), <em>Kwestionariusza COPE</em> (COPE – C.S. Carver, M.S. Scheier, J.K. Weintraub) i <em>Skali samooceny</em> (SES – M. Rosenberg) 244 studentów kierunków nauczycielskich, w tym 222 kobiety (90,98%) i 22 mężczyzn (9,02%). Wiek badanych mieścił się w przedziale od 21 do 46 lat, ze średnią na poziomie 25,29 lat. Byli to studenci pedagogiki, filologii angielskiej oraz pedagogiki przedszkolnej i wczesnoszkolnej z trzech uczelni regionu lubelskiego. Uzyskano specyficzną strukturę związków wybranych zmiennych, uwypuklano te, które mają znaczne oparcie w empirii. Zastosowana regresja wieloraka umożliwiła przyjęcie w miarę precyzyjnych charakterystyk otrzymanych związków, pretendujących do miana autonomicznych wniosków.</p>

Wzorzec osobowy nauczyciela edukacji wczesnoszkolnej – perspektywa nauczyciela

<span>Oczekiwania społeczne wobec nauczycieli edukacji wczesnoszkolnej są ogromne. Jednocześnie spełniać ma on wiele wymogów, tak aby stworzyć najlepsze warunki dla rozwoju swoich podopiecznych. Dlatego też wymagania względem niego są również duże, zarówno te płynące ze strony bezpośrednich przełożonych, jak i coraz bardziej wymagających rodziców. Wiele badań skupia się na oczekiwaniach w stosunku do nauczyciela ze strony rodziców (Jakubowicz-Bryx 2016) czy uczniów (Konopnicka 2011; Żegnałek 2008; Jurewicz 2015). Autorkę niniejszego artykułu interesowało przyjrzenie temu zagadnieniu z perspektywy samych nauczycieli, z tego powodu zaprojektowała i przeprowadziła badania jakościowe na grupie nauczycielek edukacji wczesnoszkolnej, a w prezentowanym tekście przedstawia ich perspektywę wzorca osobowego nauczyciela edukacji wczesnoszkolnej. Przeprowadzone wywiady swobodne z elementami narracji, a uzyskane dane i ich interpretacje w odniesieniu do przedstawionego zagadnienia zostały zaprezentowana w postaci piramidy, gdzie podstawę stanowią cechy podstawowe – bazowe, drugą pod względem istotności dla badanych są cechy określone mianem niezbędnych, a ostatnią grupę stanowią cechy pożądane, a więc takie, które w perspektywie badanych pomagają w pracy zawodowej. W podsumowaniu zaprezentowane krótkie zestawienie najważniejszych cech budujących wzorzec osobowy nauczyciela edukacji wczesnoszkolnej z perspektywy badanych nauczycielek.</span>

Atrofia nieformalnej diagnostyki edukacyjnej we wczesnej edukacji. Między biernością i przemocą poznawczą w epoce ekspertów

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.

Working with a Student Exhibiting School Difficulties. Teachers Auto-reflection

Summary The article shows the benefits of educational projects at the stage of early school education: „I work with ozobots – I program perfectly”. The aim of the course was to introduce programming elements into classes using ozobots – educational robots. Research was carried out in order to help the students overcome developmental difficulties. The evaluation of the project proves that the additional activities that were carried out enhanced the motivation to learn, fostered children’s curiosity, improved the self-esteem of students with educational difficulties and, as a consequence, reduced the risk of anxiety disorders and child phobia at the stage of early school education.

Badanie jako akt twórczy – refleksje na marginesie raportu z ogólnopolskich badań kompetencji muzycznych absolwentów I etapu edukacyjnego

<p>Artykuł prezentuje refleksje badawcza w odniesieniu do rezultatów największego jak dotąd w Polsce, ostatnio zrealizowanego projektu, diagnozującego kompetencje muzyczne uczniów etapu wczesnoszkolnego. Autorka z pozycji kierownika naukowego projektu interpretuje<br />uzyskane wyniki w kontekście wieloletnich trendów, zaś samo badanie traktuje jako akt twórczy, którego początek stanowi pytanie, a koniec zrozumienie.</p>

Kreatywność w myśleniu muzycznym jako przedmiot badań muzyczno-edukacyjnych studentów pedagogiki wczesnoszkolnej

<p>W tekście zwrócono uwagę na wybrane kierunki badań podejmowanych przez studentów pedagogiki wczesnoszkolnej nad warunkami rozwijania kreatywnego myślenia w muzyce. Taką kreatywność analizuje się w kontekście rozwoju audiacji, co w świetle teorii uczenia się muzyki E. E. Gordona określane jest jako jeden z ważniejszych tropów w realizacji<br />procesu kształcenia muzycznego. Dotyczy to różnych form aktywności muzycznej i wpisuje się w zadania przygotowania dziecka do aktywnego uczestnictwa w kulturze muzycznej. Zawężenie refleksji na wczesnoszkolnym wieku uczniów jest konsekwencją poglądów, iż w tym <br />okresie rozwoju bardzo ważny jest dynamiczny program rozwijania myślenia w muzyce.</p>