kindergarten

  • Edukacja międzykulturowa w przedszkolu – raport z badań nauczycieli

    Author: Anna Twardzik
    E-mail: anna.twardzik@us.edu.pl
    Institution: Uniwersytet Śląski w Katowicach
    Year of publication: 2018
    Source: Show
    Pages: 218–230
    DOI Address: https://doi.org/10.15804/kie.2018.03.14
    PDF: kie/121/kie12114.pdf

    In the article the author stresses importance of including intercultural education content into kindergarten education and presents examples of positive results brought by teachers’ actions in this field. The author formulates and empirically verifies the thesis that implementation of intercultural education in kindergarten positively affects the development of social competences of children, improves their relations with peers and arouses in a child the will to get to know himself/herself and others.

  • The Issue of Age Homogeneity in Groups from the Kindergarten Teacher’s Perspective

    Author: Zlatica Huľová
    E-mail: zlatica.hulova@umb.sk
    Institution: Matej Bel University in Banskej Bystrici
    Author: Vladimír Klein
    E-mail: vladimir.klein@ku.sk
    Institution: Catholic University in Ružomberok
    Author: Ivana Rochovská
    E-mail: ivana.rochovska@ku.sk
    Institution: Catholic University in Ružomberok
    Year of publication: 2018
    Source: Show
    Pages: 203-215
    DOI Address: https://doi.org/10.15804/tner.2018.53.3.17
    PDF: tner/201803/tner5317.pdf

    The aim of our study was to find out how kindergarten teachers perceive the issue of age-homogeneous and heterogeneous classes at kindergartens. A self-designed questionnaire and interview were used for measuring, which was part of the research methods used (interview, observation, questionnaire). The questionnaire included items aimed at finding out respondents’ opinions on the age composition of children in kindergarten classes. The research sample consisted of 234 female teachers. On the basis of results it can be stated that respondents preferred age-homogeneous groups in classes. However, those teaching age-heterogeneous classes saw more advantages of such division. Research results also showed that younger respondents preferred dividing children into age-homogeneous groups more than older respondents.

  • Perfectionist Behavior and Expressions of Perfectionism in Drawings of Kindergarteners

    Author: Rasim Basak
    Year of publication: 2016
    Source: Show
    Pages: 233-244
    DOI Address: https://doi.org/10.15804/tner.2016.46.4.20
    PDF: tner/201604/tner20160420.pdf

    Results based on two consecutive qualitative studies are documented in this paper. The first study focused on perfectionist characteristics in drawings of fifth graders. The second study was designed based on the findings from the earlier study, but it focused on drawings of kindergarteners at this time. Children’s drawings were analyzed to see meaningful connections between their behavioral perfectionism scores and their drawing characteristics. Findings were partly consistent with the literature and revealed that perfectionist behavior may have meaningful expressions in the art-making process and in artworks. Working on specific details meticulously, focusing on time-consuming details, not being able to see the whole, spending too much time on certain parts, and starting from details, were described as perfectionism-related characteristics. As an emerging characteristic, self-doubt, a lesser degree of determination, assurance and boldness in drawings are positively correlated with perfectionism. Subjects’ age group may be a significant factor to study perfectionism, and lower grade levels may not be suitable to study perfectionism through drawings because of their artistic developmental levels.

  • Places, toys and activities observed in the course of children’s free play in preschool

    Author: Barbara Bilewicz-Kuźnia
    Year of publication: 2016
    Source: Show
    Pages: 257-268
    DOI Address: https://doi.org/10.15804/tner.2016.44.2.21
    PDF: tner/201602/tner20160221.pdf

    The article presents results of 38 observation sessions of 10 groups of children aged 3 to 6 years during the time dedicated to play. The aim of the research was to determine the material and emotional conditions for free play depending on the time of day. The results of the observation showed that preschool-aged children play in different places of the preschool classroom, engage mostly in construction and theme play. They use many more toys in their play in the morning and before noon than they do in the afternoon. Play activity is especially intensive in the morning in comparison to the afternoon.

  • Self-Evaluation of Future Teachers’ Didactic Competencies

    Author: Milena Lipnická
    E-mail: milena.lipnicka@umb.sk
    Institution: Faculty of Education Matej Bel University Banská Bystrica
    Author: Simoneta Babiaková
    E-mail: simoneta.babiakova@umb.sk
    Institution: Faculty of Education Matej Bel University Banská Bystrica
    Author: Mariana Cabanová
    E-mail: mariana.cabanova@umb.sk
    Institution: Faculty of Education Matej Bel University Banská Bystrica
    Year of publication: 2019
    Source: Show
    Pages: 115-126
    DOI Address: https://doi.org/10.15804/tner.19.57.3.09
    PDF: tner/201903/tner5709.pdf

    The contribution presents partial results of research aimed to find out students’ evaluation opinions of their own knowledge and experience for development of children’s language and literary literacy in kindergartens and children’s school clubs and to point out differences in self-evaluation, depending on the length and the form of the study. The research sample consisted of 98% of students of the full-time and part-time study programme of Pre-School and Elementary Pedagogy, 228 in total. An 11-item questionnaire of our own design was used in the research. In the items P5 - P11, students expressed their subjective evaluation opinion of their knowledge and experience on a five-point scale. Research results showed that students’ self-evaluation of knowledge and experience in language and literary literacy depends on both the length and the form of their study1.

  • Pre-school Education in Poland in the 20th Century as a Forgotten and Underestimated Source of Contemporary Trends and Pedagogical Inspirations

    Author: Urszula Wróblewska
    E-mail: uwroblewska@wp.pl
    Institution: University of Białystok
    ORCID: https://orcid.org/0000-0003-3585-3903
    Author: Magdalena Choińska-Kieżel
    E-mail: m.choinska.kiezel@gmail.com
    Institution: Private kindergarten “To Tu”
    Year of publication: 2021
    Source: Show
    Pages: 80-95
    DOI Address: https://doi.org/10.15804/kie.2021.02.06
    PDF: kie/132/kie13206.pdf

    The aim of the article is to show the stages of the development of pre-school education in Poland in the 20th century, which set the directions for further changes in the pre-school area. The article was prepared on the basis of available historical sources in the form of specialist press, guides, and methodological manuals, as well as analysis of the literature on the subject. The work identifies and distinguishes innovative views and methods in the field of former pre-school education, which may constitute a form of contemporary pedagogical inspiration. The aim of this article consciously combines two important aspects, i.e., acquiring historical knowledge and its modern applications. The text discusses the history of pre-school education in Poland in the 20th century and shows its reminiscences in contemporary social and educational space. The text is an attempt to show the importance of pre-school education in the modern system, and drawing the reader’s attention to the achievements of Polish preschool education in the context of changes and needs of society in the area of care for pre-school children. The article is not an exhaustive study, but rather a contribution to considerations in this area.

  • Opportunities, Constraints and Prospects of Inclusive Pre-Primary Education for Children from Marginalized Roma Communities

    Author: Milena Lipnická
    E-mail: milena.lipnicka@umb.sk
    Institution: Matej Bel University
    Year of publication: 2014
    Source: Show
    Pages: 57-71
    DOI Address: https://doi.org/10.15804/tner.14.38.4.04
    PDF: tner/201404/tner3804.pdf

    Analysis of the opportunities, constraints and prospects of pre-primary education of children from marginalized Roma communities was, is and will be the subject of many studies and constructive solutions at different levels of responsibility entities. All positive solutions and results in this area are a step closer to the inclusive education in kindergarten. Theoretical considerations, research findings and practical experiences of teachers are used to formulate key actions for successful pre-primary education for children from marginalized Roma communities in the process of inclusive education. Musing on inclusive education of the study was replaced by pragmatic solutions in the form of concrete measures for the reality and for the vision of an inclusive education of children from marginalized Roma communities in kindergartens.

Wiadomość do:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart