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Contents

Author: The Editors
Year of publication: 2023
Source: Show
Pages: 5-8
DOI Address: -
PDF: kie/141/kie141toc.pdf

TABLE OF CONTENTS

SPIS TREŚCI

Od Redakcji

Author: Elżbieta Jaszczyszyn
Institution: Uniwersytet w Białymstoku, Polska
ORCID: https://orcid.org/0000-0001-8901-1643
Year of publication: 2023
Source: Show
Pages: 9-10
DOI Address: -
PDF: kie/141/kie14100.pdf

Editorial

Wczesna edukacja środowiskowa w epoce człowieka – od uczenia się o świecie do uczenia się i stawania razem ze światem

Author: Małgorzata Kowalik-Olubińska
Institution: Uniwersytet Warmińsko-Mazurski w Olsztynie, Polska
ORCID: https://orcid.org/0000-0001-9687-9862
Year of publication: 2023
Source: Show
Pages: 13-27
DOI Address: https://doi.org/10.15804/kie.2023.03.01
PDF: kie/141/kie14101.pdf

Early environmental education in the human epoch – from learning about the world to learning and becoming with the world

Implications of human-induced phenomena that include global warming and the drastic reduction of biodiversity adversely affect the entire biosphere, putting the existence of humans and non-human beings at risk. Shifting away from considering humans to be the centre of the world and viewing them as one of many equal elements that comprise that world is seen as the remedy for the resulting state of affairs. Education is believed to play a significant role in transforming the way people think about themselves and their position in the world. In view of the thesis presented above, the aim of this article is to demonstrate the changes occurring in the theory and practice of early environmental education, representing a specific response of its creators to the challenges of the human age. From a theoretical viewpoint, these changes involve a shift beyond ideas of anthropocentrism and turn to theories that show the world as a complex human-post-human community. At a practical level, this takes the form of what is referred to as a common worlds pedagogy. The author’s thesis is that practising a common worlds pedagogy enables children not only to learn about the world but also to learn and become with the world.

wspólnotowość epoka człowieka wczesna edukacja środowiskowa relacyjność pedagogia wspólnych światów uczenie się i stawanie razem ze światem human age early environmental education community relationality common worlds pedagogy learning and becoming with the world

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Czym jest dzieciństwo? Pedagogiczne podejście do badań na dzieciństwem

Author: Monika Kiszka
Institution: Uniwersytet im. Adama Mickiewicza w Poznaniu, Polska
ORCID: https://orcid.org/0000-0003-0489-3902
Year of publication: 2023
Source: Show
Pages: 28-42
DOI Address: https://doi.org/10.15804/kie.2023.03.02
PDF: kie/141/kie14102.pdf

What childhood is? Pedagogical analysis about childhood studies

Interest in children and childhood has changed through the years. The changes were involved in theoretical ways of defining children and youth. Nowadays, these categories are intangible. It is evident that through ages, adults have changed how they treat children, think about childhood, and plan and research children and youth. The change from traditional to modern categories must be the clue to understanding childhood studies. The main reason for writing this paper was to discuss childhood research and studies. At the beginning are presented the historical contexts of the childhood research paradigm. In addition, basic ideas are shown about the modern formation of childhood studies. Moreover, the clue of this paper below is to show a paradigm change: a transition from traditional childhood to a modern one called childhood. The article is based on pedagogy and social studies literature. Also, it is a theoretical discussion about child and childhood studies.

dzieci badania dzieciństwo badania nad dzieciństwem studia nad dzieciństwem child childhood research childhood studies childhood research

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Znaczenie ciszy w muzykoterapii

Author: Anna Konopacka
Institution: Akademia Muzyczna im. Karola Szymanowskiego w Katowicach, Polska
Year of publication: 2023
Source: Show
Pages: 43-59
DOI Address: https://doi.org/10.15804/kie.2023.03.03
PDF: kie/141/kie14103.pdf

The meaning of silence in music therapy

In this paper, the author attempts to provide a comprehensive description of the complex phenomenon of silence and sheds light on its significance within the context of music therapy. By considering various definitions of silence, as well as ways of approaching the phenomenon of silence, in both the domain of interpersonal communication and the abundant realm of sound, the author aims to highlight the multifaceted nature of the matter. The author discusses the distinction between the silence and the muteness, draws attention to an interdisciplinary character of the field, enumerates diverse angles of considering the issue, and examines the role of silence within a larger perspective of fields of psychotherapy and music therapy. In the presented cases of music therapy work, silence is a kind of a therapist’s tool. Owing to an insufficient amount of research papers on silence in music therapy, it is impossible to produce pioneering findings in the very field. In this paper the author ventures to summarise latest data, points out the urgency of delving deeper into the issue, and discloses novel prospects for music therapy to be discovered in pursuit of investigation of the ambiguous notion of silence.

cisza milczenie muzykoterapia muzykoterapeuta dźwięk silence muteness music therapy music therapist sound

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Język eksponatów matematycznych jako kontekst budowania mentalnych ścieżek edukacyjnych zwiedzających centra nauki

Author: Agnieszka Bojarska-Sokołowska
Institution: Uniwersytet Warmińsko-Mazurski w Olsztynie, Polska
ORCID: https://orcid.org/0000-0003-3864-2263
Year of publication: 2023
Source: Show
Pages: 60-75
DOI Address: https://doi.org/10.15804/kie.2023.03.04
PDF: kie/141/kie14104.pdf

The language of mathematical exhibits as a context for building mental educational paths of science centers visitors

Mathematical exhibits are an element of mathematical and didactic culture. The text below analyzes the elements of the narrative language of exhibits/exhibitions, which may be the carrier of specific meanings created by visitors to science centres. The analyzes undertaken in the text made it possible to indicate the categories of the language of commands and questions contained in these narratives. They are a cognitive context for creating mathematical cultural meanings among visitors to the centres. The study was carried out in two science centers in Poland, using a qualitative strategy, analyzing documents. The results showed quite a rich educational potential of mathematical exhibits. The language of the exhibits revealed the possibility of extensive cognitive support in the mathematical development of people visiting the centres. Forming beliefs consistent with current scientific knowledge about math cognition and learning.

interactive learning edukacja matematyczna kultura matematyczna język matematyczny interaktywne uczenie się centra nauki mathematical education mathematical culture mathematical language cognitive functions of exhibits science centers

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Wartości w wieku przedszkolnym. Czyli o rzeczach ważnych dla dzieci

Author: Agnieszka Laskowska
Institution: Uniwersytet w Białymstoku, Polska
ORCID: https://orcid.org/0000-0002-8764-2457
Year of publication: 2023
Source: Show
Pages: 76-90
DOI Address: https://doi.org/10.15804/kie.2023.03.05
PDF: kie/141/kie14105.pdf

Values in preschool age. About things that are important to children

Values in everyone’s life are an integral part of their existence. They guide their actions. They influence the decisions made. They help interpret their own behaviors and actions of others. Preschool age is a period when moral development begins, there are things that are more or less important to the child. It is therefore worth discovering what is important to preschool children. In order to learn about the values that are important to preschool children, a study was conducted involving 70 six-year-old children attending selected Bialystok kindergartens and preschool departments. The method used in the study was the analysis of work products and the tool was drawing analysis. The study took place during the children’s stay at the facility. The data obtained allowed to answer the research problem: What values do six-year-old children consider important in their lives? The most important value for the children surveyed is family. Then play, toys and God as the creator of the world. The empirical data obtained can be a valuable source of information, allowing to adjust the education and upbringing process in such a way as to respond to the child’s nearest area of development.

wiek przedszkolny wartości średnie dzieciństwo rozwój moralności rysunek dziecka moral development values, middle childhood preschool age child’s drawing

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Dlaczego dzieci lubią szkołę? Przyjazna szkoła współczesna – wyniki badań własnych

Author: Natalia Miler-Ogórkiewicz
Institution: Uniwersytet Mikołaja Kopernika w Toruniu, Polska
ORCID: https://orcid.org/0000-0001-9964-5682
Year of publication: 2023
Source: Show
Pages: 91-109
DOI Address: https://doi.org/10.15804/kie.2023.03.06
PDF: kie/141/kie14106.pdf

Why do children like school? Friendly contemporary school – results of own research

In the discussion about the modern school, as an institution and a building, there are many social actors, often with different positions. More and more often, though still rarely, the students’ voice is allowed. Their perspective, as many studies show, can be extremely different from that of adults. The aim of my research was to recognize and understand the primary school students’ perspective in terms of their experience of the broadly understood school space and to describe the material and nonmaterial conditions of spaces in which children feel good and like to learn. I conducted my research in 2021 and 2022, shortly after the pandemic and the remote learning. I conducted the research in an interdisciplinary, qualitative approach among 12 students functioning in four different educational systems and environments: home education, private urban schools, public urban schools and public rural schools. The results of my research indicate that children need variety in the school space to feel comfortable and learn effectively. Respondents’ statements revealed several key factors important in places of learning: sense of security, free learning, completeness of the place, possibility to ask questions, consideration of home conditions and setting specific boundaries for the place of formal learning.

doświadczenie użytkownika badania skoncentrowane na dziecku przestrzeń szkolna materialność szkoły środowisko uczenia się learning environment user experience child centered research school space materiality of the school

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Joanna Maria Garbula, Edukacja przegranych. Fenomen narracji pamiętnikarskich , Wydawnictwo Uniwersytetu Warmińsko-Mazurskiego w Olsztynie, Olsztyn 2023, ss. 273

Author: Jerzy Nikitorowicz
Institution: Uniwersytet w Białymstoku, Polska
ORCID: https://orcid.org/0000-0003-4371-8322
Year of publication: 2023
Source: Show
Pages: 113-118
DOI Address: https://doi.org/10.15804/kie.2023.03.07
PDF: kie/141/kie14107.pdf

Joanna Maria Garbula, Edukacja przegranych. Fenomen narracji pamiętnikarskich [Educating the lost. The phenomenon of memoir narratives], Wydawnictwo Uniwersytetu Warmińsko-Mazurskiego w Olsztynie, Olsztyn 2023, pp. 273

Aleksandra R. Kruszewska, Emoji. Emocje w komunikacji i edukacji , Wydawnictwo Naukowe Uniwersytetu Humanistyczno-Przyrodniczego im. Jana Długosza w Częstochowie, Częstochowa 2023, ss. 317

Author: Aleksandra Siedlaczek-Szwed
Institution: Uniwersytet Jana Długosza w Częstochowie
ORCID: https://orcid.org/0000-0002-1934-3535
Year of publication: 2023
Source: Show
Pages: 119-123
DOI Address: https://doi.org/10.15804/kie.2023.03.08
PDF: kie/141/kie14108.pdf

Aleksandra R. Kruszewska, Emoji. Emocje w komunikacji i edukacji [Emoji. Emotions in communication and education], Wydawnictwo Naukowe Uniwersytetu Humanistyczno-Przyrodniczego im. Jana Długosza w Częstochowie, Częstochowa 2023, pp. 317

Barbara Bilewicz-Kuźnia, Rozwijanie umiejętności matematycznych dzieci w wieku przedszkolnym, Wydawnictwo UMCS, Lublin 2018, ss. 448

Author: Ewa Wyczółkowska
Institution: Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach
ORCID: https://orcid.org/0000-0002-2877-7204
Year of publication: 2023
Source: Show
Pages: 124-129
DOI Address: https://doi.org/10.15804/kie.2023.03.09
PDF: kie/141/kie14109.pdf

Barbara Bilewicz-Kuźnia, Rozwijanie umiejętności matematycznych dzieci w wieku przedszkolnym [Developing of pre-school children’s mathematical skills], Wydawnictwo UMCS, Lublin 2018, pp. 448

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Jolanta Karbowniczek, Anna Klim-Klimaszewska, Edukacja wczesnoszkolna w teorii i praktyce, Wydawnictwo WAM, Kraków 2016, ss. 613

Author: Małgorzata Myszka-Bujno
Institution: Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach, Polska
Year of publication: 2023
Source: Show
Pages: 130-132
DOI Address: https://doi.org/10.15804/kie.2023.03.10
PDF: kie/141/kie14110.pdf

Jolanta Karbowniczek, Anna Klim-Klimaszewska, Edukacja wczesnoszkolna w teorii i praktyce [Early childhood education – theory and practice], Wydawnictwo WAM, Kraków 2016, pp. 613

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