This paper analysed the social relations of Polish children during the SARSCoV- 2 pandemic. The period of isolation and remote learning was approached as a transitional time using Victor Turner’s concept of liminality. The concept offered a new perspective on children’s experiences during the regime of health protection constraints and the resulting limitations. The research material was collected using focus group interviews with 41 urban children aged 7 and 9 to describe liminal features of their everyday life and characterise their social interactions. The findings reveal the risks and the potential of the pandemic period with respect to the social world and its construction by children. The most important observation concern is that educators and caregivers exploit children’s aversion to mediated interaction and assistance in reconstructing the world of actual interaction of children using creative rituals within the family and at school.

Art and School Functioning in the Early Grades

Creativeness of children in early school education as well as the means for its stimulation are important issues both for practitioners and theoreticians of early schooling. It can be observed in everyday conversations between teachers of young children, in curriculum requirements and syllabi for the integrated education as well as some academic and quasi-academic works. The reasons for that are, firstly, the growing awareness of the importance of this sphere of children’s development, and secondly, the fact that early school years are particularly important for the child. Ability to think creatively and solve problems determines success in a variety of situations. For this reason is considered to be a desirable feature, worth developing. The article concerns the relationship between creativity and functioning of children in early childhood education; especially between creative attitude and the educational achievement, as well as social relationship. It contains also an analysis of the cognitive components of the creative process and individual determinants of educational attainment and social development of the child. The author also presented the opportunity to develop creative attitudes of pupils in educational practice in classes 1 – 3. Arts, literary and mathematical education is treated here as a special additional tool to support and intensify this process.