Early Childhood Education

Emerging technologies and creativity in initial training of pre-school teachers

Author: Noemí Serrano Díaz
Institution: Universidad de Cádiz
Year of publication: 2018
Source: Show
Pages: 99-106
DOI Address: https://doi.org/10.15804/IFforE2018.08
PDF: iffe/11/iffe1108.pdf

Nowadays, creativity is a growing value due to its close relationship with problem solving and entrepreneurship. In this paper, we present the actions that are being carried out in the Children’s Education Workshop of the University of Cadiz in relation to the promotion of creativity with 3D technology. The actions are being carried out in both Higher Education and Early Childhood Education (ECE). On the one hand, we are working with the design and creation of didactic material with 3D technology with our students in initial training and future pre-school teachers, and on the other hand, with children from pre-school stage through the theory of Gardner’s multiple intelligences and 3D technology.

Socjalizacja pierwotna jako determinanta osiągnięć szkolnych uczniów klas początkowych w kontekście analiz Profesora Borowicza

Author: Karolina Kaszlińska
Institution: Państwowa Wyższa Szkoła Zawodowa we Włocławku
Year of publication: 2014
Source: Show
Pages: 85-106
DOI Address: https://doi.org/10.15804/kie.2014.04.07
PDF: kie/104/kie10407.pdf

This article refers to the research and analysis by Professor Borowicz, dedicated to how primary socialization influences educational opportunities for students at the first threshold of selection. The author transfers the mechanism of the selection process presented by Borowicz into the field of early childhood education and describes the relationship between primary socialization and school achievement of young pupils. The author analyzes three groups of factors influencing the fate of a child’s school performance: psychological, social and pedagogical. The author uses the categories of pupils’ personality to connect these factors. She recognizes influences of family and primary socialization as key determinants of school achievement. She proves that the concepts of professor Borowicz are still current and exist in contemporary scientific discourse.

Kształtowanie indywidualnej różnojęzyczności na wczesnych etapach w opinii nauczycieli wychowania przedszkolnego

Author: Marta Kotarba-Kańczugowska
Institution: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej w Warszawie
Year of publication: 2014
Source: Show
Pages: 206-234
DOI Address: https://doi.org/10.15804/kie.2014.03.11
PDF: kie/103/kie10311.pdf

The article contains the overview of research on the beliefs of pre-school and primary school teachers (n = 100) about developing the plurilingual competence in children. Research shows that the teachers highly appreciate the scientific, practical and motivational values of developing the plurilingual competence, but they lack knowledge about the teaching methods and tools and organizational forms that can be used for the development of plurilingual competence in the early stages of education. When discussing the results I analyze i.a. (a) the reasons for not taking actions aimed at the development of individual plurilingualism indicated by the respondents and (b) the actions taken declaratory by the respondents in the context of the objectives of plurilingual education.

Motywacja osiągnięć zawodowych nauczycieli edukacji wczesnoszkolnej a ich samoocena

Author: Katarzyna Nowosad
Institution: Uniwersytet Marii Curie-Skłodowskiej w Lublinie, Polska
ORCID: https://orcid.org/0000-0002-6841-9890
Year of publication: 2023
Source: Show
Pages: 149-170
DOI Address: https://doi.org/10.15804/kie.2023.01.10
PDF: kie/139/kie13910.pdf

Motivation of professional achievements of early childhood education teachers and their self-esteem

The education of the youngest students requires from teachers not only professional competences but also specific personality traits and motivation that goes beyond common standards, which is a striving to compete with the standards of excellence and adequate self-assessment in terms of their ability to act effectively. Taking into account the importance of this issue, the aim of the undertaken research was to determine the relationship between the motivation of professional achievements of early childhood education teachers and their self-esteem, and to verify the working hypothesis assuming a significant relationship between these variables. The obtained results confirmed the adopted hypothetical assumptions, providing interesting conclusions.

Implementation of the Positive Early Childhood Education Curriculum for students with migration experience – the assumptions and directions of action

Author: Iwona Czaja-Chudyba
Institution: University of the National Education Commission in Krakow, Faculty of Education and Psychology
ORCID: https://orcid.org/0000-0003-3653-8390
Year of publication: 2023
Source: Show
Pages: 189-206
DOI Address: https://doi.org/10.15804/em.2023.04.13
PDF: em/23/em2313.pdf

Migration puts children in a difficult situation – it takes away their stability and constancy of everyday events and plucks them from a safe environment. The purpose of the article is to present the main assumptions and innovative ideas related to the author’s Positive Early Childhood Education Curriculum, as well as indicating the forms of work with students with migration trauma experience. The applied method was the educational project description. The extraordinary nature of the Curriculum is exhibited in the relocation of metatheoretical assumptions – from pedagogy of “lack” to pedagogy of “growth”. Therefore, it is recommended that the child’s well-being should be nurtured (M. Seligman, A. Antonovsky) alongside the development of intercultural proximity and “soft competences”, which are of importance for students with trauma experiences. The Curriculum allows as well for acquiring teacher’s self-awareness. It has been indicated how to implement the Curriculum assumptions – positivity, optimality, balance, and prospectivity for students with various cultural and biographical backgrounds. Special attention is devoted to strengthening the resilience in students with migration experiences and to the directions of actions to enable them the emotional, socio-cultural, instrumental, material and procedural, systemic, environmental and preventive support.

Trapped in Perpetual Peripheral Participation: Unseen and Undiscovered Leadership Potential

Author: Erol Sundelowitz
Institution: University of Johannesburg
Author: Carol Macdonald
Institution: University of the Witwatersrand, Republic of South Africa
Author: Karel Stanz
Institution: University of Johannesburg
Year of publication: 2007
Source: Show
Pages: 195-209
DOI Address: https://doi.org/10.15804/tner.07.11.1.15
PDF: tner/200701/tner1115.pdf

The present study is focussing on the leadership potential at schools that goes unnoticed, unacknowledged and un-nurtured. Traditionally, schools focus on children/learners whose leadership traits are encouraged and developed through conventional structures such as the prefect system and the leadership schools/camps that selected candidates are sent on. By developing the concept of Leadership Cocoons, this study is drawing attention to individuals whose potential for leadership lies hidden in a chrysalis form that is masked for leadership selection by pervasive, generic, norm-generated criteria. Such individuals are trapped in a situation of Perpetual Peripheral Participation around communities of leaders. As a means to explore the above issues, the paradigm of Cultural Psychology has been selected.

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