- Author:
Anna Młynarczuk-Sokołowska
- Institution:
Uniwersytet w Białymstoku
- ORCID:
https://orcid.org/0000-0002-3355-0098
- Year of publication:
2024
- Source:
Show
- Pages:
59-72
- DOI Address:
https://doi.org/10.15804/em.2024.01.04
- PDF:
em/24/em2404.pdf
Developing professional competencies of teaching staff in the context of work in a culturally diverse environment on the example of the 2nd School of Intercultural Education
The aim of the article is to present the 2nd School of Intercultural Education (IISEM) “Strengthening the potential of children and youth with a migrant background” as an example of a cyclical training activity addressed to people involved in educational practice. The paper is a voice in the discussion on the professional competences of teachers, educationalists, psychologists, intercultural assistants, etc. who work in dynamically changing conditions of cultural diversity. Therefore, their competences should be systematically developed in the dialogical relationship between pedagogical theory and practice, in the process of lifelong education, taking into account the specificity of the environment in which the school operates and the challenges and needs existing in it. The article consists of three complementary parts. The first outlines the socio-cultural contexts of contemporary education. Against this background, the goals and specificity of IISEM are shown. The third part presents the methodological package “Towards the integration of Polish and Ukrainian students”, which contains scenarios of educational activities being the result of the work of IISEM participants in culturally diverse environments. The content presented in the text is the result of my own experience and observations resulting from five months of cooperation with the School participants as a mentor and the work of the editor of the substantive methodological package. These activities were accompanied by systematic consultations with IISEM participants, observation of classes conducted during the School (including the implementation of some of them), the evaluation of IISEM (using surveys and interviews with its participants) and analysis of the collected data. The content comprised in the text can be useful both to people interested in intercultural education, both in its theoretical aspects and in educational practice.
- Author:
Tomasz Prymak
- E-mail:
t.prymak@uwb.edu.pl.
- Institution:
Uniwersytet w Białymstoku
- ORCID:
https://orcid.org/0000-0002-7784-9956
- Author:
Wioleta Danilewicz
- E-mail:
w.danilewicz@uwb.edu.pl
- Institution:
Uniwersytet w Białymstoku
- ORCID:
https://orcid.org/0000-0002-7049-4216
- Author:
Alicja Korzeniecka-Bondar
- E-mail:
alibon@uwb.edu.pl
- Institution:
Uniwersytet w Białymstoku
- ORCID:
https://orcid.org/0000-0003-1145-2996
- Year of publication:
2024
- Source:
Show
- Pages:
60-80
- DOI Address:
https://doi.org/10.15804/kie.2024.01.04
- PDF:
kie/143/kie14304.pdf
Decisions and motives of young female teacher candidates to participate in the October 15, 2023 parliamentary elections
In this article we present the results of the author’s research, conducted immediately after the parliamentary elections of October 15, 2023. The purpose of the research was to identify the electoral activity of people who are studying preschool and early childhood education, and preparing for the teaching profession. We consider their activities as a priority in developing pro-social attitudes of their charges. The study used the method of diagnostic survey. For the analysis presented here, we used the part on the questions of participation of female respondents in elections and sociodemographic characteristics of the respondents. The survey was conducted among 265 female students aged 18 to 26 (the average age was 21.4), in the teaching faculty in all five years. The study notes significant differences in the election declarations of respondents, compared to the general population of Poles with active voting rights. For the most part, respondents have made a choice of different ideas represented by specific electoral committees than the electorate of their parents, or people from the local environment. The voter turnout and the choices of the respondents give hope for an appreciation of democratic values and the laying of the foundation for building a civil society.
- Author:
Elżbieta Jaszczyszyn
- E-mail:
e.jaszczyszyn@uwb.edu.pl
- Institution:
Uniwersytet w Białymstoku
- ORCID:
https://orcid.org/0000-0001-8901-1643
- Year of publication:
2024
- Source:
Show
- Pages:
81-95
- DOI Address:
https://doi.org/10.15804/kie.2024.01.05
- PDF:
kie/143/kie14305.pdf
The evolution of game play. Subordination of spontaneity to arbitrary conventions
Among the many issues that are raised in the context of the development of preschool children, among others, there is the one devoted to the issue of play and games. However, the need to play does not cease with the end of the developmental stage that is childhood. Playing as a natural need of the species homo sapiens, along with cognitive activity (the need to learn) and social activity, are considered elementary forms of human activity also in adulthood and old age. In considering the evolution of playfulness in games, the fact of the identity of the concepts of “fun” and “play” and the possible differences in the meanings of these two concepts were emphasized. The vividness of play may be subject to discipline. The existence of a large body of literature on play (children’s, adult) sometimes relegates the analysis of the process of evolution of play activity into play (cycle: play-game). Certain categories of fun and games are very clearly arranged in a temporal sequence related to their appearance and the transition of one into another (fun into games). This issue is not one of the well-studied, but some outline of this thought can already be described.
- Author:
Magdalena Malik
- Institution:
Papieski Wydział Teologiczny we Wrocławiu
- ORCID:
https://orcid.org/0000-0002-1545-5708
- Year of publication:
2023
- Source:
Show
- Pages:
16-24
- DOI Address:
https://doi.org/10.15804/CCNiW.2023.02.02
- PDF:
ccniw/2/ccniw202.pdf
In the first years after World War II, the effects of the war were eliminated, industry was nationalized, agriculture was collectivized, and annexed areas were merged with the rest of the country. In Lower Silesia, the Polish authorities wanted to implement a development plan. To this end, it was necessary to launch and develop industrial and agricultural production and to prepare means of transport and communication. The task was difficult because the new terrain required solving the problems of social issues, ordering and activating industry and taking initiatives in the area of educational and cultural life. The establishment of enterprises and industrial plants in Lower Silesia was associated with the preparation of an educational and cultural offer for employees, which took the following forms: libraries, common rooms, reading rooms and dance, theater, music, ballet and company orchestras. An important role in the above activities was played by the media: newsreel and Lower Silesian press. They published information about the initiatives of the management of workplaces in the direction of promoting the activity of spending free time by workers and the creation of new places for the development of interests and opportunities for innovative activities. The economic development of the Recovered Territories after the war took place in complex political and social conditions. The problem was the post-war chaos and the limited possibilities of the state, which did not have adequate financial and material resources that had to be allocated for reconstruction. The aim of this article is to present educational initiatives in factories and plants in Lower Silesia after World War II. Drawing attention to the implementation of ideological and political assumptions through the prism of cultural activities with the use of local press.
- Author:
Katarzyna Sadowska
- Institution:
Uniwersytet im. Adama Mickiewicza w Poznaniu
- ORCID:
https://orcid.org/0000-0002-3150-8304
- Author:
Marta Kędzia
- Institution:
Uniwersytet im. Adama Mickiewicza w Poznaniu
- ORCID:
https://orcid.org/0000-0001-5349-6706
- Year of publication:
2024
- Source:
Show
- Pages:
83-95
- DOI Address:
https://doi.org/10.15804/em.2024.02.06
- PDF:
em/25/em2506.pdf
Children’s intercultural education in Germany (the case of the activities of Familienzentrum Lebenshilfe Elmshorn day care centres)
The article contains considerations on intercultural education in Germany based on the example of Familienzentrum Lebenshilfe Elmshorn day care centres. Against the background of these considerations and referring to the thesis that early intercultural education provides an opportunity to develop lasting competences in the field of broadly understood coexistence, the German concern for intercultural education, care, help and support is presented. The Federal Assisted Living Association in the district of Pinneberg offers initiatives in this area through six integrated day care centres in Elmshorn, Pinneberg, Appen-Etz and Wedel. On the basis of the analysis of the activities undertaken in the city of Elmhorn and in day care centres, integration activities are shown – the ones that take place both in an intercultural perspective and in the family space. The article emphasizes that early intercultural education broadens thinking about education, understanding that a child is a learning entity striving for self-fulfillment, developing their own strength and possibilities in the process of “dialogue” with an adult. Early cultural education is also a path to peaceful coexistence based on mutual knowledge and understanding.
- Author:
Beata Cieśleńska
- Institution:
Akademia Mazowiecka w Płocku
- ORCID:
https://orcid.org/0000-0001-8290-6487
- Author:
Jolanta Szempruch
- Institution:
Uniwersytet Rzeszowski
- ORCID:
https://orcid.org/0000-0002-3739-3288
- Year of publication:
2024
- Source:
Show
- Pages:
177-191
- DOI Address:
https://doi.org/10.15804/em.2024.03.12
- PDF:
em/26/em2612.pdf
Tolerance in the opinion of pedagogy students – building openness and acceptance in the educational environment
Tolerance is the foundation of a society based on mutual respect and understanding. It is of vital importance in the communication of people and the search for intercultural dialogue. The importance of the category of tolerance becomes crucial in education, as it reflects the values that should guide it. The article shows the results of a study of understanding the concept of tolerance and the behavior of students of pedagogy, who now, in the course of rapid social, political, economic and educational changes, meet people of a different religion, culture, nationality. The opinions are presented of the respondents on the importance of tolerance in academia, especially in the training of future teachers and the development of their professional attitudes, taking into account the role of education as a process that provides an opportunity to change inappropriate beliefs and behavior. Some recommendations are formulated for education in the spirit of tolerance, which should be permanently included in the tasks of modern pedagogy and school. It is emphasized that in every educational activity, being guided by the idea of tolerance enables systematic interaction and communication and creates an opportunity to systematically open up to other people and their views.
- Author:
Adam Naruszewicz
- E-mail:
a.naruszewicz@uwb.edu.pl
- Institution:
Uniwersytet w Białymstoku, Polska
- ORCID:
https://orcid.org/0000-0003-4159-2324
- Year of publication:
2024
- Source:
Show
- Pages:
131-144
- DOI Address:
https://doi.org/10.15804/kie.2024.03.08
- PDF:
kie/145/kie14508.pdf
Digital threats and the sources of children’s knowledge about them considered on the basis of statements made by students in early school education
The motive for taking up this topic is the incidence of new digital risks for children at a younger school age. In the course of analyzing the literature on the subject, theoretical studies related to this problem and research reports have been spotted, with the main focus on adolescents. However, there are few studies that show the extent of knowledge of various types of cyber threats by children of early school education. With this in mind, an attempt was made to determine what types of cyber threats are known to children of younger school age and what are the main sources of their knowledge in this area. Data for analysis was collected through focus interviews with 40 third-grade elementary school students. The children’s statements focused on the dangers that are associated with peer aggression online. This determining into the need for continuous implementation of preventive measures, especially those around children’s dysfunctional use of the Internet.