The author of the article, popularising education for wisdom as a basis for comprehensive development of pupils, looks for methods supporting the devel- opment of wisdom from childhood. Stimulation of wisdom in early education can be a challenge to teachers due to a lack of theoretical and practical guide- lines. Thus, the author developed and used in studies specific diagnostic tools for analysing the capabilities and skills of older preschool children in using wisdom in their thinking. The article describes the study results concerning the application of divergent tasks stimulating thinking in children in different ranges of intelligence (based on R.J. Sternberg’s concept) and conclusions from the studies conducted based on a randomly selected sample (N = 366), e.g., that used tasks make it possible to differentiate the competences and intellectual capabilities of the children in question.

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.

The aim of this research was to find out if the environmental education program prepared for preschool pupil s is effective in helping the 5 - 6-year-old age group gain environmental consciousness. For these purposes, a single group, pretestfinal test pattern was used. In the research, “Children’s Environmental Attitudes Scale” was used in the experiment group, before and after application and the data obtained were compared. An educational program of 8 weeks including drama, games and activities, Turkish, music and art activities subjects about air, water, soil, extinction of animal and plant species, climate change and waste problems was applied to the children.

The topic’s relevance is based on solving the problems of the influence of preschool education experience on the multidimensional non-cognitive abilities and personality development of adolescents. The purpose of the article was to analyse the problems of the formation of multidimensional non-cognitive processes, substantiating and determining the non-cognitive abilities of preschool children: highly developed personality, giftedness, intelligence, soft skills and conducting an experiment using the basic survey of the 2013-2014 school years conducted by the Chinese Expert Research on Education (CEPS) at Renmin University (China). The methodological approach of the research was based on the methods of analysis, synthesis, comparison, generalisation of literary sources on the problem of researching the formation of multidimensional non-cognitive abilities, graphic methods for visual illustration and comparison of the results of the ascertaining and formative stages of the research. The content of the main concepts of “abilities” and “non-cognitive abilities” is determined, and their features and features are revealed. The identified non-cognitive abilities and their indicators, as well as the methods of their formation, can be used as methodical material for universities and for the personal development of individual preschool education specialists in near and far foreign countries.

Research and educational project “Ukrainian Teaching Materials 2022” for Wrocław’s pre- and early school education – a presentation of survey results

Alongside the tragic consequences of the armed conflict, the Russian attack on Ukraine in 2022 resulted in an upheaval within the educational system in Poland. This situation posed challenges for Ukrainian children arriving in Poland as well as for teachers and students in educational institutions where refugee children were being admitted without restrictions. The author’s research and educational project “Ukrainian Teaching Materials 2022” for Wrocław’s pre – and early school education in 2022 aimed to support the development of language skills among refugee children in their native language and in Polish, and to support preschool and early school teachers in this endeavour by providing them with appropriately prepared methodological packages. A diagnostic survey identified teachers’ needs regarding methodological materials. At the same time, a follow-up focus group interview conducted 30–40 days later presented teachers’ reflections and experiences in teaching in linguistically and culturally diverse groups during the initial period of the war migration. The project was also aimed to raise awareness among teachers and to cultivate an open attitude towards using bilingual and Ukrainian-language materials in working with children with war migration experience. Due to the collected extensive research material, the research findings were divided into two parts: the first part presents the theoretical and methodological context of the project as well as the results of the survey. In contrast, the second part presents the results of the focus group research and discussion based on the literature review.