Wyniki wyszukiwania - Biblioteka Nauki

Nowa wersja platformy, zawierająca wyłącznie zasoby pełnotekstowe, jest już dostępna.
Przejdź na https://bibliotekanauki.pl

Ograniczanie wyników

2 Kaiser I.

Znaleziono wyników: 2

Liczba wyników na stronie

Wyniki wyszukiwania

Sortuj według:

Ogranicz wyniki do:

Czas wolny dzieci niepełnosprawnych intelektualnie w opinii rodziców

100%

Kaiser I.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

2017

nr 17

33-51

Objective of the study: The study aims at diagnosing the opinions of parents of children with minor and moderate intellectual disabilities on the forms and significance of leisure time behaviour. Materials and methods: The study was conducted in 2017 among the parents of students of the Maria Montessori Special Primary School at the 102nd Special School Complex in Poznań. The author’s own research questionnaire was used, containing questions about forms of spending free time, the amount of free time available and the participation of children in extracurricular classes and out-of-school activities, as perceived by parents. Results: The majority of parent respondents, regardless of the degree of their children’s disability, stated that their children had a lot of free time, at least two hours per day on weekdays and over six hours per day during the weekend. In the perception of most parents, during summer and winter holidays their children have whole days free. The respondents notice both active and passive forms of leisure activities pursued by their sons and daughters. The parents confirmed the participation of their children in numerous extracurricular classes and out-of-school activities. The study revealed that parents, siblings, or other family members were most often partners of leisure for intellectually disabled children. All the respondents declare that they know what their children are doing in their leisure time and who they spend it with.

The study aimed at diagnosing the opinions of parents of children with mild and moderate intellectual disability on the forms and significance of leisure time behaviour. The study revealed that parents, siblings, or other family members were most often partners of leisure for intellectually disabled children. All the respondents declare that they know what their children are doing in their leisure time and who they spend it with. Leisure time appears to be the area of limitless rehabilitation opportunities, and therefore it should occupy a significant position both in scientific research and (perhaps predominantly) in practical activities undertaken to help children with intellectual disability. Extensive activity of the school, family environment and special education teachers themselves is required to implement leisure time as a vital element in the process of revalidation of intellectually disabled children.

Poziom kompetencji matematycznych dzieci kończących edukację przedszkolną w systemie Montessori. Perspektywa badawcza

100%

Kaiser I.

2016

nr 40

113-126

The presented article discusses the issue of mathematical education in kindergartens that follow the Montessori education method. The basic assumptions of the educational system developed by M. Montessori have been discussed, with a special focus on mathematical education. The article presents the results of empirical research proving that children who complete their preschool education in the Montessori system demonstrate a high level of mathematical competencies as indicated in the Core Curriculum for Pre-school Education. The best results obtained by the examined children related to such competencies as counting objects, discriminating between correct and faulty counting, determining if two sets are equal in number, using ordinal numerals and spatial orientation tasks, including telling left from right, determining directions and the position of objects. The tasks that proved the most difficult for all the examined children were those related to temporal orientation. The diagnosed high level of mathematical competencies of children completing their pre-school education leads to the optimistic conclusion that mathematical education based on the principles of the Montessori system ensures educational effectiveness.