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A child’s loneliness in the family as a challenge for modern pedagogy

100%

Godawa G.

nr 1

The problem of loneliness has become more and more common in society. It affects the family which is a place of physical and spiritual closeness. A child’s isolation in the family is related to many factors. It may be caused by the parents’ emotional indifference or the child’s serious illness. The disturbances may be painful for the child who often cannot fight the sense of isolation. Attempts to counteract the sense of loneliness are connected with pedagogical action. It should be based on permanent values which extend the scope of support offered to the family. Strengthening the family system makes it possible to overcome the child’s sense of loneliness.

Emocjonalne dojrzewanie dzieci i młodzieży w medialnym społeczeństwie

100%

Godawa G.

nr 2

Developing the emotional maturity of children and teenagers is one of the most important aims of the educational process. The mass media has a great impact on individuals, therefore their role in shaping one’s personality needs to be recognized and explained as they may facilitate the educational process. Ignoring the media’s role or using it inappropriately poses a lot of dangers connected with the destruction of the child’s emotional sphere, e. g. control disorders, a lack of emotional stability or the inability to deal with emotions in difficult situations. Professional support may help the individual to avoid these problems.

Social Pedagogy Training in Poland and Hungary

63%

Godawa G. , Rákó E.

nr 2

163-176

In the present study we compare the formation and development of Polish and Hungarian social pedagogy. The main aspects of the comparison are the principal stages in the history of social pedagogy, the development of training, and the current situation in Hungary and Poland.The history of social pedagogy can be divided into three stages, following key events in the history of Central and Eastern Europe, as these historical events had an impact on the appearance and development of social pedagogy. The first stage is the early period, in the era before 1945, the second is the period after 1945, when the number of orphaned children increased significantly after the second World War and communism determined the socio-economic development of both Poland and Hungary. The third period started after 1989 when, after the collapse of communism, the development of both countries was placed on new socio-economic foundations, and new social problems appeared in the subsystems of society, which were partly addressed by social pedagogical solutions. In what follows, we give a brief overview of the 20th century history of Polish and Hungarian social pedagogy, the initial period of its formation.