Wyniki wyszukiwania - Biblioteka Nauki

1

(Na)časovanie sa v materskej škole

100%

Filagová M.

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2010

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nr 1

47-63

EN

This contribution comments on various impacts of the kindergarten on children’s socialization into the social rhythms of time structuring. One of the consequences of the repeated contact with such specific school environment is the assumption of an obligatory timing framework. We focus on the fact that school is an institution of rather strict daily routine, with activities repeating day after day in the same order. Events at school do not happen because of their actors being interested that they do, but because it is time for them to happen. The time schedule and the rules of the school are impersonal and inevitable. Another consequence of the organization of time in schools is the everyday confrontation with the specific timing structures governing the school life. Children learn to work in units designed for various activities and resting. They get new experience choosing important events and information from a lot of simultaneous actions, paying attention to the essential features of the situation. Also, school introduces children into the “calendar” of the society, explaining time structures like days, weeks, weekends or holidays. Describing and interpreting everyday situations related to the time organization of school life, this text is focused on kindergartens and their role in this process.

2

Możliwość korzystania z opieki przedszkolnej przez dzieci posłów na podstawie rozporządzenia Ministra Edukacji i Nauki w sprawie czasowego ograniczenia funkcjonowania jednostek systemu oświaty w związku z zapobieganiem, przeciwdziałaniem i zwalczaniem COVID-19

100%

Karolczak J. M.

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nr 3(71)

223-229

EN

In the author’s opinion, the Sejm is not an entity performing public tasks, in particular carrying out tasks related to preventing, counteracting and combating COVID-19. The Deputies are not “units providing security and public order”, such as police, Border Guard or special forces. Consequently, their children do not have the right to attend kindergartens during the restrictions in force regarding the functioning of kindergartens caused by the COVID-19 pandemic.

3

Why Education for Sustainable Development Needs Early Childhood Education: The Case of Norway

100%

Eriksen K. G.

Journal of Teacher Education for Sustainability

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2013

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tom 15

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nr 1

107-120

EN

With this article, the author intends to outline a legitimising basis for implementing education for sustainable development (ESD) in early childhood education, in juridical, pedagogical and political terms. Starting from our current ecological crisis, the ontological assumptions of modern culture are considered obstructive to possibilities for mitigation. The author affirms a need for constructing new conceptual frameworks in the field of ESD suitable also for the youngest children. The very logic of the reigning notion of knowledge requires revision in order to secure successful implementation as well as fostering citizens with the moral agency required to meet calamity. Ontological insights from deep ecology are suggested integrated with the more practical epistemological concept of ecological habitus. Possible gains are not exclusively related to sustainability, but also include positive impacts on the life quality of young children as such.

4

The work process for the promotion of students with special needs integrated in the kindergartens of regular education: the case of Israel

100%

Bar N.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2017

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nr 17

271-286

PL

The Special Education Law in Israel was legislated on July 12, 1988. The law determined precedence and advance preference for the placement of special needs students in the regular educational system over the special education system. In the spirit of the law, methodical and painstaking processes that arrange the work with special needs students in the educational system were determined. This article presents two work processes implemented in parallel in the regular kindergartens. The first work process is with students who have functional difficulties, before their definition and as prevention of their definition as students with special needs. The second process is the work process with the special needs students who are integrated in the regular kindergartens, intended to prevent their referral to frameworks of special education. These processes reflect the development that occurred in the importance ascribed in the educational system in Israel to careful and adjusted work with students who have difficulties and special needs and are integrated in the kindergartens of regular education. Alongside the described development, the article presents the challenges and the questions that the implementation of the processes poses.

5

Fińska edukacja przedszkolna. Źródła i ewolucja

100%

Łobacz P. , Magda-Adamowicz M.

Edukacja Międzykulturowa

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2022

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tom 18

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nr 3

75-90

PL

Od 2000 roku fińska edukacja uważana jest za prawidłowy sposób uczenia dzieci, które chętnie chodzą do szkoły oraz osiągają jedne z najlepszych wyników w międzynarodowych badaniach edukacyjnych PISA. Finowie zaś twierdzą, że wychowanie rodzinne i przedszkolne stanowią ważny etap w rozwoju dzieci i decydują o ich biografii. Dlatego przedstawiamy rozwój edukacji przedszkolnej w Finlandii. Był to proces długotrwały, na który wpłynęły różne zmiany społeczne i ideologiczne mające odzwierciedlenie w prawodawstwie. Głównym celem niniejszego tekstu jest więc omówienie źródeł i ewolucji edukacji przedszkolnej.

EN

Since 2000, Finnish education has been considered the correct way to teach children who are eager to go to school and achieve one of the best results in the international educational survey PISA. Finns, on the other hand, believe that family and preschool education constitute an important stage in the development of children and determine their biography. That is why we present the development of preschool education in Finland. It was a long process influenced by various social and ideological changes, reflected in the legislation. The main purpose of this text is therefore to discuss the origins and evolution of preschool education.

6

Practices and Challenges of Kindergarten Education in Addis Ababa City Administration: Ethiopia

100%

Wondemetegegn S.

Multidisciplinary Journal of School Education

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2016

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nr 9

133-164

EN

The intention of this study was to assess the practices and challenges of kindergarten education in Addis Ababa city administration. The core intentions of the study were to check the appropriateness of the instructional material, teacher quality and the physical environment of the schools. For this study, the researcher used a descriptive survey research method and both qualitative and quantitative research approaches were employed. The data gathered from 22 kindergartens, 116 teachers, 21 principals, 5 education quality, audit and inspection experts. The findings of the study revealed that in most kindergartens the key inputs, such as indoor and outdoor materials, were insufficient, there was a lack of qualified human resources and instructional materials, constituting a major bottleneck, awareness creation on the part of stakeholders was low and limited support from educational expertise to private schools were among the challenges. Therefore, Addis Ababa Education Bureau ought to be revising, preparing and distributing curriculum materials based on the interest and developmental level of the children. The city administration, in collaboration with different college and Universities, are supposed to provide training for kindergarten teachers and other personnel to enhance their capacity. In addition, the city administration may promote investors who participate in the sector to construct buildings which may function as kindergartens; “woreda (section of district)” education office in partnership with schools and other stakeholder ought to support small enterprises to produce indoor and outdoor materials. Moreover, joint training, workshops, seminars and awareness amongst pertinent stakeholders should be promoted in a coordinated manner.

7

The Issue of Age Homogeneity in Groups from the Kindergarten Teacher’s Perspective

100%

Huľová Z. , Klein V. , Rochovská I.

The New Educational Review

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2018

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tom 53

203-215

EN

The aim of our study was to find out how kindergarten teachers perceive the issue of age-homogeneous and heterogeneous classes at kindergartens. A self-designed questionnaire and interview were used for measuring, which was part of the research methods used (interview, observation, questionnaire). The questionnaire included items aimed at finding out respondents’ opinions on the age composition of children in kindergarten classes. The research sample consisted of 234 female teachers. On the basis of results it can be stated that respondents preferred age-homogeneous groups in classes. However, those teaching age-heterogeneous classes saw more advantages of such division. Research results also showed that younger respondents preferred dividing children into age-homogeneous groups more than older respondents.

8

Jakość powietrza wewnętrznego w typowym przedszkolu w Białymstoku

100%

Gładyszewska-Fiedoruk K.

Budownictwo i Inżynieria Środowiska

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2012

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tom Vol. 3, no. 1

33-38

PL

W przedszkolach dzieci spędzają od pięciu do dziesięciu godzin dziennie, dlatego ważna jest jakość powietrza w pomieszczeniach. Najczęściej stosowanym systemem wentylacji w przedszkolach jest wentylacja naturalna, a dokładniej wentylacja grawitacyjna kanałowa wspomagana okresowym wietrzeniem. W badanym przedszkolu stężenie dwutlenku węgla rano nie przekracza dopuszczalnych norm. Po południu stężenia dwutlenku węgla znacznie przekraczają normy – maksymalnie o 97%. Temperatura i wilgotność powietrza są w granicach normy. Rozszczelniając lub otwierając okna doprowadzamy do pomieszczeń powietrze zewnętrzne i poprawiamy w ten sposób działanie wentylacji grawitacyjnej, a przez to poprawiamy jakość powietrza wewnętrznego.

EN

Formal education usually begins in kindergarten. Children spend five to ten hours a day there, so indoor air quality is of paramount importance. Natural ventilation (or to be more precise gravitational channel ventilation system) is by far the most common ventilation method in kindergartens; its efficiency is enhanced by airing the premises from time to time. In the kindergarten in question, carbon dioxide concentration in the morning does not exceed the permissible level. In the afternoon, however, this level is considerably exceeded (by as much as 97%). Temperature and humidity stay within the acceptable range of values. Thanks to unsealing or opening the windows, outdoor air penetrates into the rooms, which boosts the functioning of the gravitational ventilation system thus improving indoor air quality.

9

Edukacja wielokulturowa w przedszkolu – projekt AIESEC International Kindergarten

100%

Mińkowska A.

Kwartalnik Pedagogiczny

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2017

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tom 62(4 (246))

179-194

PL

The article discusses the role of multicultural education. The main objective was to outline the potential for multicultural education in kindergarten. The author focuses on the multicultural process in the contemporary world and the growing need for its implementation from an early age. In the study, the author analyses multicultural workshop events in one of Warsaw’s kindergartens – the International Kindergarten project organised by AIESEC. The author presents a workshop observation report and provides information on the organisational aspects of multicultural workshops. Important for the study were the interviews with the teachers participating in the International Kindergarten workshops, who expressed their attitudes towards multicultural education in pre-school education.

10

Dziecko z mukopolisacharydozą w przedszkolu – perspektywa terapeutów

100%

Kamyk-Wawryszuk A.

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2018

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nr 49

299-314

EN

Mucopolysaccharidosis (MPS) is a rare and progressive disorder. It gradually causes the disappearance of the child’s learned skills. There are few scientificpapers concerning the rules of conduct with a child of preschool age with MPS, and therefore therapists’ work often comes down to searching for adequate methods of therapy in order to preserve the skills acquired by the pre-schooler as long as possible. The main research question was: “How does the treatment of a child with mucopolysaccharidosis at an Inclusive Preschool look like from the perspective of therapists?” Four therapists working with two boys suffering from MPS were surveyed in the study.

11

Consumption and Savings of Drinking Water in Selected Objects

88%

Vaverka I. , Jakimiuk A. , Trach Y. , Koda E. , Vaverková M. D.

Journal of Ecological Engineering

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2021

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tom Vol. 22, nr 5

13--25

EN

Water is essential to the proper functioning of kindergartens and schools. Nevertheless, water consumption in public facilities is usually high, often exceeding the average household water consumption. Recently, increasing pressure on this valuable and depletable natural resource has been noticed and, therefore, it is interesting to study the water consumption in kindergartens and the possibilities of water saving. The present work examined 6 kindergarten facilities in Kyjov, Czech Republic, where the equipment has been enhanced with the faucet water saving technology. The work analyzed the impact of the equipment on the reduction of water consumption as a raw material and on the financial and economic profitability. The results were estimated based on the variation of two parameters such as average daily water consumption and demand per person. The experiment showed that installing the savers resulted in water savings ranging from 8% to 18.7% for average daily consumption and from 10.02% to 23.2% for per capita demand.

12

Mothers’ of preschool age children beliefs about the teaching of language and literacy at kindergarten and Grade A of primary school

88%

Stellakis N.

Problemy Opiekuńczo-Wychowawcze

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2019

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tom 583(8)

66-76

EN

This study presents the findings of a survey regarding the beliefs of parents of children in early childhood education about the role that, in their opinion, kindergarten plays in the literacy of their children and the possible differences in teaching practices between kindergarten and primary school. The data was collected through semi-structured interviews of 15 mothers. The research was carried out at Patras, in the spring of 2017. The data was analyzed with the content analysis method and the results show a variety of beliefs about the parents’ expectations regarding the literacy methods at kindergarten, prevalent of which is the belief that children should be taught the mechanics of reading written work at kindergarten through games and without placing emphasis on the learning outcome. On the other hand, the participants seem to have accepted the emphasis of systematic teaching at year one of primary school.

13

Radon exposure in kindergartens in one Bulgarian district

88%

Angelova A. , Chobanova N. , Kunovska B. , Djunakova D. , Ivanova K. , Stojanovska Z.

Nukleonika

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2023

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tom Vol. 68, No. 2

51--56

EN

The major part of the radiation dose that humans receive from natural radioactive sources is due to inhalation of radon and its decay products. The study focuses on radon concentration (CRn) investigation in kindergartens and nurseries in the district of Montana. The infl uence of building characteristics on CRn was evaluated. The measurement of the CRn was performed using passive detectors. The survey was carried out between December 2019 and May 2020 with a total number of 602 detectors. The average value of CRn in the premises of the studied kindergartens and nurseries in this district is 125 Bq·m−3 , and the geometric mean (GM) value is 88 Bq·m−3 . The buildings that have built ventilation and sewerage systems have lower CRn. The effective doses of the children and workers were evaluated in order to assess the radon exposure.

14

School Environment versus Home Environment - Comparison of Selected Parameters of Children Physical Activity

88%

Herbert J.

Central European Journal of Sport Sciences and Medicine

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2018

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tom 22

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nr 2

79-87

EN

In recent years research have shown a significant decrease in physical activity (PA) among young population. Increasingly carried out diagnosis of physical activity at different stages of our lives, with particular regard to children and adolescents indicates that with age, level of physical activity, especially in leisure time is reduced. The purpose of the research is to compare the selected parameters of physical activity during one day among students aged 6-8 years old. The study was conducted with use of the accelerometer ActiGraph WGT3X on group of 54 children (30 - school and 24 - kindergarten). Analysis shows that for such parameters as MET's, Vigorous, Total MVPA and Steps Counts one observed difference between the stay at school and sometimes school has statistical significance (p < 0,05). On the basis of the studies carried out it is shown that the school environment helps to increase physical activity among children in school and the fact is that these children are more active.

15

Nineteenth century early childhood institutions in Aotearoa New Zealand: Legacies of enlightenment and colonisation

88%

May H.

Journal of Pedagogy

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2015

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tom 6

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nr 2

21-39

EN

The nineteenth century colonial setting of Aotearoa NZ is the most distant from the cradle of European Enlightenment that sparked new understandings of childhood, learning and education and spearheaded new approaches to the care and education of young children outside of the family home. The broader theme of the Enlightenment was about progress and the possibilities of the ongoing improvement of peoples and institutions. The young child was seen as a potent force in this transformation and a raft of childhood institutions, including the 19th century infant school, kindergarten, and crèche were a consequence. The colonisation and settlement of Aotearoa NZ by European settlers coincided with an era in which the potency of new aspirations for new kinds of institutions for young children seeded. It is useful in the 21st century to reframe the various waves of colonial endeavour and highlight the dynamic interfaces of being colonised for the indigenous populations; being a colonial for the settler populations; and the power and should be purposed of the colonising cultures of Europe. It can be argued that in the context of ECE neither the indigenous nor settler populations of Aotearoa NZ were passive recipients of European ECE ideas but, separately and together, forged new understandings of childhood and its institutions; enriched and shaped by the lessons learned in the colonial setting of Aotearoa NZ.

16

Self-Evaluation of Future Teachers’ Didactic Competencies

88%

Lipnická M. , Babiaková S. , Cabanová M.

The New Educational Review

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2019

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tom 57

115-126

EN

The contribution presents partial results of research aimed to find out students’ evaluation opinions of their own knowledge and experience for development of children’s language and literary literacy in kindergartens and children’s school clubs and to point out differences in self-evaluation, depending on the length and the form of the study. The research sample consisted of 98% of students of the full-time and part-time study programme of Pre-School and Elementary Pedagogy, 228 in total. An 11-item questionnaire of our own design was used in the research. In the items P5 - P11, students expressed their subjective evaluation opinion of their knowledge and experience on a five-point scale. Research results showed that students’ self-evaluation of knowledge and experience in language and literary literacy depends on both the length and the form of their study1.

17

A case study on the development of kindergarten multicultural curriculum resources – kindergarten A in the Tujia Region, Southeast of Chong Qing

88%

Yang X. , Wang S.

Problemy Wczesnej Edukacji

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2012

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tom 8

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nr 3(18)

19-28

EN

The multicultural curriculum is an important part of multicultural education and inevitably a choice for preschool education in the minority areas of China. Focusing on the development of multicultural curriculum resources in the minority areas, this study focuses on a kindergarten in Tujia to investigate and analyze multicultural curriculum resources development by using multiple methods: documentation analysis, interview, observation and so on. Generally, the research found that the orientation of the curriculum exploration goals is undefined, while the selection of curriculum development content and approaches to curriculum exploration are unitary. Meanwhile, based on interpretative understandings in case study and relevant theory, this article reflects the condition of the kindergarten multicultural curriculum in our minority areas concerning content selection and approaches to curriculum development, and proposes some ideas for setting up a multicultural project. Clarifying goals setting, enriching curriculum exploration of content, as well as expanding approaches to curriculum exploration, are also proposed in this thesis.

18

Особенности адаптации детей к детскому саду: психологический аспект

88%

Belovol E. V. , Shurupova E. Y.

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2013

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tom 9

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nr 3(22)

29-41

EN

The process of children’s adaptation to kindergarten is considered to be a cumulative interaction of external factors assessed by adults and internal ones, caused by the emotional attitude of children to kindergarten and their individual states. External assessments have proved to be an unreliable index of the successfulness of the child’s adaptation to kindergarten. The research revealed that a relatively large group of children who outwardly adapted to kindergarten quite well and, therefore, did not attract the attention of adults, at the same time experienced intense emotional discomfort. The psychological determinants of successful adaptation along with unsuccessful ones were revealed empirically.

19

Określanie zawartości cukru w owocach – doświadczenia chemiczne w przedszkolu

87%

Nazaruk S. , Klim-Klimaszewska A.

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2020

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nr 58

263-277

PL

Experiments carried out by children are highly instructive adventures that develop interest in science. Nothing motivates a child to learn physics or chemistry more than experimentation. Supervised by their teachers, using safe reagents, chemical glass, and other equipment required to conduct experiments, “Little Scientists” discover the laws of physics and chemistry. Experimenting favors a search for answers to the most basic questions; it helps children see the magic of science and discover the secrets of the world around them. Contrary to the common opinion, holding that physical or chemical experiments may be introduced at the beginning of primary school at the earliest, preschool-age children are already prepared for such activities. The article presents a chemical experiment concerning sugar detection conducted by 6-year-olds. Research was performed to determine whether making chemical experiments has an impact on the level of children’s knowledge about sugars. The study included 20 children who carried out chemical experiments in four parallel groups. The level of knowledge was tested twice: first prior to the experiment and then following the experiment. The analysis of the data obtained demonstrated that after the experiment the level of children’s knowledge about sugars increased significantly, as evidenced by the t-Student Test outcomes.

20

Changes in the Educational Practice in Kindergartens in the Czech Republic

76%

Radmila Burkovičová R. B.

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2016

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nr 42

471-485

PL

Relatively extensive changes are currently taking place in the system of preschool education in the Czech Republic, which will mainly affect the educational landscape of kindergartens. A personalityoriented model of preschool education requires a considerate, understanding and helping approach to each child. The joint education of all children, where inclusion occurs for certain children who were excluded from children’s communities in the past, is happening within the context of Czech and international legislation. Supporting measures are provided to children where required. However, such measures may ultimately also benefit the teacher.