AB

Bibliografia publikacji pracowników
Państwowej Szkoły Wyższej w Białej Podlaskiej

Baza tworzona przez Bibliotekę Akademii Bialskiej im. Jana Pawła II.


Zapytanie: KLIM-KLIMASZEWSKA ANNA
Liczba odnalezionych rekordów: 17



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Nr opisu: 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.^achildren^akindergarten^askills
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Index Copernicus: 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.^achildren^akindergarten^askills
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Nr opisu: ecie bialskim. Badania przeprowadzono za pomocą testu Oziereckiego przystosowanego do polskich potrzeb przez Aleksandra Barańskiego. Badania zrealizowano w dwóch etapach. Pierwszy etap przeprowadzono na początku roku szkolnego, drugi zaś po 6 miesiącach. Wyniki badań pokazały, z jednej strony, progres umiejętności grafomotorycznych u większości dzieci, a z drugiej, w niektórych przypadkach, potrzebę wsparcia w formie specjalistycznych zajęć terapeutycznych.^aTokarewicz, Ewa^cy^agrafomotoryka^agraphomotor skills^aWriting is one of the basics skills in the process of learning, thus it is of outmost importance for a child to master it to the best extent possible. As far as learning to write is concerned, specialists draw attention to the need to improve manual dexterity, visual-motor coordination, and the development of balance, the acquisition of which is to ensure the achievement of school readiness. The above mentioned skills are referred to as graphomotorics. Children who can have future problems with writing can already be identified in preschool. Therefore, the purpose of the research was to diagnose the level of graphomotor skills development in 5-year-old children (120 preschoolers) attending randomly selected kindergartens in Biała Podlaska district. The research was performed by means of the Ozierecki test which was adapted to the needs of Polish research by Aleksander Barański. The research was conducted in two stages. The first one was performed at the beginning of the school year, and the second one was carried out after six months. On the one hand, the research findings indicated the development of graphomotor skills. However, in some cases, the need for therapeutic support was identified.^arozwój dziecka^achild development^aprzedszkole^apreschools^anauczyciel^ateachers
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Tytuł pracy: 20192080-850X2018/201910.18290/rped.2019.11.2-0Nazaruk, StanisławadziecichildrenKopia dostępna w Sekcji Bibliometrii.FINAL_PUBLISHEDPisanie zalicza się do podstawowych umiejętności gwarantujących dziecku uczenie się, dlatego ważne jest to, aby ta umiejętność przez dziecko została opanowana w najwyższym stopniu. W odniesieniu do nauki pisania specjaliści zwracają uwagę na potrzebę kształtowania sprawności manualnych, koordynację wzrokowo-ruchową, kształtowanie równowagi, opanowanie których zapewni dziecku osiągnięcie gotowości szkolnej. Wymienione umiejętności określa się pojęciem grafomotoryki. Dzieci, które w przyszłości mogą mieć problemy z nauką pisania, można dostrzec już w przedszkolu. Dlatego celem podjętych badań było zdiagnozowanie poziomu rozwoju grafomotoryki u dzieci 5-letnich (120 osób) uczęszczających do kilku losowo wybranych przedszkoli w powiecie bialskim. Badania przeprowadzono za pomocą testu Oziereckiego przystosowanego do polskich potrzeb przez Aleksandra Barańskiego. Badania zrealizowano w dwóch etapach. Pierwszy etap przeprowadzono na początku roku szkolnego, drugi zaś po 6 miesiącach. Wyniki badań pokazały, z jednej strony, progres umiejętności grafomotorycznych u większości dzieci, a z drugiej, w niektórych przypadkach, potrzebę wsparcia w formie specjalist : T. 11 : 2544-5243 : CC-BY-NC-ND, OPEN_JOURNAL
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3/17
Nr opisu: Reading and writing are basic skills that guarantee child's learning. Therefore, it is important that the child has mastered these skills to the best extent. Unfortunately, not all children can meet the requirements in the field of learning to read and write. Problems of varying intensity and range appear, they are caused by various disorders of the perceptual-motor functions. Children who may have problems with reading and writing in the future can already be seen in the kindergarten. Therefore, the aim of the study was to diagnose the risk of dyslexia and dysgraphia among children aged 5-6. The study included 300 children from kindergartens in Biała Podlaska, Poland. The results of the study showed that children at risk for dyslexia and dysgraphia are present in the study group. The most frequent manifestations of these disorders were in the field of fine motor skills, gross motor skills, language functions, visual functions and attention. They were caused by various factors related to the functioning of the nervous system that affect its development. Among the children diagnosed with these disorders, therapeutic measures have been taken to help reduce developmental delays and make it easier for them to learn in primary school.^adysgraphia^adyslexia^akindergarten^ateacher^aparents^aPublikacja zindeksowana w bazie
Autorzy: OTHER Reading and writing are basic skills that guarantee child's learning. Therefore, it is important that the child has mastered these skills to the best extent. Unfortunately, not all children can meet the requirements in the field of learning to read and write. Problems of varying intensity and range appear, they are caused by various disorders of the perceptual-motor functions. Children who may have problems with reading and writing in the future can already be seen in the kindergarten. Therefore, the aim of the study was to diagnose the risk of dyslexia and dysgraphia among children aged 5-6. The study included 300 children from kindergartens in Biała Podlaska, Poland. The results of the study showed that children at risk for dyslexia and dysgraphia are present in the study group. The most frequent manifestations of these disorders were in the field of fine motor skills, gross motor skills, language functions, visual functions and attention. They were caused by various factors related to the functioning of the nervous system that affect its development. Among the children diagnosed with these disorders, therapeutic measures have been taken to help reduce developmental delays and make it easier for them to learn in primary sc.
Tytuł pracy: FINAL_PUBLISHEDReading and writing are basic skills that guarantee child's learning. Therefore, it is important that the child has mastered these skills to the best extent. Unfortunately, not all children can meet the requirements in the field of learning to read and write. Problems of varying intensity and range appear, they are caused by various disorders of the perceptual-motor functions. Children who may have problems with reading and writing in the future can already be seen in the kindergarten. Therefore, the aim of the study was to diagnose the risk of dyslexia and dysgraphia among children aged 5-6. The study included 300 children from kindergartens in Biała Podlaska, Poland. The results of the study showed that children at risk for dyslexia and dysgraphia are present in the study group. The most frequent manifestations of these disorders were in the field of fine motor skills, gross motor skills, language functions, visual functions and attention. They were caused by various factors related to the functioning of the nervous system that affect its development. Among the children diagnosed with these disorders, therapeutic measures have been taken to help reduce developmental delays and make it easier for them to learn in primary school.dysgraphiadyslexiakindergartenteacherparentsPublikacja zindeksowana w bazie WoS w czerwcu 2019 r. : OTHER, OPEN_JOURNAL
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Słowa kluczowe ang.: cAT_PUBLICATION^eOPEN_JOURNAL^aReading and writing are basic skills that guarantee child's learning. Therefore, it is important that the child has mastered these skills to the best extent. Unfortunately, not all children can meet the requirements in the field of learning to read and write. Problems of varying intensity and range appear, they are caused by various disorders of the perceptual-motor functions. Children who may have problems with reading and writing in the future can already be seen in the kindergarten. Therefore, the aim of the study was to diagnose the risk of dyslexia and dysgraphia among children aged 5-6. The study included 300 children from kindergartens in Biała Podlaska, Poland. The results of the study showed that children at risk for dyslexia and dysgraphia are present in the study group. The most frequent manifestations of these disorders were in the field of fine motor skills, gross motor skills, language functions, visual functions and attention. They were caused by various factors related to the functioning of the nervous system that affect its development. Among the children diagnosed with these disorders, therapeutic measures have been taken to help reduce developmental delays and make it easier for them to learn in primary school.^adysgraphia^adyslexia^akindergarten^ateacher^aparents^aPublikacja zindeksowana w bazie WoS w czerwcu 2019 r.
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4/17
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Seria: Koncepcja Marii Montessori a rozwój umiejętności samoobsługowych u dzieci w wieku przedszkolnymPedagogika Przedszkolna i Wczesnoszkolna20182353-71402018/2019Nazaruk, Stanisławaczterolatki4-year-old childrenKopia dostępna w Sekcji Bibliometrii.FINAL_PUBLISHEDThe development of self-care skills in children is a part of the Core curriculum for preschool education. The contents regarding formation of such skills include shaping hygiene practices, good habits and developing motor skills. Maria Montessori drew attention to the development of selfcare skills and functional independence. In her concept of preschool child education, Maria Montessori developed practical life activities which were intended to serve the development of specific skills and their application to everyday life. Therefore, the aim of the research was to identify the level of self-care skills in 4-year-old children attending selected kindergartens located in Mińsk Mazowiecki and Siedlce. The research was conducted on 200 children from Non-public Creative Activity Montessori Kindergarten 'Zameczek' in Siedlce, Non-public Montessori Kindergarten 'Delfinek' in Mińsk Mazowiecki and 6 traditional kindergartens - 2 of which were located in Mińsk Mazowiecki and 4 located in Siedlce. The obtained resea, Vol. 6, 2353-7159, OTHER, nr 2(12), y, AT_PUBLICATION ; s. 253--265, 3530008926, OPEN_JOURNAL, 3530008925
Charakterystyka wg MNiSW: 008926^f3530008925^aKoncepcja Marii Montessori a rozwój umiejętności samoobsługowych u dzieci w wieku przedszkolnym^aPedagogika Przedszkolna i Wczesnoszkolna^a2018^bVol. 6^cnr 2(12)^ds. 253--265^a2353-7140^b2353-7159^a2018/2019^aNazaruk, Stanisława^cy^aczterolatki^a4-year-old children^aKopia dostępna w Sekcji Bibliometrii.^aFINAL_PUBLISHED^bOTHER^cAT_PUBLICATION^eOPEN_JOURNAL^aThe development of self-care skills in children is a part of the Core curriculum for preschool education. The contents regarding formation of such skills include shaping hygiene practices, good habits and developing motor skills. Maria Montessori drew attention to the development of selfcare skills and functional independence. In her concept of preschool child education, Maria Montessori developed practical life activities which were intended to serve the development of specific skills and their application to everyday life. Therefore, the aim of the research was to identify the level of self-care skills in 4-year-old children attending selected kindergartens located in Mińsk Mazowiecki and Siedlce. The research was conducted on 200 children from Non-public Creative Activity Montessori Kindergarten 'Zameczek' in Siedlce, Non-public Montessori Kindergarten 'Delfinek' in Mińsk Mazowiecki and 6 traditional kindergartens - 2 of which were located in Mińsk Mazowiecki and 4 located in Siedlce. The obtained research results indicated a varied level of self-care skills depending on kindergarten the children attended.^aTokarewicz, Ewa^cy^aprzedszkole^akindergarten^aumiejętności samoobsługowe^aself-care skills^akoncepcja pedagogiczna Marii Montessori^athe pedagogical concept of Maria Montessori
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Charakterystyka wg MNiSW: ver the laws of physics and chemistry supervised by their teachers, using safe reagents, chemical glass, and other equipment required to conduct experiments. Experimenting favours the search for answers to the most basic questions, it helps children see the magic of science and discover the secrets of the world around. 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 next - following the experiment. The analysis of obtained data demonstrated that after the experiment the level of children's knowledge about sugars increased significantly, as evidenced by the t-Student Test outcomes.^aprzedszkole^akindergarten^awiedza^aknowledge^aumiejętności^askills^aeksperymenty chemiczne^achemical experiments
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Autorzy: educationintellectual developmentsocial skillskindergarten.
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Słowa kluczowe ang.: ibliometrii^aFINAL_PUBLISHED^bOTHER^cAT_PUBLICATION^ePUBLISHER_WEBSITE^aOne characteristic feature of a constructed environment is that, once built, it lasts for years and continues to influence our behaviors and moods. Decisions regarding space design and development should account for the fact that every newly erected building interferes with the natural environment, the good shape of which preconditions human existence. We all are in space, however, not all of us are equally aware of its meaning. Raising awareness of the value of external environment is the task of architectural education, which - when commonly understood - may result in an increase of quality of life in a harmonious environment. The term architectural education may be broadly understood but its impact on human life is invaluable. One may not ignore a correct way of viewing the surrounding environment and the meaning of architecture in the widely understood child development. Architectural skills should be developed as they will contribute to one's success in the years to come. Still, for architectural education to be effective, it must be introduced as early as possible, i.e. already in preschool. The Polish system of education has recognized the importance and meaning of the need of an informed and responsible manner of developing the environment by implementing architecture-related contents into the core curriculum. The preschool core curriculum sets forth, amongst other things, that a child graduating from preschool can develop space and impart meaning on objects found within it, undertake independent cognitive activities, such as space development, implementing its own construction ideas.^akondergarten^achildren
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Index Copernicus: oms of autism are avoidance of social communication, lack of formation of social bonds, and social isolation (seclusion). Despite the fact that the disease is not related to physical pain, it gives one a much worse type of pain - mental pain. Faces of autistic children do not show any changes indicative of autism. However, an affected child is not understood and perceived as "strange" by most of his environment. Autism affects between 2 and 5 per 5000 children. Even though it is four times more common in boys than it is in girls, developmental problems originating from autism are more severe in the case of the latter. Seventy years of research in autism have allowed one to comprehend the disease in as much as to define it, isolate its kinds and specify types of treatment.Undoubtedly, medicine is closer and closer to finding answers to questions about disease etiology, but therapy and education of autistic children, which should begin as early as possible, are becoming increasingly important, too. The process of teaching and raising autistic children should be carried out both in preschool and at home, i.e. in child's closest environment, because suitable preschool education gives autistic children a great opportunity to develop. Key Polish legislation setting forth the principles of educating autistic children in preschool includes two basic laws.The first is the Law on the System of Education, which provides for a possibility to attend all types of preschools by disabled or socially maladapted children, in accordance with their individual developmental and educational needs and predisposition. Under the Law, disabled children may attend general-access preschools together with healthy children.The second legal act is the Regulation of the Minister for National Education on the conditions of organization of education, upbringing and care of disabled children, socially maladjusted children, and children at risk of social maladjustment.The article presents a case study of an autistic child attending^achild^akindergarten^apreschool education
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Słowa kluczowe ang.: d more about autism. Nevertheless, both etiology and treatment of the disorder remain a mystery. This makes autism an incurable illness. Difficulties include diagnosing children for symptoms of autism and therapy, which requires extraordinary commitment on the part of parents of an autistic child. The disease is so diverse that it is practically impossible to identify two individuals presenting identical symptoms (sings). The diagnosis, treatment, and even the definition of autism are subject to numerous publications and research. Autism is said to be a developmental disorder, typically manifested within the first three years of life secondary to a neurological disorder, which affects brain functioning. In addition, it is often referred to as a spectrum disorder, which means that its characteristic features and symptoms may have multiple and varied interrelations, from minor to major ones.The main symptoms of autism are avoidance of social communication, lack of formation of social bonds, and social isolation (seclusion). Despite the fact that the disease is not related to physical pain, it gives one a much worse type of pain - mental pain. Faces of autistic children do not show any changes indicative of autism. However, an affected child is not understood and perceived as "strange" by most of his environment. Autism affects between 2 and 5 per 5000 children. Even though it is four times more common in boys than it is in girls, developmental problems originating from autism are more severe in the case of the latter. Seventy years of research in autism have allowed one to comprehend the disease in as much as to define it, isolate its kinds and specify types of treatment.Undoubtedly, medicine is closer and clos
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Nr opisu: erzity v Rùomberku^c2017^a978-80-561-0490-3^a2017/2018^aNazaruk, Stanisława^cy^apreschool education^aKopia dostępna w Sekcji Bibliometrii^aPreschool education is the first stage of education and includes children from the age of 3 until they start primary school. It serves both a protective and an educational function. lt provides an opportunity to play with others and learn in a safe, child-friendly environment suited to one's developmental needs. In the past, preschool education used to focus mainly on child care and activities , whereas now more attention is paid to a comprehensive development of child's personality. It is associated with an increase in the number of different activity forms, various types of plays and games, and development of child' s interests . The article present solutions for working with children with special educational needs.^akindergarten^achild^aspecial educational needs
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11/17
Tytuł pracy w innym języku: children in 6-year-oldurban and rural environmentsdeveloping knowledge and skills
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Charakterystyka formalna: age-appropriate flash cards. During 6 months, teachers systematically introduced a direct learning project on nature in four ecosystems: a meadow, a park, a forest, a zoo. The analysis of the data gathered in the research showed that direct cognition has an impact on increasing children's knowledge and skills.^achildren in 6-year-old^aurban and rural environments^adeveloping knowledge and skills
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Słowa kluczowe ang.: treats pre-school instruction as the first level of early child education. The pre-school age is seen as a very important period of life. A pre-school child grasps knowledge spontaneously, naturally, in all circumstances, thus, direct learning seems to be of particular importance. It may therefore seem that children living in the village have more stimuli for direct learning about nature, developing their knowledge and skills. However, children living in the city have more access to different amenities and financial resources to develop their talents and interests. The following studies have been conducted to determine whether there is a difference in the knowledge and skills about nature in 6-year-old children regarding the place of residence. The research covered 50 children in the city and 40 children in the village. The examination consisted of two stages: the pre-test and post-test. There were used age-appropriate flash cards. During 6 months, teachers systematically introduced a direct learning project on nature in four ecosystems: a meadow, a park, a forest, a zoo. The analysis of the data gathered in the research showed that direct cognition has an impact on increasing children's knowledge and skills.^achildren in 6-year-old^aurban and rural environments^adeveloping knowledge and skills
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Autorzy: , IATED Academy OTHER S.4070-4075Seville978-84-697-6957-72017/201810.21125/iceri.2017.1074Tokarewicz, EwalyingKopia dostępna w Sekcji BibliometriiFINAL_PUBLISHEDThe preschool period is the time when children slowly start to understand what is happening around them. They do not copy all forms of behavior of immediate family any more but try to analyze their own and other people's behavior. Preschool children know all the prohibitions and orders which, up to this point, have been primarily imposed on them by their parents. At this age, children begin to understand that the imposed rules do not have to be observed at all times. They experience their environment gradually and come to the conclusion that many issues may be solved in a simpler way, although not always the way it should be done. A child already knows there is 'something' which helps to reach a given goal, to escape the obligation or punishment, and to win peer approval. This 'something' is a lie. Some children quite soon understand that lying is just not worth it because it involves many unpleasant repercussions. However, some of them choose lying because it seems to be easier to them. (...) The existing literature on the topic presents different classifications of children's lies as small children lie for a variety of reasons in many different situations. Preschool children are too young to comprehend the way adults understand the consequences of not telling the truth repeatedly. However, the preschool period is a good moment to make children aware of the fact that lying is not a desirable behavior and teach them honesty. Thus, the article presents th.
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Seria: Lying among children of preschool ageICERI2017 Proceedings 10th International Conference of Education, Research and Innovation November 16th-18th, 2017 - Seville, SpainS.4070-4075Seville978-84-697-6957-72017/201810.21125/iceri.2017.1074Tokarewicz, EwalyingKopia dostępna w Sekcji BibliometriiFINAL_PUBLISHEDThe preschool period is the time when children slowly start to understand what is happening around them. They do not copy all forms of behavior of immediate family any more but try to analyze their own and other people's behavior. Preschool children know all the prohibitions and orders which, up to this point, have been primarily imposed on them by their parents. At this age, children begin to understand that the imposed rules do not have to be observed at all times. They experience their environment gradually and come to the conclusion that many issues may be solved in a simpler way, although not always the way it should be done. A child already knows there is 'something' which helps to reach a given goal, to escape the obligation or punishment, and to win peer approval. This 'something' is a lie. Some children quite soon understand th, IATED Academy, OTHER, edited by L. Gómez Chova, A. López Martínez, I. Candel Torres, 2017, x, AT_PUBLICATION, PUBLISHER_WEBSITE, 3321828733
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Nr opisu: ychophysical development and related physical activity of children. The article presents the results of pilot studies which were conducted in May 2017 in 6 selected kindergartens located in Biala Podlaska District. The analysis of the research data indicates the need to develop preschool facilities and to educate kindergarten teachers in the field of physical education. The research data allows for the formulation of conclusions on the effective physical activity of preschool children.^aTokarewicz, Ewa^cy^aprzedszkole^akindergarten^aaktywność fizyczna^aphysical activity^arozwój dziecka^achild development
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Uwagi: Opportunities for physical activity among preschool-aged children - examples from selected kindergartensPedagogika Przedszkolna i Wczesnoszkolna20172353-71402017/2018Nazaruk, StanisławadziecichildrenKopia dostępna w Sekcji BibliometriiFINAL_PUBLISHEDPreschool education is recognized today as the first stage of education and upbringing of a child, and certainly the most important one. During this period children acquire new skills, habits, and develop values to which they adhere later on in life. The central role of physical activity in this period should also be acknowledged. Therefore, the scientific community, teachers, parents and other specialists pay more and more attention to the actions performed by kindergartens pertaining to psychophysical development and related physical activity of children. The article presents the results of pilot studies which were conducted in May 2017 in 6 selected kindergartens located in Biala Podlaska District. The analysis of the research data indicates the need to develop preschool facilities and to educate kindergarten teachers in the field of physical education. The research data allows for the formulation of conclusions on the effective physical activity of preschool children.Tokarewicz, Ewaprzedszkolekindergartenaktywność fizycznaphysical activityrozwój dzieckachild development
Tytuł pracy: Możliwości realizacji aktywności fizycznej przez dzieci w wieku przedszkolnym - przykłady z wybranych przedszkoliOpportunities for physical activity among preschool-aged children - examples from selected kindergartensPedagogika Przedszkolna i Wczesnoszkolna20172353-71402017/2018Nazaruk, StanisławadziecichildrenKopia dostępna w Sekcji BibliometriiFINAL_PUBLISHEDPreschool education is recognized today as the first stage of education and upbringing of a child, and certainly the most important one. During this period children acquire new skills, habits, and develop values to which they adhere later on in life. The central role of physical activity in this period should also be acknowledged. Therefore, the scientific community, teachers, parents and other specialists pay more and more attention to the actions performed by kindergartens pertaining to psychophysical development and related physical activity of children. The article presents the results of pilot studies which were conducted in May 2017 in 6 selected kindergartens located in Biala Podlaska District. The analysis of the research data indicates the need to develop preschool facilities and to educate kindergarten teachers in the field of physical education. The research data allows for the formulation of conclusion : Vol. 5 : 2353-7159 : OTHER, OPEN_JOURNAL, 3421768783
Charakterystyka formalna: tens pertaining to psychophysical development and related physical activity of children. The article presents the results of pilot studies which were conducted in May 2017 in 6 selected kindergartens located in Biala Podlaska District. The analysis of the research data indicates the need to develop preschool facilities and to educate kindergarten teachers in the field of physical education. The research data allows for the formulation of conclusions on the effective physical activity of preschool children.^aTokarewicz, Ewa^cy^aprzedszkole^akindergarten^aaktywność fizyczna^aphysical activity^arozwój dziecka^achild development
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Autorzy: , IATED Academy OTHER ICERI2017 Proceedings 10th International Conference of Education, Research and Innovation November 16th-18th, 2017 - Seville, SpainS. 4061-4069Publikacja naukowa w recenzowanych materiałach z konferencji międzynarodowej zindeksowana w WoS w maju 2018 r.Seville978-84-697-6957-72017/201810.21125/iceri.2017.1073Tokarewicz, Ewaautistic childrenFINAL_PUBLISHEDThe quantity and quality of information pertaining to Autism Spectrum Disorder has been on the increase over the past years, not only in the media but also in other sectors, especially in the scientific, non-governmental and educational ones. On the one hand, this information pertains to the essence of autism as a disease, its etiology, symptoms and treatment. On the other hand, it relates to the subject itself, namely children and adolescents with autism. There are more and more scientific publications and guides addressed to parents raising autistic children, teachers and therapists. Moreover, better cooperation at the institutional and individual level can be observed. In spite of the positive changes regarding public perception of ASD and the dissemination of knowledge on that topic, there is much more to be done in this respect. Therefore, the article is designed not only to describe the theoretical aspect of the disease but also the practical one by showing how an autistic child functions in the family. (...) By reason of the research subject, a standardized and recognized in Poland research tool for diagnosing parental attitudes toward their autistic children was used. The research findings revealed that some parents were diagnosed with attitudes which were not desirab.
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  • ence of autism as a disease, its etiology, symptoms and treatment. On the other hand, it relates to the subject itself, namely children and adolescents with autism. There are more and more scientific publications and guides addressed to parents raising autistic children, teachers and therapists. Moreover, better cooperation at the institutional and individual level can be observed. In spite of the positive changes regarding public perception of ASD and the dissemination of knowledge on that topic, there is much more to be done in this respect. Therefore, the article is designed not only to describe the theoretical aspect of the disease but also the practical one by showing how an autistic child functions in the family. (...) By reason of the research subject, a standardized and recognized in Poland research tool for diagnosing parental attitudes toward their autistic children was used. The research findings revealed that some parents were diagnosed with attitudes which were not desirable in the process of childrearing, which in turn may have a negative influence on the upbringing and the development of a child. Relevant research results were made available to the parents participating in the study in order to help them take corrective actions because the best interest of a child should be a priority for its parents.^aNazaruk, Stanisława^cx^aautism spectrum disorders^aparents^aupbringing^aparental attitudes


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    Nr opisu: s in Poland^aMultidisciplinary Journal of School Education^a2017^bVol. 12^cno 2^dp. 181--196^aPoprzedni tytuł czasopisma: Journal of Preschool and Elementary School Education - ISSN 2084-7998 (zmiana w 2016 r.). Na liście czasopism punktowanych MNiSW funkcjonuje pod poprzednim tytułem. Druk 2018 r.^a2543-7585^b2543-8409^a2017/2018^a10.14632/mjse.2017.12.181^aNazaruk, Stanisława^cy^astudent^aKopia dostępna w Sekcji Bibliometrii.^aFINAL_PUBLISHED^bOTHER^cAT_PUBLICATION^eOPEN_JOURNAL^aAccession of Poland to the European Union induced a variety of changes in different areas of life, including education. A second language was introduced as a compulsory subject in kindergarten and primary school and two compulsory foreign languages in general lower and upper secondary schools. English is the most popular of all languages in all types of schools, regardless of the level of education they represent. Globalization of the English language, the process which can be observed nowadays, has a significant impact on actions taken by schools to popularize learning this language. Therefore, the research was performed with a view to achieving a better understanding of the popularization of English language learning in primary schools in the larger context of a variety of factors. Basing on the analysis of research results, the conclusions reflecting real needs of learners as far as the more effective English language learning is concerned have been drawn. Sharing the research findings with the primary schools which participated in the research will contribute to their practical application.^aTokarewicz, Ewa^cy^aprimary school^aEnglish language learning^apopularization^amotivation to learn
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    Tytuł pracy: The Popularization of English Language Learning in Primary Schools in PolandMultidisciplinary Journal of School Education2017Poprzedni tytuł czasopisma: Journal of Preschool and Elementary School Education - ISSN 2084-7998 (zmiana w 2016 r.). Na liście czasopism punktowanych MNiSW funkcjonuje pod poprzednim tytułem. Druk 2018 r.2543-75852017/201810.14632/mjse.2017.12.181Nazaruk, StanisławastudentKopia dostępna w Sekcji Bibliometrii.FINAL_PUBLISHEDAccession of Poland to the European Union induced a variety of changes in different areas of life, including education. A second language was introduced as a compulsory subject in kindergarten and primary school and two compulsory foreign languages in general lower and upper secondary schools. English is the most popular of all languages in all types of schools, regardless of the level of education they represent. Globalization of the English language, the process which can be observed nowadays, has a significant impact on actions taken by schools to popularize learning this language. Therefore, the research was performed with a view to achieving a better understanding of the popularization of English language learning in primary schools in the larger context of a variety of factors. Basing on the analysis of research results, the conclusi : Vol. 12 : 2543-8409 : OTHER, OPEN_JOURNAL
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    Słowa kluczowe ang.: uage Learning in Primary Schools in Poland^aMultidisciplinary Journal of School Education^a2017^bVol. 12^cno 2^dp. 181--196^aPoprzedni tytuł czasopisma: Journal of Preschool and Elementary School Education - ISSN 2084-7998 (zmiana w 2016 r.). Na liście czasopism punktowanych MNiSW funkcjonuje pod poprzednim tytułem. Druk 2018 r.^a2543-7585^b2543-8409^a2017/2018^a10.14632/mjse.2017.12.181^aNazaruk, Stanisława^cy^astudent^aKopia dostępna w Sekcji Bibliometrii.^aFINAL_PUBLISHED^bOTHER^cAT_PUBLICATION^eOPEN_JOURNAL^aAccession of Poland to the European Union induced a variety of changes in different areas of life, including education. A second language was introduced as a compulsory subject in kindergarten and primary school and two compulsory foreign languages in general lower and upper secondary schools. English is the most popular of all languages in all types of schools, regardless of the level of education they represent. Globalization of the English language, the process which can be observed nowadays, has a significant impact on actions taken by schools to popularize learning this language. Therefore, the research was performed with a view to achieving a better understanding of the popularization of English language learning in primary schools in the larger context of a variety of factors. Basing on the analysis of research results, the conclusions reflecting real needs of learners as far as the more effective English language learning is concerned have been drawn. Sharing the research findings with the primary schools which participated in the research will contribute to their practical application.^aTokarewicz, Ewa^cy^aprimary school^aEnglish language learning^apopularization^amotivation to learn
    Słowa kluczowe ang.: ;
    Inne bazy podające opis:
  • represent. Globalization of the English language, the process which can be observed nowadays, has a significant impact on actions taken by schools to popularize learning this language. Therefore, the research was performed with a view to achieving a better understanding of the popularization of English language learning in primary schools in the larger context of a variety of factors. Basing on the analysis of research results, the conclusions reflecting real needs of learners as far as the more effective English language learning is concerned have been drawn. Sharing the research findings with the primary schools which participated in the research will contribute to their practical application.^aTokarewicz, Ewa^cy^aprimary school^aEnglish language learning^apopularization^amotivation to learn

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    Nr opisu: study Mathematics in school can distinguish between basic geometric figures (circles, squares, triangles, rectangles). Nevertheless, a review of the records of student training in kindergarten revealed that there were no geometry-related subjects in any of them. Therefore, it was decided to further explore whether it was the teachers who did not implement geometrical concepts or just the students, who had no opportunity to observe or conduct classes in the field. In addition, if the latter was the case, the analysis was to include the extent to which teachers implement geometric concepts.A total of 150 teachers (females only), 78 teachers from 19 kindergartens located in Siedlce and 72 teachers from 18 kindergartens located in Biala Podlaska, participated in the research. The research methods of a diagnostic survey and document review were employed. Structured interviews were conducted with the teachers in order to identify the factors having an influence on the implementation of geometric concepts in kindergartens. The content analysis of geometry topics recorded in class registers was performed for the period of 8 months. The analysis of research results revealed that, in most cases, there was no systematic mathematical education with geometric content provided by most of the teachers participating in the
    Autorzy: .
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    Słowa kluczowe: with the teachers in order to identify the factors having an influence on the implementation of geometric concepts in kindergartens. The content analysis of geometry topics recorded in class registers was performed for the period of 8 months. The analysis of research results revealed that, in most cases, there was no systematic mathematical education with geometric content provided by most of the teachers participating in the research. They do not use children's potential, i.e. geometric intuition, in an effective way. However, if properly shaped in kindergarten, this intuition may be a baseline for a more systematic study of Mathematics, including geometry, in school. On the basis of this research, conclusions may be drawn about the scope of geometrical education in kindergartens.^ageometrical education^ageometrical concepts^apreschool education
    Słowa kluczowe ang.: the child that is prepared to study Mathematics in school can distinguish between basic geometric figures (circles, squares, triangles, rectangles). Nevertheless, a review of the records of student training in kindergarten revealed that there were no geometry-related subjects in any of them. Therefore, it was decided to further explore whether it was the teachers who did not implement geometrical concepts or just the students, who had no opportunity to observe or conduct classes in the field. In addition, if the latter was the case, the analysis was to include the extent to which teachers implement geometric concepts.A total of 150 teachers (females only), 78 teachers from 19 kindergartens located in Siedlce and 72 teachers from 18 kindergartens located in Biala Podlaska, participated in the research. The research methods of a diagnostic survey and document review were employed. Structured interviews were conducted with the teachers in order to identify the factors having an influence on the implementation of geometric concepts in kindergartens. The content analysis of geometry topics recorded in class registers was performed for the period of 8 months. The analysis of research results revealed that, in most cases, there was no systematic mathematical education with geometric content provided by most of the teachers participating in the research. They do not use children's potential, i.e. geometric intuition, in an effective way. However, if properly shaped in kindergarten, this intuition may be a baseline for a more systematic study of Mathematics, including geometry, in school. On the basis of this research, conclusions may be drawn about the scope
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