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Bibliografia publikacji pracowników
Państwowej Szkoły Wyższej w Białej Podlaskiej

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


Zapytanie: PRESCHOOL EDUCATION
Liczba odnalezionych rekordów: 10



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Nr opisu: real attitudes and behaviors towards the socio-natural environment among parents of preschool children was noticed.^aekologia^aecological workshops^aCelem opracowania jest próba ukazania roli warsztatów ekologicznych w podnoszeniu świadomości ekologicznej, mającej wpływ na kształtowanie realnych postaw i zachowań względem środowiska społeczno-przyrodniczego u rodziców dzieci w wieku przedszkolnym. Materiał i metody: Badania empiryczne przeprowadzono wśród 50 rodziców dzieci uczęszczających do 4 bialskich przedszkoli. W badaniach empirycznych, przeprowadzonych w 2023 roku, zastosowano metodę sondażu diagnostycznego z wykorzystaniem technik: wywiadu i ankiety. Wyniki: Analiza ilościowa i jakościowa. Wnioski: Analiza otrzymanych wyników badań pozwoliła potwierdzić potrzebę organizowania cyklicznych warsztatów aktywizujących rodziców w zakresie oddziaływań proekologicznych na ich własne dzieci. Ukazano znaczącą role warsztatów ekologicznych uwzględniających trzy obszary przejętej na potrzeby badań koncepcji świadomości ekologicznej. Zauważono ich wyraźny wpływ na kształtowanie realnych postaw i zachowań względem środowiska społeczno-przyrodniczego u rodziców dzieci w wieku przedszkolnym. Można powiedzieć, że podjęte w ramach warsztatów oddziaływania w zakresie tych trzech wyodrębnionych obszarach świadomości ekologicznej, przyczyniły się do zapoczątkowania zauważalnych zmian w koncepcji a nawet sposobie bycia badanych osób w świecie przyrody.^arodzice^aecology^aświadomość ekologiczna^aenvironmental awareness^awarsztaty ekologiczne^aparents^awiek przedszkolny^apreschool education
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Charakterystyka formalna: gical workshops in raising ecological awareness, which has an impact on shaping real attitudes and behaviors towards the socio-natural environment among parents of preschool children. Material and methods: Empirical research was conducted among 50 parents of children attending 4 kindergartens in Biała Podlaska. In the empirical research conducted in 2023, the diagnostic survey method was used using the following techniques: interview and questionnaire. Results: Quantitative and qualitative analysis Conclusions: The analysis of the obtained research results allowed to confirm the need to organize cyclical workshops activating parents in the field of pro-ecological influences on their own children. The significant role of ecological workshops was shown, taking into account three areas of the concept of ecological awareness adopted for research purposes. Their clear impact on shaping real attitudes and behaviors towards the socio-natural environment among parents of preschool children was noticed.^aekologia^aecological workshops^aCelem opracowania jest próba ukazania roli warsztatów ekologicznych w podnoszeniu świadomości ekologicznej, mającej wpływ na kształtowanie realnych postaw i zachowań względem środowiska społeczno-przyrodniczego u rodziców dzieci w wieku przedszkolnym. Materiał i metody: Badania empiryczne przeprowadzono wśród 50 rodziców dzieci uczęszczających do 4 bialskich przedszkoli. W ba
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Nr opisu: A SensoMotoric Instrument eye-tracking device and the i ViewX platform registering data with a frame rate of 250 Hz was used. Using a special measurement system, the device can track and record the eye movements of an analysed person in a sequence and at a specific speed. The analysis of the data was performed with the application of the BeGaze 3.4 software. To demonstrate the differences between the correctness of task performance and the age and gender of the children, a Pearson's Chi squared test was performed. To analyse the time that children from the study group needed to perform specific tasks, Student's t test was employed. In all analysed cases, the significance level p =.05 was assumed. The results of the research involving the studied group of children (N = 176) demonstrated differences in the level of geometric skills. Regarding biological variables, such as gender and age, statistically significant differen observed with respect to the age of the studied group. Distinguishing between plane shapes did not cause any problems in comparison with the tasks which required analytical thinking. The most evident distinctions were observed between children aged 5 and older children (6 and 7 years old). The level of difficulty of the tasks was a factor that affected the time needed to provide answers irrespective of gender. The level of geometric performance of the majority of the studied children was normal. Nonetheless, individual targeted interventions should be considered with respect to certain children with mathematical problems in order to improve their geometric skills before they start school education. The development of pedagogical interventions should be preceded by a targeted diagnosis of unsatisfactory performance and progress with respect to elementary mathematical skill acquisition. Teachers should be inspired to use innovative methods and techniques in their didactic practise in order to motivate children to study geometry.^apreschool education^ageometry^amathematical skills
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Nr opisu: ability of preschool education. Local governments and other entities running kindergartens took advantage of the opportunity created by the European Social Fund. Nowadays, a wide variety of preschool education forms and institutions providing such education as well as educational offers can be observed. Nevertheless, there are still some areas which require support, and social debate on the effectiveness of preschool education is also needed. The way preschool establishments have come and the changes they have undergone over the past 25 years are particularly noteworthy. Starting from the period of neglect of infrastructure and the closure of preschool institutions, we have now entered the stage of clear understanding of the crucial role played by preschool education in further psychophysical development of a child and, at the same time, awareness of the need to invest both in physical and human capital of this important area of national education.^aMarchel, Joanna^cy^aedukacja przedszkolna^apreschool education^aTokarewicz, Ewa^cy^aprzedszkole^akindergarten^asamorząd lokalny^alocal government^atransformacja polityczna^apolitical transformation
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Słowa kluczowe: ion and availability of preschool education. Local governments and other entities running kindergartens took advantage of the opportunity created by the European Social Fund. Nowadays, a wide variety of preschool education forms and institutions providing such education as well as educational offers can be observed. Nevertheless, there are still some areas which require support, and social debate on the effectiveness of preschool education is also needed. The way preschool establishments have come and the changes they have undergone over the past 25 years are particularly noteworthy. Starting from the period of neglect of infrastructure and the closure of preschool institutions, we have now entered the stage of clear understanding of the crucial role played by preschool education in further psychophysical development of a child and, at the same time, awareness of the need to invest both in physical and human capital of this important area of national education.^aMarchel, Joanna^cy^aedukacja przedszkolna^apreschool education^aTokarewicz, Ewa^cy^aprzedszkole^akindergarten^asamorząd lokalny^alocal government^atransformacja polityczna^apolitical transformation
Słowa kluczowe ang.: period of political transformation to the present day^aChowanna^a2019^bT. 1 (52)^ds. 193--210^aArtykuł ukazał się w maju 2020 r.^a0137-706X^b2353-9682^a2019/2020^a10.31261/CHOWANNA.2019.52.14^aNazaruk, Stanisława^cy^adzieci^achildren^aKopia dostępna w Sekcji Bibliometrii.^aFINAL_PUBLISHED^bCC-BY-SA^cAT_PUBLICATION^eOPEN_JOURNAL^aThe changes related to the political transformation which took place in our country also affected education and, consequently, preschool education. The state delegated the responsibility for the administration of public schools, kindergartens and other educational institutions to local authorities, which involved a certain limitation in terms of the availability of kindergartens in some regions. A decrease in the number of children attending such institutions was particularly observed in rural communes. Poland's accession to the European Union was a crucial factor stimulating dissemination and availability of preschool education. Local governments and other entities running kindergartens took advantage of the opportunity created by the European Social Fund. Nowadays, a wide variety of preschool education forms and institutions providing such education as well as educational offers can be observed. Nevertheless, there are still some areas which require support, and social debate on the effectiveness of preschool education is also needed. The way preschool establishments have come and the changes they have undergone over the past 25 years are particularly noteworthy. Starting from the period of neglect of infrastructure and the closure of preschool institutions, we have now entered the stage of clear understanding of the crucial role played by preschool education in further psychophysical development of a child and, at the same time, awareness of the need to invest both in physical and human capital of this important area of national education.^aMarchel, Joanna^cy^aedukacja przedszkolna^apreschool education^aTokarewicz, Ewa^cy^aprzedszkole^akindergarten^asamorząd lokalny^alocal government^atransformacja polityczna^apolitical transformation
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Nr opisu: yh prac^eVypusk 14, častka 1^fGumanitarnyâ i gramadskiâ navuki^cred. A. M. Sendzer^aS. 168-174^aBrèst^bBrDU imâ A.S. Puškina^c2018^a978-985-555-906-2^a2018/2019^a25569^b0,64^aKonovaluk-Nikitin, Helena^cy^aedukacja zdrowotna^ahealth education^aKopia dostępna w Sekcji Bibliometrii.^aZdrowie jest wartością nie zawsze docenianą przez dzieci. Dzieci często nie zdają sobie sprawy z tego, że zdrowie można stracić i że trzeba o nie dbać. Kształtowanie umiejętności dbania o zdrowie własne i innych powinno być obecne w wychowaniu przedszkolnym. Edukacja zdrowotna w przedszkolu charakteryzuje się planowością, ciągłością i systematycznością, która ma na celu wraz z rozwojem dziecka wyposażyć je w elementarną wiedzę o zdrowiu. Celem artykułu było przedstawienie realizacji edukacji zdrowotnej w wybranym przedszkolu w Białej Podlaskiej. Autorzy omówiły ważniejsze elementy edukacji zdrowotnej oparte o podstawę programową obowiązującą w budowaniu tego typu programów. Następnie opisują możliwości omawianego Przedszkola Nr 15 w Białej Podlaskiej (Polska) i analizują działania podejmowane przez tą instytucję w zakresie edukacji zdrowotnej. W artykule wykorzystano dokumenty omawianej instytucji, wywiady z jej rodzicami i pracownikami oraz obserwację.^awychowanie przedszkolne^apreschool education^aHealth is a value that is not always esteemed by children. Kids often do not realize that they can lose their health and that they have to nurse for it. Shaping the skills of caring for health of themselves and the others ought to be i
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źródło tytułu właściwego: Vyčonyâ zapiski Brèckaza universitètaS. 168-174Brèst978-985-555-906-22018/201925569Konovaluk-Nikitin, Helena, zbornik navukovyh prac, BrDU imâ A.S. Puškina, 0,64
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Słowa kluczowe ang.: ersitèta^bzbornik navukovyh prac^eVypusk 14, častka 1^fGumanitarnyâ i gramadskiâ navuki^cred. A. M. Sendzer^aS. 168-174^aBrèst^bBrDU imâ A.S. Puškina^c2018^a978-985-555-906-2^a2018/2019^a25569^b0,64^aKonovaluk-Nikitin, Helena^cy^aedukacja zdrowotna^ahealth education^aKopia dostępna w Sekcji Bibliometrii.^aZdrowie jest wartością nie zawsze docenianą przez dzieci. Dzieci często nie zdają sobie sprawy z tego, że zdrowie można stracić i że trzeba o nie dbać. Kształtowanie umiejętności dbania o zdrowie własne i innych powinno być obecne w wychowaniu przedszkolnym. Edukacja zdrowotna w przedszkolu charakteryzuje się planowością, ciągłością i systematycznością, która ma na celu wraz z rozwojem dziecka wyposażyć je w elementarną wiedzę o zdrowiu. Celem artykułu było przedstawienie realizacji edukacji zdrowotnej w wybranym przedszkolu w Białej Podlaskiej. Autorzy omówiły ważniejsze elementy edukacji zdrowotnej oparte o podstawę programową obowiązującą w budowaniu tego typu programów. Następnie opisują możliwości omawianego Przedszkola Nr 15 w Białej Podlaskiej (Polska) i analizują działania podejmowane przez tą instytucję w zakresie edukacji zdrowotnej. W artykule wykorzystano dokumenty omawianej instytucji, wywiady z jej rodzicami i pracownikami oraz obserwację.^awychowanie przedszkolne^apreschool education^aHealth is a value that is not always esteemed by children. Kids often do not realize that they can lose their health and that they have to nurse for it. Shaping the skills of caring for health of themselves and the others ought to be included in the preschool education. What is important about the health education taught in the kindergarten is its schedule, continuity and regularity which will gradually, as the child's development advances, equip it in basic knowledge about health. The aim of the article was an attempt to picture the execution of health education in a selected kindergarten in Biała Podlask
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Słowa kluczowe ang.: JAROProzdział w monografii - j. polski lub innym poza kongres.AFILIACJA PODANAPOLPRACA RECENZOWANA200^a003^b003^c2018-09-25, 14:16^d2020-08-07, 14:36^e3621798823^f3422978803^aWyzwania edukacji przedszkolnej wobec dziecka z niepełnosprawnością^aTeraźniejszość i perspektywy w edukacji przedszkolnej i wczesnoszkolnej^bmonografia wieloautorska^cred. nauk. Anna Klim-Klimaszewska, Sabina Wieruszewska-Duraj, Aldona Grądzka-Tys^a107-122^aSiedlce^bSiedleckie Towarzystwo Naukowe^c2018^a978-83-62160-37-2^a2017/2018^a31843^b0,79^aNazaruk, Stanisława^cx^adziecko niepełnosprawne^adisabled children^aKopia dostępna w Sekcji Bibliometrii.^aMarchel, Joanna^cx^aedukacja przedszkolna^apreschool education^aTokarewicz, Ewa^cx^aterapia pedagogiczna^aeducational therapy^aprzedszkole integracyjne^aintegrated preschool
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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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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
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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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