rss_2.0Sciendo RSS Feed for Polish Journal of Educational Studieshttps://sciendo.com/journal/POLJEShttps://www.sciendo.comhttps://sciendo-parsed.s3.eu-central-1.amazonaws.com/647282da215d2f6c89dcae9c/cover-image.jpghttps://sciendo.com/journal/POLJES140216https://sciendo.com/article/10.2478/poljes-2024-0007<abstract> <title style='display:none'>ABSTRACT</title> <p>A rural school can play a key role as a centre of physical activity, supporting students in developing positive attitudes towards their own bodies and healthy lifestyles in line with the holistic pedagogy approach. The purpose of the present article is to analyse the physical activity of students attending grades 1–3 in a rural environment, and the ways in which the school promotes physical activity amongst them. As many as 135 students in grades 1–3 from rural schools participated in the analysis. Also, the article features interviews with 8 early childhood education teachers. The results show that students prefer a variety of physical activities, undertaken both during physical education classes and additional outside activities. They enjoy riding a bike, riding a scooter as well as playing with siblings and friends. Teachers promote physical activity through participation in national and local programmes and organization of sports activities and events. The rural school, owing to the proximity of nature and large green areas, has the potential to become a centre of physical activity for children. Organizing physical activities, integrating physical activity with education, and working closely with the local community are key to promoting healthy and active lifestyles among students. Supporting activities that promote movement and outdoor activities is essential for children so that they can benefit from a wide array of physical activities throughout their lives.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/poljes-2024-00072024-12-30T00:00:00.000+00:00https://sciendo.com/article/10.2478/poljes-2024-0006<abstract> <title style='display:none'>ABSTRACT</title> <sec> <title style='display:none'>RESEARCH OBJECTIVE</title> <p>To find out the opinions of early childhood education teachers on giving homework to students in grades 1–3 in the light of the adoption of the regulation of the Minister of Education dated 22 March 2024.</p> </sec> <sec> <title style='display:none'>RESEARCH METHOD</title> <p>The research was conducted using a diagnostic survey method. A total of 106 early childhood education teachers from the Podlaskie Voivodeship schools participated in the anonymous survey.</p> </sec> <sec> <title style='display:none'>RESULTS</title> <p>Opinions shared by early childhood education teachers on giving homework vary. This is confirmed by an analysis of data on the frequency of giving homework and an analysis of teachers’ free statements regarding the greatest benefits and the biggest difficulties resulting from the adopted regulation. They reply almost unanimously when asked if the introduced change was the right solution. An overwhelming majority of teachers (80.2%) do not support it. The unanimous voice of respondents was observed in their responses to statements that relate to the impact of homework on the development of the sense of responsibility (86.8%), the development of a study routine (85.9%), reinforcing classroom learning and skills (83.8%), and the development of the child’s independent learning skills (79.2%).</p> </sec> <sec> <title style='display:none'>CONCLUSIONS</title> <p>Due to the abolishment of mandatory graded homework, it is worth finding another way to develop the sense of responsibility and a study routine. According to the respondents, one of the school’s current challenges is the development of independent learning skills in students.</p> </sec> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/poljes-2024-00062024-12-30T00:00:00.000+00:00https://sciendo.com/article/10.2478/poljes-2024-0008<abstract> <title style='display:none'>ABSTRACT</title> <p>Internal evaluation, introduced into the Polish educational system in 2009 as a component of pedagogical supervision, played a significant role in improving the quality of education and school management. Despite its formal removal in 2021, this article examines its lasting impact and developmental potential, particularly within the specific context of artistic schools. A pilot study conducted in 2022 with 148 artistic school directors revealed ambivalent attitudes toward evaluation but also highlighted its significant value in fostering organizational culture and supporting educational innovation.</p> <p>Directors, as key stakeholders in the evaluation process, identified its positive effects in areas such as improving educational processes, providing psychological support for students, fostering teachers’ professional development, and reorganizing school spaces.</p> <p>The findings indicate the need to continue evaluation practices in artistic schools, emphasizing the development of an evaluation culture and competency support for educators. Internal evaluation, conducted cyclically and tailored to local needs, can serve as an effective mechanism for school development and enhancing the quality of education. The presented research results encourage further analyses and actions to fully utilize the potential of evaluation in the context of artistic education.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/poljes-2024-00082024-12-30T00:00:00.000+00:00https://sciendo.com/article/10.2478/poljes-2024-0005<abstract> <title style='display:none'><sc>abstract</sc></title> <p>The image of the child and childhood is one of the key research issues in the social sciences, constituting an important aspect that shapes our understanding of the development and upbringing of children. The purpose of this paper is to present the results of a study on the image of the child and childhood from the perspective of primary school students in grades 1–3, based on the conducted group interviews. The respondents present the image of the child and childhood in a realistic way, taking into account various concepts, visions and ways of thinking about the child. The interviewees pointed out a number of advantages and disadvantages of being a child, relating them to the special qualities of being a child and to relationships with adults. The children’s statements revealed their beliefs built on their own experiences.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/poljes-2024-00052024-12-24T00:00:00.000+00:00https://sciendo.com/article/10.2478/poljes-2024-0003<abstract> <title style='display:none'><sc>abstract</sc></title> <p>Regional education is an enduring process, which serves to introduce children into the cultural world of their most immediate society, while simultaneously preparing them for a life as part of a community. Regional education enables a better understanding of individuals hailing from the local community as well as makes it easier for students to find answers to the questions: Who are they? What are their roots? According to what values do people from their family and locality act? How does the culture they were born and raised into differ from those found in other regions of Poland? This article demonstrates the importance and benefits of regional education as well as the employment of project method in regional education, on the basis of particular methodological approaches. The present paper draws from literature concerned with regional education subject area as well as early childhood education, along with project method. This article is also based upon the information acquired through cooperation with the Municipal (Polish: <italic>Gminny</italic>) Cultural Centre in Michałowo and Władysław Syrokomla Primary School in Michałowo as well as conversations with residents and local activists.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/poljes-2024-00032024-12-24T00:00:00.000+00:00https://sciendo.com/article/10.2478/poljes-2024-0004<abstract> <title style='display:none'><sc>abstract</sc></title> <p>Values play a key role in people’s lives, influencing their choices, goals and objectives, shaping their identity. Values are also responsible for the durability of relationships. The period of middle childhood is the time when the formation of morality begins, and intense changes in the social and emotional areas take place. Therefore, learning more about what is close to the children at this stage of development is worthwhile. In order to find out which values are important to six-year-old children, a study was conducted with the participation of 105 children attending selected Białystok preschools and preschool units at primary schools. The method used in the study consisted in the analysis of work products, and the tool was analysis of drawings. The obtained data made it possible to answer the posed research problem: Do the six-year-old children under study consider the family an important value in their lives? and Are there differences between girls and boys in their perception of the family as an important value in their lives? The study shows that the most important value for the participating children is family. Drawings of family, parents, grandmother, grandparents, siblings accounted for more than ¾ of the works made by the children taking part in the study. In contrast, perceptions of the family as an important value in children’s lives differ by gender. Girls were more likely than boys to point to the family as the most important value for them. Finding out what is important for six-year-old children makes it possible to adjust the process of education and upbringing in such a way that it supports the development of the child, according to the child’s sphere of immediate development.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/poljes-2024-00042024-12-24T00:00:00.000+00:00https://sciendo.com/article/10.2478/poljes-2024-0001<abstract> <title style='display:none'><sc>abstract</sc></title> <p>The phenomenon of social exclusion is an interdisciplinary issue whose multidimensional perspective extends beyond poverty, unemployment, and access to various goods and services. It encompasses issues such as the breakdown of social bonds, feelings of isolation, and dependence on others. Social exclusion affects numerous social groups; however, some are particularly vulnerable, becoming primary recipients of its adverse effects. These especially vulnerable groups include the elderly, people with disabilities, and children and youth. The aim of this article is to highlight the issue of transport exclusion, exploring potential solutions through the perspectives of both those who experience it in their daily lives and local government officials and social activists striving to address this pressing social challenge.</p> <p>The findings presented in the article indicate that solving the problem of transport exclusion goes beyond merely restoring regular transportation links; it requires a systemic approach that considers various types of interventions, including educational initiatives. Social inclusion for individuals who have experienced such exclusion for many years should involve actions aimed at creating a predictable and regular transportation system for all transport-excluded localities, developing transport infrastructure, and simultaneously implementing educational measures targeted at residents of areas with low transport accessibility. Over the years, these individuals have developed survival strategies that hinder social development and participation.</p> <p>Such a transformation, however, requires the social revitalization of residents of transport-excluded areas, grounded in education and social activation within local communities. This process should be facilitated by local leaders and social organizations, which can play a key role in fostering social integration and supporting the active engagement of individuals experiencing exclusion. Education offers the opportunity to develop new strategies for the functioning of individuals who have long experienced social exclusion. By promoting education, activation, and social involvement, these strategies can contribute to improving the quality of life for residents of rural and peripheral areas.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/poljes-2024-00012024-12-24T00:00:00.000+00:00https://sciendo.com/article/10.2478/poljes-2024-0002<abstract> <title style='display:none'><sc>abstract</sc></title> <p>Performing the analyses of selected ways of perceiving children and childhood is deemed to be important and prosocial within the framework of social sciences. In the process of the changing understanding of the terms “child” and “childhood” as well as promoting the treatment of children as full-fledged members of the community, the process of informing, convincing, and shaping social behaviours is of considerable importance. The results of the analyses of the outcome of research involving children (childhood studies) contribute to inducing changes, e.g. when it comes to the treatment of children or modifying/changing the process of their education and upbringing; notably, establishing who a child is as well as highlighting the distinct features of childhood, and how these features influence the shaping of public opinion. It may contribute to a gradual overcoming of the stereotypes in the perception of children and childhood. Children are equal members of society, and their views on the present are worth knowing.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/poljes-2024-00022024-12-24T00:00:00.000+00:00https://sciendo.com/article/10.2478/poljes-2023-0013<abstract> <title style='display:none'>Abstract</title> <p>This article raises the issue of inclusion of refugee children from Ukraine in cultural institutions on the example of the Gorzów Library, where since March 4^th, 2022 until now the classes entitled <italic>Colorful syllables are organized</italic>. The meetings are aimed at integrating the Ukrainian community with Polish, preventing discrimination against immigrants, while taking care to preserve the cultural identity of the newcomers. In the first place, the concept of culture is discussed and its indispensability in human life is considered. The role of cultural institutions is also analyzed, with particular emphasis on cultural transmission towards the emerging multicultural society. Pilot studies on the organization of cultural and educational activities for children from Ukraine by Polish libraries are discussed. Further on, the cultural and educational activities in the Gorzów library addressed to refugee children in order to accelerate their resilience are presented. The role of cultural security was also noticed to finally emphasize the importance of ethnosecurity and ethnopedagogy.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/poljes-2023-00132024-10-08T00:00:00.000+00:00https://sciendo.com/article/10.2478/poljes-2023-0012<abstract> <title style='display:none'>Abstract</title> <p>On February 24^th, 2022, the situation in Ukraine changed dynamically due to political events that had a significant impact on the lives of many people. Among the most affected groups are women and children who, forced to flee the threat, have found shelter in Poland. Since then, many countries neighbouring Ukraine, including Poland, have faced the unique task of providing organised assistance and integration to these people. In this article, I present the situation of women and children of refugees from Ukraine, highlighting the challenges they face, as well as the hopes and initiatives that can help them rebuild their lives in a new environment. The role of Polish society, institutions and NGOs is becoming a key element of this process, which requires cooperation on many levels. In this article, I present an attempt to define the concept of autonomy and a sense of personal effectiveness, as well as the tasks that Polish education faced in order to help refugees create autonomy and agency in the new reality in two directions: the individual experiences of refugee women and the educational situation of their children.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/poljes-2023-00122024-07-05T00:00:00.000+00:00https://sciendo.com/article/10.2478/poljes-2023-0009<abstract> <title style='display:none'>Abstract</title> <p>Return migrations are a special type of migration experience. Children from migrant families returning to their home country face many challenges when they start their education in a new education system, which often also concern foreign students. The aim of the article is to present the functioning of children from families of return migrants in Polish schools in terms of linguistic and (inter)cultural challenges, especially important during the first period of adaptation to the new school environment. The text is theoretical in nature and is based on the analysis of the available literature on the subject. The two types of challenges required to focus on the linguistic perspective, especially the glottodidactic one, and the pedagogical perspective based on the approach and research in the field of intercultural pedagogy. The analysis will allow to formulate conclusions important for the educational practice of children from families of return migrants, taking into account the specificity of this group.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/poljes-2023-00092024-06-29T00:00:00.000+00:00https://sciendo.com/article/10.2478/poljes-2023-0008<abstract> <title style='display:none'>Abstract</title> <p>“The Song” is about the crisis on the Polish-Belarusian border, which began in the second half of 2021 and has been going on to this day. It is related to the unexpected appearance of newcomers from the Middle East and Africa (mainly Muslims) on the border. They tried (and are still trying) to cross the Polish border on their way to the West or to stay in Poland. There were thousands of them. Their appearance on the eastern border has triggered a crisis that we have known so far only from previous media reports on the southern border of the European Union. Due to the introduction of a state of emergency by the Polish authorities, it was also possible to follow their fate only through the media. However, these messages did not allow the recipient to obtain an integrated picture of the situation. Rather, they created quite contradictory narratives, different “melodies” about the crisis. In the text, I present the messages of two antagonistic television stations, i.e. TVP and TVN. On their example, I outline the rather schizophrenic social reality in which Polish citizens currently find themselves, its interpretations and proposals for overcoming the impasse. David Altheide’s Ethnographic Content Analysis is used as a theoretical framework for the analysis. It emphasizes the interaction of the researcher with the collected research material, thus classifying such analysis as fieldwork. At that time, it was the only opportunity for a fieldwork.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/poljes-2023-00082024-06-29T00:00:00.000+00:00https://sciendo.com/article/10.2478/poljes-2023-0011<abstract> <title style='display:none'>Abstract</title> <p>The aim of the article is to theoretically consider the adaptation of refugee children in relation to the stress and trauma they experience. The adaptation of children from refugee families is not easy, as they have experienced traumatic events, and the situation of forced migration results in the occurrence of many stressors. Children coming to Poland face many difficulties that arise as a result of their experiences. Trauma, stress and its effects affect the child, who can often feel lost in a new situation. Therefore, the Polish education system creates opportunities to learn Polish and organizes psychological and pedagogical support. Working with children from refugee families is challenging, so learning about the problems that affect refugee children is crucial to help them effectively.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/poljes-2023-00112024-06-29T00:00:00.000+00:00https://sciendo.com/article/10.2478/poljes-2023-0010<abstract> <title style='display:none'>Abstract</title> <p>Day care centres provide families with assistance in the care and upbringing of their children. Various forms of classes, from pedagogy of play to specialist therapeutic help, planned in the annual calendar of the institutions constitute a great support for families. Classes, free time activities, trips are free of charge, which is important in the case of families struggling with life and financial difficulties. Specialist day-care centres are a bridge between educational institutions and the family house.</p> <p>Such places constituted a mainstay for children coming to Białystok from a war-torn country, from Ukraine. This article is a summary of methodological activities that took place in specialized day care facilities with the participation and great commitment of students of the Faculty of Education of the University of Bialystok. The article presents good practices that can also be promoted in other institutions in the country.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/poljes-2023-00102024-06-29T00:00:00.000+00:00https://sciendo.com/article/10.2478/poljes-2023-0007<abstract> <title style='display:none'>Abstract</title> <p>The aim of the article is the attempt to implement solutions of a new model of child and family support for aid activities addressed to children and families of war refugees from Ukraine. Such a model would have to take into account the main effect of hostilities in their country, which is usually trauma, and the fact that the sense of security associated with the necessity to migrate, being a refugee, is lowered. The text contains both an analysis of research on the experience of war trauma and proposals for the selection of effective, adequate work tools as part of the project to support such families. The new model of early support for children and families assumes the revitalization of the existing systemic solutions, broadening the spectrum of diagnosis and taking into account the entire family system as a support entity, using all its resources. Therefore, it is a new space in the area of helping children with special needs, and refugee children can be considered as such.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/poljes-2023-00072024-06-24T00:00:00.000+00:00https://sciendo.com/article/10.2478/poljes-2023-0006<abstract> <title style='display:none'>Abstract</title> <p>The article combines the medium of theatre with the experience of war, analysing its therapeutic role in the context of working with both cultural and individual trauma. By citing examples of theatrical activities, the article considers the importance of stage work in the process of taming trauma and in social education about its long-term consequences. The discussion is contextualized by theoretical considerations on memory and trauma, both on a cultural and individual level, with particular emphasis on the therapeutic role of theatre.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/poljes-2023-00062024-06-05T00:00:00.000+00:00https://sciendo.com/article/10.2478/poljes-2023-0004<abstract> <title style='display:none'>Abstract</title> <p>Teaching Polish as a foreign language to refugees from Ukraine is an experience at the intersection of intercultural education and glottodidactics. The specificity of the social situation—refugeeism—generates special needs of learners and special learning strategies. The need for integration behind language learning is primarily the ability to communicate in a new language as soon as possible. The record of the experience of working with refugees shows that building on cultural difference and the strategy of developing a “rich point” provides opportunities for motivating work on language learning in a difficult refugee situation.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/poljes-2023-00042024-05-25T00:00:00.000+00:00https://sciendo.com/article/10.2478/poljes-2023-0003<abstract> <title style='display:none'>Abstract</title> <p>The aim of the article is to confront the knowledge about the specificity of the functioning of the family system in the situation of exposure of its members to traumatic phenomena, which are undoubtedly the hostilities in Ukraine. The wave of war refugees, that we have been encountering in our country for two years, requires developing ways of helping to contain traumatic experiences, rebuilding a sense of security and restoring homeostatic mechanisms natural to the family system. Knowledge of the mechanisms that govern, regulate and order the family system can be helpful in developing a methodical approach. What can potentially hinder this type of work is, on the one hand, the accumulation of a large number of traumatic stimuli (m.in. war, refugeeism, cultural and linguistic differences, different levels of social and personal capital), and on the other hand, the fact that methods of working with post-traumatic disorders are used to work with this type of families, in a situation where trauma is an ongoing experience.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/poljes-2023-00032024-05-25T00:00:00.000+00:00https://sciendo.com/article/10.2478/poljes-2023-0005<abstract> <title style='display:none'>Abstract</title> <p>With the outbreak of the war in Ukraine, the lives of a huge number of families have irrevocably changed, forcing them to leave everything behind and flee their country. Juxtaposing this with the fact of raising a child for whom constancy and repetition are the most important framework for functioning, makes an already difficult experience much deeper and more traumatic. The aim of the article is to analyze the situation of parents of children with autism in the context of refugeeism and war trauma. As numerous studies show, these parents experience high stress and their well-being is reduced. Juxtaposing this with the perspective of war and refugeeism may be the basis for better listening to the needs of this group and reviewing the forms of support available in our country.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/poljes-2023-00052024-05-25T00:00:00.000+00:00https://sciendo.com/article/10.2478/poljes-2023-0001ARTICLEtruehttps://sciendo.com/article/10.2478/poljes-2023-00012024-05-25T00:00:00.000+00:00en-us-1