Early Childhood – Only Rights Or Also Responsibilities?

Social Contexts of Child Development Social Contexts of Child Development Editors Janina Uszyńska-Jarmoc, Barbara Dudel Białystok 2013 Social Contexts of Child Development Reviewer: Elżbieta Jaszczyszyn, Ph.D., Professor of the University of Białystok Project covers: Roman Sakowski Artwork on the cover: Maria Sękowska Correction: Team © Copyright by Wydawnictwo Uniwersyteckie Trans Humana Białystok 2013 Edition I Publication funded by the Faculty of Education and Psychology University of Białystok and Municipal Office in Białystok ISBN 978-83-61209-90-4 Social Contexts of Child Development Contents Janina Uszyńska-Jarmoc, Barbara Dudel Introduction ......................................................................................... 5 Jacek Zbigniew Górnikiewicz The Importance of Young Children’s Dreams about Being an Adult ........................................................................... 8 Monika Miňová The Child through the Eyes of Professionals and Amateurs ............. 34 Barbara Dudel An Early School Student on the Way to Emancipation – a Possibility or a Dream ................................................................... 48 Anna Kienig Early Childhood – Only Rights or Also Responsibilities? ................. 62 Aldona Kopik A Six-year-old Child Among Peers. Implementing Social Roles ...... 77 Małgorzata Głoskowska-Sołdatow Pro-Social Behaviour and Motives of Conduct among Preschool-Age Children ..................................................................... 94 Marta Krasuska-Betiuk, Olga Bambrowicz Dialogue of Cultures in Teaching Mother Tongue to Children of Parents Migrating From Poland to France ................. 107 Social Contexts of Child Development Anna Młynarczuk-Sokołowska Intercultural Education: from Theory to Practice ............................. 135 Emilia Jakubowska Patriotic Education and Regional Studies on The Example of Kurpie Region of Poland ................................................................ 159 Joanna Szymanowska Home and its Meaning in the Life of a Disabled Child ..................... 171 Adrijana Visnjic Jevtic, Eleonora Glavina, Silvija Pucko Grow up Together! The Project of Introducing Personal Assistants to Encourage the Inclusion of Children with Autism in Preschool ........................................................................... 184 Jørgen Boelskov They Contributed to Something New ............................................... 194 Janina Uszyńska-Jarmoc Creative Abilities and Capabilities and Creative Attitude as Basic Determinants of Pre-School Teachers’ Personality Competence ........................................................................................ 205 Social Contexts of Child Development Introduction Human development takes place in a particular yet unique context. That is why it is difficult to imagine researching or stimulating a child’s development in a world isolated from all social influences. The importance for the child’s development of social environment has been researched and described in numerous volumes. The rapidly changing reality on the one hand forces on the researcher and educational prac- titioners its permanent observation and penetration and, on the other hand, offers enormous possibilities of verifying once established facts or opinions. Important, although not unquestionable conclusions drawn from various theories inspire a search for new ways of inter- preting relationships between cultural and social conditions and the results of child development achieved. Important changes in the area of child socialization, taking place due to the processes of pre-school socialization and education constitute important developmental achievements at the moment of his/her introduction into the school system. Children become more independent and autonomous, they enter more deeply into the familiar and more courageously explore new social environments and more responsibly undertake attempts at facing the challenges brought about by social contacts with peers and adults. This book’s authors intent is to analyze and explain the various problems pertaining to getting to know and organizing the social environment of the child’s development. The book comprises thirteen chapters. In the first chapter Jacek Górnikiewicz analyzes children’s dreams concerning their future social and professional activity in adult life. He undertakes an attempt 6 Introduction Introduction at defining to what degree children’s clues are probable and profi- table from the social perspective and seeks possible determinants of children’s expectations depending on their sex and age. In the second chapter Monika Miňová draws the image of the child as presented by pedagogues over the course of centuries as well as nowadays – seen through the eyes of professionals and amateurs. The author also presents various, often completely dissimilar ways of defining and understanding childhood. In the third chapter its author, Barbara Dudel, seeking an answer to the question of possibilities of developing emancipational competences in pupils attending grades 1–3, discusses assorted contexts of educational environment. The next chapter, authored by Anna Kienig, is devoted to the rights and responsibilities of the child. In her text, the author brings up some of the notions inscribed in the Chart of the Rights of the Child. The aim of the fifth chapter, the work of Aldona Kopik, is to present the results of research concerning children’s preparedness to begin school education in the basic spheres of their development. In the sixth chapter Małgorzata Głoskowska-Sołdatow tackles the issue of kindergartners’ pro-social behaviours analyzed in the context of the motivations behind their actions. In the seventh chapter of this book, Marta Krasuska-Betiuk and Olga Bambrowicz present the problems of intercultural appro- ach in the process of teaching the Polish language and literature in kindergartens and beginning classes to Polish children learning outside their own country. Anna Młynarczuk-Sokołowska, in chapter eight, shows the possibilities of introducing intercultural education in teaching various age groups. She conducts her analysis against the specifics of the Podlasie, one of the regions of Poland. Underscoring the weighty role of patriotic education in contemporary schooling, Emilia Jakubowska in chapter nine presents the results of her analysis of assorted curricula in the first grades of elementary school from the perspective of educational content benefitting regional education. The next author, Joanna Szymanowska, conducts an analysis of the family Introduction Introduction 7 home as the most familiar environment of social development in the life of the handicapped child. Chapter eleven, authored by Adrijana Visnjic Jevtic, Eleonora Glavina and Silvija Pucko deals with the opportunities for developing communicative skills, social relations and cognitive capacities in autistic children by including them in the educational process in preschool or early school implemented in peer group. In chapter twelve Jørgen Boelskov shares his reflections regar- ding the practices of teacher training and shows that it can be perce- ived as a process of implementing a socially constructed meta-theory of education which is a reflective rather than merely a descriptive and normative science. The chapter that follows, authored by Janina Uszyńska-Jarmoc, deals with candidates for teachers of little children. The author focuses on identifying the level of individual elements of artistic competences treated as one of the dimensions of personality competences in candidates for the job of teachers to little children. The book’s editors wish to offer their thanks to all the co-creators of this book, whose engagement and thoughts constitute an inimita- ble quality and enrich the knowledge in the field of the pedagogics of early education. Janina Uszyńska-Jarmoc, Brabara Dudel Social Contexts of Child Development Jacek Zbigniew Górnikiewicz University of Białystok The Importance of Young Children’s Dreams about Being an Adult ABSTRACT Children’s dreams can be treated as naturally frivolous, ill-considered, unreal, etc. On the other hand, the dreams of the period of childhood are originally expressed acts of will that reveal the seeds of authentic needs of young people. Those dreams, expressed with the characteristic emotions make the children and their environment aware of the possible shapes of their adult lives in the future world. This paper discusses the degree to which children’s dreams about their adult lives are elusive and accidental and how much attention they require. It should be emphasized that children’s dreams about their roles in the adult lives are significantly less influenced by the impact of social environment and the pressure of personally experienced situations. Unlike their adult guardians, children are not determined by the financial situation of the family. They do not feel affronted even if they belong to stigmatized or excluded social groups and cultural communities. They make use of impulses and imagination in the process of choosing friends and preferred activities. All the more, they do not use etiquette to do so. The successes and failures in everyday life do not chape their about the possibilities and limitations at this moment. In the first years of life, it is equally easy to see them selves as future bricklayers, priests or cosmonauts, a person living in Poland or anywhere else in the world, in the forests or in the cities. To learn about

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