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The Restructuring of Preschool and Elementary School Education 1/2016 (9)

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The Restructuring of Preschool and Elementary School Education 1/2016 (9) The Restructuring of Preschool and Elementary School Education 1/2016 (9) Thematic Editors: Jolanta Karbowniczek – Jesuit University Ignatianum in Krakow Irmina Rostek – Jesuit University Ignatianum in Krakow Linguistic Editor Aeddan Shaw Jesuit University Ignatianum in Krakow Catholic University in Ružomberok University of Prešov in Prešov Gál Ferenc College in Szeged Multidisciplinary Journal of School Education formerly Journal of Preschool and Elementary School Education (the international scientific journal edited by universities from Poland, Slovak Republic, Hungary) Publisher Jesuit University Ignatianum in Krakow Institute of Educational Sciences Editorial address ul. Kopernika 26, 31-501 Kraków, Poland http://journaledu.ignatianum.edu.pl Editor in Chief Jolanta Karbowniczek – Jesuit University Ignatianum in Krakow, Poland Deputy Editor Ewa Dybowska – Jesuit University Ignatianum in Krakow, Poland Ivana Rochovská - Catholic University in Ružomberok, Slovak Republic Secretary of Editorial Board Marian Olejnik – Jesuit University Ignatianum in Krakow, Poland Editorial Board Ewa Jagiełło – University of Natural Sciences and Humanities in Siedlce Renata Jasnos – Jesuit University Ignatianum in Krakow Aneta Kamińska – Jesuit University Ignatianum in Krakow Anna Królikowska – Jesuit University Ignatianum in Krakow Irena Pulak – Jesuit University Ignatianum in Krakow Irmina Rostek – Jesuit University Ignatianum in Krakow Jolanta Staniek – Jesuit University Ignatianum in Krakow Katarzyna Szewczuk – Jesuit University Ignatianum in Krakow Maria Szymańska – Jesuit University Ignatianum in Krakow Joanna Zubel – Jesuit University Ignatianum in Krakow International Scientific Board Irena Adamek – The University of Bielsko-Biala (Poland) Beáta Akimjaková – Catholic University in Ružomberok (Slovak Republik) Varinthorn Boonying – Naresuan University (Thailand) Krystyna Chałas – The John Paul II Catholic University of Lublin (Poland) Iwona Czaja-Chudyba – Pedagogical University of Cracow (Poland) Ján Gunčaga – Catholic University in Ružomberok (Slovak Republic) Galena Ivanova – Plovdiv University Paisii Hilendarski (Bulgaria) Elżbieta Jaszczyszyn – University of Bialystok (Poland), Attila B. Kis – Szent István University in Szarvas (Hungary) Anna Klim-Klimaszewska – University of Natural Sciences and Humanities in Siedlce (Poland) Monika Krajčovičová – Griffith University (Australia) Imre Lipcsei – Szent István University in Szarvas (Hungary) Bożena Muchacka – Pedagogical University of Cracow (Poland) Mária Podhájecká – University of Prešov in Prešov (Slovak Republic) Eva Šmelová – Palacký University in Olomouc (Czech Republic) Zuzana Stanislavová – University of Prešov in Prešov (Slovak Republic) Dariusz Stępkowski – Cardinal Stefan Wyszyński University in Warsaw (Poland) Bogusław Śliwerski – University of Łódź (Poland) Krystyna Żuchelkowska – Kazimierz Wielki University (Poland) Cover Design & Layout Lesław Sławiński – PHOTO DESIGN DTP Beata Duś-Sławińska The main seat of the editorial board is placed at the Institute of Educational Sciences of the Faculty of Education at Jesuit University Ignatianum in Krakow in Poland e-mail: [email protected] ISSN 2084-7998 Edition 100 copies Multidisciplinary Journal of School Education will be published semi-annually. Original version is paper version. Editorial .................................................................................................... 7 Articles Ewa Jagiełło, Anna Klim-Klimaszewska, A Pre-School Child of Initiative ..........................................................................................................15 Jolanta Karbowniczek, Beata Kucharska, Augustyn Okoński, Axiology and Moral Education for Sustainable Development in the Context of Surveys and Workshops Conducted in a Group of Students of Early and Pre-School Pedagogy in the State Higher Vocational School (PWSZ) in Chelm .............................. 31 Elżbieta Płóciennik, The Development of Wisdom in the Context of the Polish Core Curriculum of Pre-school Education .............................. 51 Ewa Jagiełło, Anna Klim-Klimaszewska, The Change in Approach to Preparing Children to Learn to Read and Write ...................................... 71 Anna Szkolak, The Innovative Early Childhood Education Teacher – A Summary of Own Research ...................................................................... 89 Martin Kaleja, Eva Zezulková, Preparedness of Czech Primary School Teachers for Inclusive Primary Education .................................... 101 Sisay Awgichew Wondemetegegn, The Practices and Challenges of Kindergarten Education in Addis Ababa City Administration: Ethiopia ...................................................................................................... 133 Sisay Awgichew Wondemetegegn, Anwar Ahmed, Tamrat Zelalem, The Role of the ‘Post Graduate Diploma in Secondary School Teaching’ Program in Improving the Quality of Teaching in East- ern Ethiopian Secondary Schools.................................................................. 165 Reports and Reviews Aneta Kamińska, The report from V Interdisciplinary Scientific Con- ference about The Moral Efficiencies in the Upbringing and Education ...................................................................................................... 199 Jolanta Karbowniczek, Review of publications: Dziecko i nauczyciel w procesie poznania i działania [Child and the Teacher in the Process of Learning and Action] ................................................................ 203 Jana Kojnoková, Review of monograph: Komparatívna analýza pri- márneho matematického vzdelávania na Slovensku a v za- hraničí [Comparative Analysis of the Primary Mathematical Education in Slovakia and Abroad] ............................................................ 213 Preschool and elementary education constitutes a fundamental and propaedeutic stage of education within the whole structure of the school system. Children in early and middle childhood demonstrate particular flexibility and intensity of development in different spheres, susceptibil- ity to personality changes and an enormous potential for acquiring and processing knowledge. The experiences gained in childhood are consol- idated and generalized and also determine the course of development for many subsequent years. This constitutive “chapter” of individual’s life requires high quality education, competent teachers, optimal organiza- tional, methodological and curricular solutions, systematic preparation for active participation in the real socio – cultural – informative world. Elementary education is also a significant challenge from an indi- vidual and social perspective. Its current shape is determined on the one hand by the development of science, especially psychology, pedagogy and didactics, on the other hand, by the changing socio-cultural and po- litical-economic reality. Therefore, elementary education should be now perceived in a multilevel, complex, multi-functional manner, taking into account many factors merging. On account of these dynamic changes and new knowledge, the rapid spread of technology and digitalization of society, it has to be assumed that the metamorphosis of ways of up- bringing, learning and teaching in preschool and school is needed. A number of new opportunities offered by many fields of science should be considered. Effective learning can be ensured if modern education systems take into account innovative child developmental trends, trans- form their previous activities by restructuring diagnosis, objectives, meth- ods, educational space and preparation of teachers to work with children, thus seizing new educational opportunities. The eight articles presented in this issue of our journal present the views of the scientific community on this matter. 8 Jolanta Karbowniczek, Irmina Rostek Ewa Jagiełło, in her article “A Pre-school Child of Initiative”, covers is- 1/2016 (9) sues concerning economic education. In the contemporary world, in which the ideas of promoting wise consumer attitude and financial edu- cation since the early age are gaining popularity, parents and teachers are responsible for promotion of economic ideas. However, aaccording to the author, parents rarely communicate economic knowledge to their children, discuss financial instruments or teach responsibility for one’s own actions. The author concludes that it is undoubtedly necessary to shape enterprising attitudes among children and teach them how to manage finance in a clever way. The intention of Jolanta Karbowniczek, Beata Kucharska and Au- gustyn Okoński was to show the place of Sustainable Development in Polish education. In their article, “Axiology and Moral Education for Sus- tainable Development in the Context of Surveys and Workshops Conducted Multidisciplinary Journal of School Education in a Group of Students of Early and Pre-school Pedagogy in the State Higher Vocational School (PWSZ) in Chelm”, the axiological and moral education perspective of Sustainable Development was underlined. The results of research and observations during the workshop activities and after them indicate the need to change the approach in the current teaching strate- gies at all levels of education. The authors state that the actual effects of this education will not be possible to achieve by focusing solely on the transfer of knowledge. They suggest that the effectiveness of the Educa- tion for Sustainable Development can be achieved through the devel- opment of curricula and the
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