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Problemy Wczesnej Edukacji Problemy Wczesnej Edukacji ISSN 1734-1582 PROBLEMYPROBLEMY WCZESNEJWCZESNEJ EDUKACJIEDUKACJI ISSUES IN EARLY EDUCATION ROK XI 2015 Numer 4(31) W POSZUKIWANIU ZMIANY REALIÓW EDUKACJI IN SEARCH OF CHANGE IN THE REALITIES OF EDUCATION w numerze m.in.: • Katarzyna Krasoń, Cielesność dywergencyjna – komponent integralnej edukacji wychylonej w przyszłość • Cezary Szpytma, Szkoły typu Open-Air: eksperymenty architektoniczno-pedagogiczne w szkolnictwie okresu powojennego i ich uwarunkowania • Jolanta Bonar, Aleksandra Maj, Przedszkola Reggio Emilia we Włoszech miejscem rozkwitu dziecięcego potencjału • Urszula Markowska-Manista, Unwanted, rejected, unaccepted: around the problem of “invisible" Romani and Dom children in Georgia • Marzanna Farnicka, Hanna Liberska, Uwarunkowanie poczucia dobrostanu psychicznego u dzieci w sytuacji szkolnej POLSKIE TOWARZYSTWO PEDAGOGICZNE WYDAWNICTWO UNIWERSYTETU GDAŃSKIEGO RADA NAUKOWA/ SCIENTIFIC COUNCIL Ľudmila Belásová – Prešovská univerzita (Słowacja) Brian K. Gran – Case Western Reserve University (USA) Demetra Evangelou – Purdue University (USA) Małgorzata Karwowska-Struczyk – Uniwersytet Warszawski Maria Mendel – Uniwersytet Gdański Astrid Męczkowska-Christiansen – Elbląska Uczelnia Humanistyczno-Ekonomiczna Nina-Jo Moore – Appalachian State University (USA) Roberto Muffoletto – Appalachian State University (USA) Krystyna Nowak-Fabrykowski – Central Michigan University (USA) Sharon E. Smaldino – Northern Illinois University (USA) Andrzej Szklarski – University of Linköping (Szwecja) Piotr Szybek – Lund University (Szwecja) Bogusław Śliwerski – Chrześcijańska Akademia Teologiczna Vlastimil Švec – Masarykova univerzita (Czechy) Barbara Wilgocka-Okoń – Uniwersytet Warszawski Teresa Vasconcelos – Lisbon Polytechnic (Portugalia) Małgorzata Żytko – Uniwersytet Warszawski ZESPÓŁ REDAKCYJNY/ EDITORIAL TEAM Dorota Klus-Stańska (red. nacz.), Marzenna Nowicka (z-ca red. nacz.), Małgorzata Dagiel (sekr. red.); red. tematyczni: Alina Kalinowska, Małgorzata Kowalik-Olubińska, Agnieszka Nowak-Łojewska, Helena Ostrowicka, Wojciech Siegień; red. językowi: Małgorzata Dagiel (jęz. pol.), Grażyna Szyling (jęz. pol.), Martin Blaszk (jęz. ang.), Edward Maliszewski (jęz. ang.); Krzesimir Arodź (red. statystyczny); Cezary Kurkowski (red. działu promocji) Projekt okładki/ Project of the cover page: Damian Muszyński Projekt logo/ Project of the logo: Adam Stański Skład i łamanie/ Typesetting and page layout: Michał Janczewski © Copyright by Uniwersytet Gdański Wydawnictwo Uniwersytetu Gdańskiego ISSN 1734-1582 Publikacja sfinansowana przez Ministerstwo Nauki i Szkolnictwa Wyższego oraz Wydział Nauk Społecznych Uniwersytetu Gdańskiego Czasopismo recenzowane/ Peer-reviewed journal Lista recenzentów jest drukowana w ostatnim numerze danego roku. List of reviewers is published in the last issue of a given year. Wydawca/ Editor: Polskie Towarzystwo Pedagogiczne, ul. Smulikowskiego 6/8, 00-389 Warszawa Wydawnictwo Uniwersytetu Gdańskiego, ul. Armii Krajowej 119/121, 81-824 Sopot tel./fax 58 523 11 37, tel. 725 991 206 e-mail: [email protected] www.wyd.ug.edu.pl Księgarnia internetowa: www.kiw.ug.edu.pl Spis treści ROZPRAWY I ARTYKUŁY Katarzyna Krasoń, Cielesność dywergencyjna – komponent integralnej edukacji wychylonej w przyszłość . 7 Cezary Szpytma, Szkoły typu Open-Air: eksperymenty architektoniczno-pedagogiczne szkolnictwa w pierwszych dziesięcioleciach XX wieku . 23 Jolanta Bonar, Aleksandra Maj, Przedszkola Reggio Emilia we Włoszech miejscem rozkwitu dziecięcego potencjału ......................................... 42 Urszula Markowska-Manista, Unwanted, rejected, unaccepted: around the problem of “invisible” Romani and Dom children in Georgia . 58 Marzanna Farnicka, Hanna Liberska, Uwarunkowania poczucia dobrostanu psychicznego u dzieci w środowisku szkolnym . 77 Agnieszka Olczak, Uczenie się demokracji od dzieciństwa – kaprys czy potrzeba współczesności? .............................................. 92 Barbara Bilewicz-Kuźnia, Małgorzata Centner-Guz, Natura, architektura i zabawa jako źródła przeżyć estetycznych i odkryć geometrycznych dzieci – badania w działaniu ..... 101 Haval Hussein Saeed, The Kurdish educational curriculum: an unreflected philosophical base ................................................ 122 Agnieszka Janik, Koncepcja pedagogiczna i program leśnych przedszkoli na przykładzie przedszkola w Lipsku na terenie Niemiec .............................. 132 Brandy Nothstine, Bringing culture into the school ................................. 143 Ewa Jarosz, Cezary Kurkowski, Przemoc w wychowaniu w świetle opinii społecznej oraz relacji rodziców – zarys problemu na tle raportu Rzecznika Praw Dziecka . 151 Ewa Piwowarska, Kształtowanie przez dzieci form przestrzennych – doniesienie z badań ... 160 Autorzy .................................................................... 169 Lista recenzentów w roku 2015 . 171 Informacje dla Autorów ...................................................... 173 Contents STUDIES AND ARTICLES Katarzyna Krasoń, Divergent corporality as a component of integral education inclined towards the future .................................... 7 Cezary Szpytma, Open-Air Schools: Architectural and pedagogical experiments regarding schools in the early twentieth century . 23 Jolanta Bonar, Aleksandra Maj, Preschools in Reggio Emilia (Italy) a place where children’s potential flourishes . 42 Urszula Markowska-Manista, Unwanted, rejected, unaccepted: around the problem of “invisible” Romani and Dom children in Georgia . 58 Marzanna Farnicka, Hanna Liberska, Determinants of the psychological well-being of children in the school environment .................................... 77 Agnieszka Olczak, Learning democracy from childhood – a fantasy or a necessity of the modern times? . 92 Barbara Bilewicz-Kuźnia, Małgorzata Centner-Guz, Nature, architecture and play as the sources of children’s aesthetic experiences and geometrical discoveries – action research ...................................... 101 Haval Hussein Saeed, The Kurdish educational curriculum: an unreflected philosophical base ................................................ 122 Agnieszka Janik, Educational concept of forest kindergartens on the example of a forest kindergarten in Leipzig in Germany ......................... 132 Brandy Nothstine, Bringing culture into the school ................................. 143 Ewa Jarosz, Cezary Kurkowski, Violence in upbringing in light of public opinion and parents’ accounts – an outline of the problem based on the report of the Ombudsman for Children . 151 Ewa Piwowarska, Shaping spatial forms by children: a research report ................. 160 Authors .................................................................... 169 List of Reviewers in 2015 . 171 Information for Authors ...................................................... 175 ROZPRAWYROZPRAWY II ARTYKUŁYARTYKUŁY PROBLEMY WCZESNEJ EDUKACJI / ISSUES IN EARLY EDUCATION ISSN 1734-1582 4 (31) / 2015 Katarzyna Krasoń Uniwersytet Śląski, Katowice [email protected] Cielesność dywergencyjna – komponent integralnej edukacji wychylonej w przyszłość Summary Divergent corporality as a component of integral education inclined towards the future A child is endowed with a natural inclination to manifest its feelings, to control things and ideas in the form of behaviour which could be an expression of various fine arts. Each element of art (music, dancing as a system of signs may change its code, as the same symbols may be conveyed in another semiotic code, for example: a system of sounds in kinetic-spatial exemplification. Listening to music (acoustic signs) is in this play transcoded into kinetic-bodily signs. Experiencing oneself by means of movement, creating an individual story about oneself through gesture activates the subconscious, facilitates visualizing past experiences, feeling them again, and analyzing. The present study fo- cuses on the connection between the classes devoted to kinesthetic visualization and the motoric behaviour presented by a child displaying the level of its creativity. The text presents individualizing experimental tests carried out in a group of five-year-old children. Słowa kluczowe: ekspresja, teatr ruchu w edukacji przedszkolnej, dywergencja Keywords: expression, theatre of movement in pre-school education, divergence 1. Istota integralności. Muzyka i ruch Analizując rozmaite możliwości wsparcia rozwoju przez działanie sztuką i przez sztukę chciałabym zwrócić uwagę na jedną z formuł jej zastosowania, czyli na teatralizację opar- tą na ucieleśnieniu, wskazując walory takiego tworzenia sztuki dla edukacji dziecka. Idąc dalej, możemy odwołać się do anglosaskiej tradycji arteterapii, ściśle osadzającej ją w za- sadach wychowania przez sztukę, która jest traktowana jak czynnik oddziałujący na całą osobowość (Szulc 2010: 22). W niej tkwią możliwości terapii, ale i transgresji potencjału dziecka. Poszukiwać przeto będziemy strategii uruchamiającej ekspresję twórczą przez ciało, lecz równocześnie zmierzającej do integralnego uwydatniania (i wykraczania poza) możliwości wychowanka w materii sztuki. Tak sięgniemy do swoistej fuzji teatru ciała, muzyki i pedagogiki integralnej (Kielar 2012: 160–161). Poszukując miejsca wsparcia rozwoju dziecka i arteterapii poprzez teatr ciała, roz- pocznijmy od ustaleń pozwalających ulokować integralność w kategoriach edukacyjnych. Rozważając koncepcję pedagogiki integralnej, zupełnie naturalnie powracamy do idei 8 Katarzyna Krasoń W. Okonia (1996), która zakłada nauczanie-uczenie się wielostronne, uruchamiające
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