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            <title><![CDATA[Guided Play as Context for Teacher Practice: Exploring Young Children’s Leadership Development in Macau]]></title>
            <link>https://reference-global.com/article/10.2478/poljes-2025-0013</link>
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            <pubDate>Fri, 26 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[This study examines how guided play can serve as a meaningful context for developing leadership among young children, particularly those with special educational needs (SEN), in an inclusive kindergarten classroom in Macau. Existing leadership research has largely centred on adolescents and adults, positioning early childhood as merely preparatory, while research on young children’s leadership often overlooks its relational and dynamic nature. This study examines how guided play supports young learners’ developmental growth and experiences. Using participatory action research and grounded theory analysis, data were collected across two intervention cycles with one lead teacher and six child participants. Video recordings and teacher reflective diaries were analysed to identify patterns of children’s leadership behaviours and supporting pedagogical conditions. Findings reveal guided play as an effective pedagogical approach for nurturing young children’s leadership, notably for children with SEN. Four key teacher practice pillars emerged as critical to supporting children’s leadership: cultivating an observational presence, preparing for responsive adaptation, approaching with affirming mindsets, and centering equity awareness. Researchers in this study also propose a TAP Model that may benefit future research on teachers’ practices and the opportunities for children’s agency in play.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Support for Students with Experience of Migration in Polish Schools]]></title>
            <link>https://reference-global.com/article/10.2478/poljes-2025-0012</link>
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            <pubDate>Thu, 18 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[In Poland, children with migration experience do not formally have any difficulties in accessing mainstream education. They can benefit from it on the same terms as children of Polish citizens. However, their educational successes and school integration largely depend on the systemic solutions of Polish education, the preparation of teachers to work with students from other cultures and the support received from peers. This text is of a review and synthesizing nature. Its aim is to organize and discuss selected threads present in the literature on the subject, and in Polish law, regarding support for students with migration experience in the education system. We indicate formal solutions, issues related to teacher preparation and support provided by peers, so-called peer mentoring. We supplement the theoretical aspects with the results of research conducted in this area by various institutions and propose some practical ideas that can be implemented in the school environment on the basis of peer-mentoring programme Better Together.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Crisis Situations and Strategies for Coping with Stress in Children of Younger School Age]]></title>
            <link>https://reference-global.com/article/10.2478/poljes-2025-0011</link>
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            <pubDate>Thu, 18 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[Introduction: In recent years, we have witnessed chronically difficult situations that lead to disorganization of everyday life. Early school students are affected by the phenomenon of growth with a crisis in the background. The research undertaken provides information on strategies for coping nine-year-old children with a crisis situation caused by the SARS-CoV-2 virus pandemic.Purpose of the Research: The aim of this text is to present our own research, which is an attempt to find answers to the questions: What strategies for coping with the crisis caused by the SARS-CoV-2 virus pandemic were used by nine-year-olds? How were coping strategies used in the crisis situation caused by the SARS-CoV-2 virus pandemic among nine-year-olds?Research Method: Twenty-two nine-year-olds participated in this study. Visual ethnography was used. A qualitative analysis was made of two types of data-drawings and oral statements by the authors of the works.Results: Students used various strategies to cope with crisis situations. Six studies observed that task-oriented strategies were dominant. They included: action aimed at solving the problem, searching for information about a difficult situation and analysing solutions. In the remaining sixteen cases, the use of avoidance and emotion- focused strategies was observed interchangeably. Denial, minimizing the problem, ridiculing the source of fear, and using emotionally charged language were noted.Conclusions: In the face of the changing reality and the crises affecting mental health, the need to provide assistance in this area and to set the direction for possible support at the institutional level was noticed.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[The Value Systems of Female Teachers in Early and Middle Adulthood —Similarities and Differences]]></title>
            <link>https://reference-global.com/article/10.2478/poljes-2025-0010</link>
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            <pubDate>Fri, 12 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[The purpose of this article is to examine the value systems of female preschool teachers in early and middle adulthood. The research was conducted among 45 female teachers from Białystok. The research employed the diagnostic survey method, drawing on the classification of values proposed by Dyczewski. The results indicate that the values most highly regarded by the female teachers participating in the research are higher-order values (ethical and cognitive), as well as sociocentric and aesthetic values. The differences observed between the groups are generational in nature: younger teachers are more inclined to value material and hedonistic goods, whereas older teachers tend to emphasise religious and vital values.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Organizational Culture of Social Support Institutions—Empirical Study]]></title>
            <link>https://reference-global.com/article/10.2478/poljes-2025-0009</link>
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            <pubDate>Fri, 12 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[The value of support offered to individuals and families in a difficult situation, being a significant indicator of the quality of their lives, appears to harmonize inseparably with the moral aspect of the functioning of social support institutions. The support activity implemented by social services, as any other kind of professional activity, is subject not only to legal, but also to ethical responsibility which ought to be examined on both the individual and the macro levels.The article presents results of the author’s own study regarding organizational culture of social support institutions operating on the local level. The diagnosis has been made using the Organizational Culture Assessment Instrument (OCAI) model where four main types of culture are listed, which enables the presentation of the predominant features of social institutions, i.e. adhocracy (creation), market (rivalry), clan (cooperation), and hierarchy (control) cultures.As it is visible in the results of explorations undertaken, the predominant type of culture in the social support institutions examined is hierarchy culture (33.02%), whereas clan culture is the most desired one (38.13%). This means that the surveyed employees perceive their workplaces as highly formalized, oriented towards internal affairs and following the rules. According to them, the development of their institutions depends largely on the quality of interpersonal relations and professional development of skills.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Universal Design for Learning in Forest Education: A Conceptual Analysis]]></title>
            <link>https://reference-global.com/article/10.2478/poljes-2025-0008</link>
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            <pubDate>Fri, 12 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[Universal Design for Learning (UDL) is currently one of the key frameworks supporting inclusive education, emphasising the need to design flexible learning environments and to reduce barriers that limit access to knowledge. At the same time, there is growing interest in forest education as a specific form of outdoor education grounded in direct contact with nature, experiential learning, and the strengthening of learners’ agency and autonomy. Despite clear conceptual overlaps between UDL and practices used in forest education, the relationships between these two approaches remain only partially explored in the literature. The aim of this article is to offer a conceptual analysis that identifies potential areas of integration between UDL principles and forest education practices. The paper discusses the theoretical foundations of UDL and the core assumptions of forest education, highlighting shared elements such as multisensory experience, learner agency, diversity of available forms of activity, flexibility of the learning environment, and the possibility of adapting activities to individual learner needs. On this basis, key components are identified that may inspire the design of accessible, engaging, and varied learning environments aligned with the principles of Universal Design for Learning.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[A Report on a Pilot Study into Using Coaching to Support ‘Sixth Form’ Students (Aged 16 to 18) in England]]></title>
            <link>https://reference-global.com/article/10.2478/poljes-2025-0007</link>
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            <pubDate>Fri, 12 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[This article presents findings from an early-stage pilot study investigating how coaching can support students aged 16–18 in England. As part of a wider comparative project involving England and Canada, this first paper focuses on the English context, drawing on semi-structured interviews with two students at a sixth form college in the East Midlands region of the United Kingdom. The study examines how coaching influences learning strategies, motivation, confidence, and overall well-being during the critical two-year stage between the General Certificate in Secondary Education (GCSE) exams at age 16 and A-Level exams at age 18. Sixth form students face high-stakes assessments alongside increased autonomy and responsibility for their learning. Coaching, distinguished from traditional mentoring or tutoring by its emphasis on questioning, reflection, and goal-setting, offers a structured yet personalized approach to supporting academic and personal development. Findings from the pilot indicate that coaching positively impacted students’ attainment by fostering self-assessment, and practical study strategies, while also enhancing confidence, self-efficacy, and resilience. Participants highlighted coaching as a mechanism for stress management, workload planning, and coping with the pressures of study. Additionally, peer-led support emerged as a potentially effective model to strengthen engagement, belonging, and motivation. This study contributes to the growing evidence that coaching can enhance both academic outcomes and personal well-being, suggesting that embedding coaching within sixth form practice may foster a culture of reflective learning, empowerment, and sustained student success.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Creating Activities Towards Improving Functional Literacy: Examples from North Macedonia]]></title>
            <link>https://reference-global.com/article/10.2478/poljes-2025-0002</link>
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            <pubDate>Sat, 06 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[This article discusses the implementation and results of a project focused on improving functional literacy in North Macedonia, which I initiated and coordinated from 2023 to 2025. The motivation behind the project was to initiate changes in the traditional lecturing model predominant in the country, with low-level participation from students in class, and with very little focus on critical or creative thinking. The main research question was how to transform the curriculum and in-class activities in order to improve functional literacy among primary and secondary school students in Macedonia. I describe the stages and outcomes of the project, and report on the benefits of the undertaken activities on the well-being of teachers and students, the implications of which may helpful to practitioners in similar educational contexts.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[The Role of the Teacher in Personalized Education in the Opinion of Female Students of Preschool and Early Childhood Education Studies]]></title>
            <link>https://reference-global.com/article/10.2478/poljes-2025-0006</link>
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            <pubDate>Sat, 06 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[In compliance with the recommendations laid down in the Poland 2030 report, one of the reforms to be introduced in the Polish education system is the individualization of the education process. Putting the education based on the personalized approach in the centre translates into a greater focus on the student, the recognition of their individual potential and bringing them to the forefront in the knowledge acquisition process, which means that the student is an active co-author of and participant in the process rather than assuming the role of a recipient. This paper presents the results of the research concerning teachers-to-be opinions on personalized education in the context of both the role of the school and the teacher. The applied research method was the diagnostic survey method. It was found that teachers-tobe have a high belief in personalized education. The role of the teacher assumed under this approach is mostly consistent with the role of the teacher as perceived by research participants. What is more, the majority of the research participants agreed with the statements concerning the role of the school itself in implementing the education process based on personalism. The presented research results provide an important rationale for increasing the personalized education component in pre-school and early childhood education curricula. The rationale is coherent with the university students’ vision of their future role as teachers. Given the challenges of the contemporary world and the clear direction of education which puts an increasing emphasis on an individual approach to each student, this task should be carried out with utmost care.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[How Children Understand Artificial Intelligence —The Analysis of Statements Made by Children at a Younger School Age]]></title>
            <link>https://reference-global.com/article/10.2478/poljes-2025-0003</link>
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            <pubDate>Sat, 06 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[This study examines various aspects of artificial intelligence as a technology increasingly relevant to the development of children at a younger school age. It investigates children’s understanding of AI, focusing on three objectives: 1) exploring children’s subjective understanding of the concept of artificial intelligence, 2) assessing their knowledge of potential AI applications, and 3) describing their experiences in using AI. The theoretical framework is based on the concept of AI literacy, which is outlined alongside an overview of AI technology in the educational context. The study employed focus group interviews with 57 students (27 girls and 30 boys). Findings indicate that children perceive artificial intelligence as a set of tools with diverse applications. Although they are not active users of AI, they demonstrate awareness of its existence and functions. These results have implications for early childhood education, particularly regarding the development of digital literacy and critical thinking in an era of rapid technological change.Instead of alternating between terms such as text, article, or research, it is more consistent to use the term study.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[The Means for Teachers and Parents to Identify the Abilities of Students at a Younger Age]]></title>
            <link>https://reference-global.com/article/10.2478/poljes-2025-0001</link>
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            <pubDate>Sat, 06 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[The purpose of this article is to analyze how teachers and parents alike identify the abilities of students at a younger school age. Identifying a person’s potential is an important step to better understanding the individual, and guides educational and upbringing activities both in and out of school. Although abilities do not always reveal themselves right away, discovering them makes it possible to design the student’s further development path in line with the student’s known aptitudes, interests, and preferred learning style. Thus, in the cognitive activities of these students, the term “diagnosis”, which has so far been associated with the identification of difficulties, disorders, deficits, and educational barriers, takes on a different meaning.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Teaching, Learning Mathematics —Declarations vs Facts]]></title>
            <link>https://reference-global.com/article/10.2478/poljes-2025-0004</link>
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            <pubDate>Sat, 06 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[The study compares the mathematical achievements of high school students with their attitudes towards and perceptions of this subject. The study was conducted amongst students (n = 870) in the final (graduating) year of general high schools. Its purpose was to examine the relationship between the general performance in mathematics and attitude towards the subject, and to compare the general performance in mathematics of high school students with different attitudes towards mathematics. The correlation between mathematical abilities of general high school students and their attitude towards mathematics was found to be moderate. What is more, the correlation between attitudes towards mathematics and students’ ability to solve tasks was found to be weak. Therefore, it can be concluded that if a student has a high or low ability to solve tasks, it does not necessarily mean that their attitude towards mathematics is also high or low, and the results achieved by the students are determined by the fact that taking an exam in mathematics is compulsory for final-year students rather than by the willingness to learn the subject. Students who are not enthusiastic about maths also take the compulsory final exams and very often their maths exam results were good.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Recognizing the Challenges Encountered by Teachers of Students with Migration Experience in a Primary School in Bialystok]]></title>
            <link>https://reference-global.com/article/10.2478/poljes-2025-0005</link>
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            <pubDate>Sat, 06 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[The article discusses the challenges faced by teachers working with students with migration experience in primary schools in Bialystok. Using James Coleman’s theory of social capital, the author analyses how the relationships between teachers, students, and their families affect the adaptation and educational success of students from different cultural backgrounds. Research shows that teachers face difficulties related to language, cultural and adaptation barriers of students. The article presents strategies used by teachers to overcome these challenges, such as individualization of work with students, the use of various teaching methods and the involvement of parents in the educational process. The results of empirical research show how teachers adapt their teaching methods and what actions they take to support students with migration experience. The article also contains recommendations for educational practitioners that can contribute to improving the quality of education of students with migration experience.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Homework in the Face of Change—Opinions of Early Childhood Education Teachers from the Podlaskie Voivodeship Schools]]></title>
            <link>https://reference-global.com/article/10.2478/poljes-2024-0006</link>
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            <pubDate>Mon, 30 Dec 2024 00:00:00 GMT</pubDate>
            <description><![CDATA[RESEARCH OBJECTIVETo 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.RESEARCH METHODThe 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.RESULTSOpinions 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%).CONCLUSIONSDue 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.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Rural School as a Centre of Physical Activity of a Child at Early School Age]]></title>
            <link>https://reference-global.com/article/10.2478/poljes-2024-0007</link>
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            <pubDate>Mon, 30 Dec 2024 00:00:00 GMT</pubDate>
            <description><![CDATA[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.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Traces of Internal Evaluation in Art Schools—Experiences Worth Continuing]]></title>
            <link>https://reference-global.com/article/10.2478/poljes-2024-0008</link>
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            <pubDate>Mon, 30 Dec 2024 00:00:00 GMT</pubDate>
            <description><![CDATA[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.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.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.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Transport Exclusion and Access so Social and Educational Services —Challenges and Proposed Actions]]></title>
            <link>https://reference-global.com/article/10.2478/poljes-2024-0001</link>
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            <pubDate>Tue, 24 Dec 2024 00:00:00 GMT</pubDate>
            <description><![CDATA[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.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.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.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Employing the Project Method in the Implementation of Regional Education in Grades 1–3 of Władysław Syrokomla Primary School in Michałowo]]></title>
            <link>https://reference-global.com/article/10.2478/poljes-2024-0003</link>
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            <pubDate>Tue, 24 Dec 2024 00:00:00 GMT</pubDate>
            <description><![CDATA[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: Gminny) Cultural Centre in Michałowo and Władysław Syrokomla Primary School in Michałowo as well as conversations with residents and local activists.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Family as a Value in the Lives of Six-year-old Children]]></title>
            <link>https://reference-global.com/article/10.2478/poljes-2024-0004</link>
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            <pubDate>Tue, 24 Dec 2024 00:00:00 GMT</pubDate>
            <description><![CDATA[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.]]></description>
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        <item>
            <title><![CDATA[The Ways of Perceiving Children and Childhood. From Asociality Towards Socialization]]></title>
            <link>https://reference-global.com/article/10.2478/poljes-2024-0002</link>
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            <pubDate>Tue, 24 Dec 2024 00:00:00 GMT</pubDate>
            <description><![CDATA[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.]]></description>
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