Dominacja a wyzwolenie. Wczesnoszkolny dyskurs podręcznikowy i dziecięcy

Wiśniewska-Kin, Monika

doi:10.18778/7525-794-6

Cited by 16 publications

(5 citation statements)

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“…Infantylizacja i wąski zakres tematyczny tekstów podręcznikowych stanowią ogromny mankament wczesnoszkolnej edukacji dziecka (Klus-Stańska 2004a;Michalak 2011;Wiśniewska-Kin 2013;Zalewska 2013). Czytanie prostych, banalnych tekstów o powtarzającej się problematyce, opatrzonych w dodatku stereotypowymi poleceniami nie tylko nie przynosi dzieciom żadnych korzyści, ale skutecznie legitymizuje sprawowanie władzy nad dziecięcymi znaczeniami (Klus-Stańska 2004b: 35).…”

Section: Wyniki Rekonstrukcjiunclassified

W świecie poznanych i „niepoznanych” liter, czyli o kontynuacji bezsensów w instytucjonalnych praktykach nauki czytania i pisania dzieci

Nowicka

2021

PWE

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Reading is a key competence in a social functioning. In the Polish educational system both kindergarten and school, are responsible for the effects of learning this skill. The article presents the results of research on the content of textbooks and methodological guides intended for the basic reading course for children aged six and seven. As a result of the comparison, it was found that the literacy process was doubled at the school level according to the scheme in force in the kindergarten. The page layout for entering a new letter and the suggested exercises are repeated in the textbooks. The same process for introducing a new letter is valid at the kindergarten and on the school level. The texts for learning to read are trivial, and the instructions formulated to them block the development of reading skills at the semantic and critical-creative level.

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Section: Wyniki Rekonstrukcjiunclassified

W świecie poznanych i „niepoznanych” liter, czyli o kontynuacji bezsensów w instytucjonalnych praktykach nauki czytania i pisania dzieci

Nowicka

2021

PWE

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“…2 W przypadku badań tekstowego obrazu świata podręczników przyjęłam, że celem będzie nie analiza konkretnych publikacji, ale szczegółowy opis obecnej w nich "pedagogicznej kultury znaczeń". Ze względu na to, że nowe dane nie przynosiły innych reprezentacji, analizie poddałam sześć korpusów podręczników (słownik tematyczno-frekwencyjny liczy około 600 stron maszynopisu), obowiązujących w roku szkolnym 2012/2013 (szczegółowy wykaz podręczników zamieszczam w pracy Wiśniewska-Kin, 2013. Ponownie badania przeprowadziłam w 2016 roku.…”

Section: Dyskurs Podręcznikowy I Dziecięcy Z Perspektywy Kognitywistyunclassified

Potencjał badawczy kategorii kognitywistycznych. W poszukiwaniu nowej formuły dyskursu edukacyjnego

Wiśniewska-Kin¹

2019

kse

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In order to describe in detail the differences between the discourse of a textbook and the discourse of children I used categories - applied in the area of cognitive considerations - concerning the language image of the world and the text image of the world, as well as selected sub-categories: point of view and perspective, type of rationality, method of categorizing, stereotypical and axiological overview of the reality. I assumed that the choice of categories and subcategories will not only allow to investigate the imposed meanings of the textbook discourse, but – above all – will make it possible to notice the very process of formation, the emergence of the image of the world from the perspective of children. The adopted analysis model launches reflection on the necessary changes, exposes the oppressiveness of the language of the textbook and encourages exploring the conditions to initiate the language of children.

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“…Major flaws reported include infantilization and consistently maintained low children competence levels (Szyller, 2017). The texts intended for reading convey an idealized picture of childhood, family and school, trivialize and simplify problematic issues, and reduce or completely overlook the complex and difficult social realities (Łaciak, 2011;Wiśniewska-Kin, 2013;Zalewska, 2013). The world of textbook fiction gives preference to or deprecates certain habits, uses and social order, leaving "children lacking critical capacity and unable to achieve a transformative attitude towards the fate of their own and others" (Klus-Stańska, 2011).…”

Section: Introductionmentioning

confidence: 99%

Effective Use of Textbooks by Early Education Teachers

Nowicka

2024

lrp

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Introduction: Schoolbooks are the basic didactic tool in early childhood education classes. As evidenced by numerous research reports, their content is significantly diversified in terms of quality. However, empirical research providing insight into teachers’ experiences of working with school textbooks is lacking. Research Aim: This study examines how teachers influence the use of a school textbook. It looks at their views on daily work with textbooks, the advantages and disadvantages they perceive, and their responses to these observations. Method: Six focus group interviews with 37 early childhood education teachers were conducted. The collected material was subsequently subjected to meaning-oriented content analysis. Results: On the basis of the collected data, it was established that teachers construe textbooks as: predestined fate, a stabilizing factor in the didactic process, a tool for everyday work, a subject- matter expert and a surety of their responsibility for the learning process. The work of educators with the school textbook is characterized by conformity, limited flexibility, adaptation to the range of children’s aptitudes, rationalization and, in rare cases, resistance. Conclusions: With respect to working with school textbooks, the agency of teachers manifests itself only as a superficial response to the identified shortcomings, without an autonomous approach to the content as well as tasks and instructions in school textbooks. Such a conclusion may offer grounds for a pedagogical discussion on the limitations and needs of training early education teachers in terms of enhancing their agency while working with a school textbook.

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Dominacja a wyzwolenie. Wczesnoszkolny dyskurs podręcznikowy i dziecięcy

Cited by 16 publications

References 0 publications

W świecie poznanych i „niepoznanych” liter, czyli o kontynuacji bezsensów w instytucjonalnych praktykach nauki czytania i pisania dzieci

W świecie poznanych i „niepoznanych” liter, czyli o kontynuacji bezsensów w instytucjonalnych praktykach nauki czytania i pisania dzieci

Potencjał badawczy kategorii kognitywistycznych. W poszukiwaniu nowej formuły dyskursu edukacyjnego

Effective Use of Textbooks by Early Education Teachers

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