Browsing by Author "Czub, Magdalena"
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Item A review of the provision of social and emotional learning in Australia, the United States, Poland, and Portugal(Cambridge University Press, 2017) Bowles, Terence; Jimerson, Shane; Haddock, Aaron; Nolan, Julene; Jabłoński, Sławomir; Czub, Magdalena; Coelho, VitorThe aim of this research is to gather preliminary information from a range of countries to develop an international perspective on Social and Emotional Learning (SEL). Currently, there is no cohesive international statement on the minimum requirements to provide SEL in schools. By bringing together a range of international perspectives it is intended that clarity will be provided from which new approaches and initiatives can be developed and researched. International researchers familiar with SEL programs in their country were asked to answer five questions about the context and processes used to teach SEL in specific countries to begin an understanding and synthesis of best practice. These questions relate to: (1) sociocultural contexts of school systems, (2) the range of SEL programs presented in each country and what is common about these programs, (3) the effectiveness of prominent SEL programs, (4) the facilitators and barriers that exist to effectively present SEL programs within the country, and (5) recommendations for the future of SEL programs. A synthesis is followed by a discussion of the future of SEL and how the SEL Interest Group may make a contribution to the current state of the literature, curriculum, pedagogy, and research that informs SEL in schools.Item Krótko- i długofalowe korzyści wczesnej opieki nad dzieckiem i edukacji(2012) Brzezińska, Anna Izabela; Czub, Magdalena; Czub, TomaszThe Western societies idea of need to invest in early care and education of the youngest citizens become more and more prevalent and is supported by scientific research. The condition of the young people in our country, indicates the need to promote the idea also in Poland. The paper contains an analysis of the research on the effectiveness of early educational interventions. Research confirms the positive impact of early educational effects on the functioning in the school and the duration of the education, as well as on social functioning measured by the level of employment, income and assets. The benefits of early childhood education are also visible in the lower criminality. Conducted research also indicates that from the point of view of state economics, early care and education is beneficial.Item WCZESNA EDUKACJA I OPIEKA NAD DZIECKIEM JAKO WYZWANIE DLA POLITYKI SPOŁECZNEJ I OŚWIATOWEJ(2012) Czub, Magdalena; Brzezińska, Anna Izabela; Czub, Tomasz; Appelt, KarolinaWell-organized unitary system of early childhood education and care is a great challenge for every country. It requires changes in public awareness among the professionals, parents and politicians and considerable financial outlay also. However, investment in this area ensures proper development of children during first years of life, significantly increases the chances of continuing education and labor market efficiency. It also prevents social exclusion. The article presents recommendations, which include the principles of the early childhood education and care system, resulting from research and practice.Item Wczesna edukacja i opieka nad małym dzieckiem jako wyzwanie dla systemu edukacji(Wydawnictwo Naukowe UAM, 2013) Czub, Magdalena; Appelt, KarolinaThis paper addresses the problem of supporting the development of infants and young children in the context of the challenges posed by the organization of the state system. Considering the importance of the fi rst years of life for future development, current social policy and education in Europe and around the world puts a strong emphasis on systemic and integrated approach to early childhood education and care, based on scientifi c evidence justifying the selection of a specifi c social and educational solutions. The implementation of this idea requires both the defi nition of the most important aspects of the development, requiring special support in the early stages of child development and system design early care and education with regard to the resulting knowledge. The following analysis is an attempt to identify the most important factors and social conditions indispensable to fulfi ll both the universal and the individual needs of the child in the context of the challenges they pose for organizers of the system of early childhood education and care.Item Wczesna opieka i edukacja dzieci w Polsce w kontekście europejskim(2012) Brzezińska, Anna Izabela; Czub, MagdalenaThe paper presents the contemporary approach to education understood as a process starting from the beginning of life. Describes the basic quality benchmarks of early childhood education and care and shows the status of the system existing in Poland, compared to solutions and requirements in Europe. It also indicates the need to introduce changes in Poland. Considering the need for change, the authors, in the analysis of the current system of early childhood education and care, suggest to use the U. Bronfenbrenner’s ecological approach to development and the P. B. Baltes’s concept of resources – SOC (selection, optimization, compensation).