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Literature and music in children's education
Vol. 19 No. 3(74) (2024)From East to West and North to South, no countries in the world do not have lullabies or nursery rhymes. These are the infused forms of music and literature that the humans are exposed to right from birth or as embryos. The interplay between music and literature is a significant cultural phenomenon that has shaped human expression and communication across space and time. Both forms of expression offer rich avenues for emotional expression, storytelling, and cultural transmission. In educational settings, particularly in primary education, the integration of literature and music offers a powerful tool for cognitive and language development, cultural literacy, and emotional growth (Hallam, 2010). This introductory essay examines the relationship between literature in music and music in literature and discusses how these interactions contribute to language and literacy development and the broader educational experience of young children.
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The Role of Family and School in the Formation of Inter- and Intrapersonal Competence
Vol. 19 No. 2 (73) (2024) -
Iconotexts in the Face of Contemporary Social Crises
Vol. 18 No. 4 (71) (2023)The concept of crisis means a difficult, often prolonged, difficult, dramatic situation, which brings with it the feeling of escalating anxiety that transforms into fear, danger. Maintained mainly in the media space, the appearance of the deadly consequences of war crises, environmental crises in various places of the world further and closer is a daily reality for modern children. We would most willingly protect them from any emerging evil in alternative fiction, hide, wait. However, this is not possible if we want to take children seriously. In the sphere of contemporary culture for children since the 1970s there have been picture books and other iconotexts, which are an extremely idiosyncratic genre of art that aims to sensitize the very youngest audiences to the issues of broader contemporary crises and new challenges facing our world. Their boon allows them to understand the world around them, to be immersed in it, and sometimes to be involved in possibly changing its conditions.
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Dialogue in Multicultural Conditions
Vol. 18 No. 3(70) (2023)This issue of EETP deals with current and urgent problems in Polish elementary education, which have come to prominence in the wake of the tragic situation of our neighbors – the war in Ukraine. Problems of the spatial and cultural coexistence of individuals and social groups that differ in many respects require further search for solutions, despite the numerous activities of researchers: educators, psychologists, linguists, glottodidacticians, cultural studies experts, as well as teachers who support preschool children, youngest students and their families on a daily basis. Therefore, the main theme of this volume is the educational value of dialogue, its relational nature and the importance that dialogue places on social debate in the public sphere. Bringing this difficult topic, which causes social tensions, under discussion, offers the promise of showing different perspectives on the phenomena under study, thus opening a space for a pedagogy of dialogue.
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Media Education of the Young Child
Vol. 18 No. 2(69) (2023)The pandemic period has shown that the media can play a very diverse role in children's lives, and that functioning in the world of new technologies brings with it both positive and negative consequences. In order to avoid the latter, appropriate media education, adapted to the needs of the young child, is essential. It allows for a slow and responsible introduction of a young person to the world of new media. That is why responsible and wise introduction of a child to the world of the media, shaping correct habits in the area of digital hygiene, is now becoming one of the important elements of the entire educational process.
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Preschool and Early Childhood Education in the Process of Change
Vol. 18 No. 1(68) (2023)The theme of this issue of EETP is the transformations of pre-school and early childhood education - particularly significant in the last two decades.
The articles published in this issue show the specificities and directions of the transformations that have taken place in early childhood education over not only recent years, but also in working with the child and his/her family over the last century. They demonstrate that pedagogical innovations have constantly accompanied and accompany the innovators of pre-school and early childhood pedagogy. In the history of these sub-disciplines of pedagogy, there are plenty of examples of personal, well-known authorities, but also of courageous and creative teachers acting daily for the benefit of children, creating original didactic solutions, democratising education, organising a pro-developmental environment for play and learning, providing a sense of freedom of choice and respecting children's subjectivity.
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