Archives
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Speech Therapy Prevention in Theory and Practice
Vol. 21 No. 2(81) (2026)Speech therapy prevention is an integral part of speech therapy practice - along with diagnosis and therapy - and is crucial for preventing communication, language and speech disorders. Its activities include both the promotion of normal speech development and the early detection of abnormalities, as well as supporting those already diagnosed to reduce the negative effects of disorders. The modern understanding of prevention assumes its implementation on three levels: as primary prevention - aimed at the general public, secondary prevention - aimed at early detection of difficulties, and tertiary prevention - supporting people with already diagnosed disorders. This creates space for a variety of interactions: from universal educational and informational activities, through screening, to supportive and therapeutic activities.
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The Child as a Participant in Pedagogical Research - Methodological and Ethical Dilemmas
Vol. 21 No. 1(80) (2026) -
Reflective Practitioner - about the Competences of Preschool and Elementary Teachers
Vol. 20 No. 4(79) (2025)A review of contemporary pedeutological literature allows to notice three qualitatively different ways of thinking about the teacher. The "adaptive technician" works according to proven, repeatable patterns, perceiving himself as a transmitter of knowledge. The "reflective practitioner" critically reflects on his/ her work as well as the structure of one’s own beliefs, assumptions made and achieved results. The "transformative intellectual" is socially minded, open to innovation, consciously shaping the wisdom of its students, independent and critical of ready-made patterns and scenarios of conduct. To what extent do the above-mentioned models of functioning apply to preschool and elementary teachers? We invite researchers and practitioners to scientific reflection on the competences needed by contemporary teacher of a small child. What epistemological, ontological and axiological assumptions/ beliefs do teachers apply in their work? How do the social context/ institutional climate/ mental culture of the school shape expectations towards the teaching profession?
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The Concept of 4Cs Competences as a Challenge for Contemporary Education of Young Children
Vol. 20 No. 3(78) (2025) -
From STEAM concepts to education for sustainable development - new ideas in the education and upbringing of the young child
Vol. 19 No. 4(75) (2024)The discussion of modernising education is invariably linked to reforming it, and the need for modernisation is permanently embedded in the condition of schools. What direction should these reforms take? What is at the heart of school modernisation? We can ask more of such questions, but, as J. Delors points out, the fundamental direction of these changes is determined by the future, and we must “think about our future and build it together” (Delors, 1998).
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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)
