Psychological and Pedagogical Assistance to Children in Public Kindergartens and I–III Classes of Primary School in the Light of Polish Legal Regulations

  • Elżbieta Jaszczyszyn University of Białystok, Poland
  • Joanna Elżbieta Dąbrowska University of Białystok, Poland
Keywords: earning diuculties, psychological and pedagogical assistance, legal regulations of assistance to children

Abstract

New legal regulations in Poland provide for the need of earlier diagnosis and intervention. The regulations refer to two diterent diagnoses, i.e. a teachers’ diagnosis and that of the specialist (clinical). The teachers’ diagnosis (of the kindergarten and school) results from the process of recognizing and assessing a child’s problems. While the specialist (clinical) diagnosis is carried out at the psychological and pedagogical clinic. Both forms complement each other. A preliminary assessment of the lack of readiness to attend school and the risk of specivc learning diuculties should be made as early as at the preschool stage within the teachers’ diagnosis. The discussed directive (RMEN-PPP) imposes an obligation on the kindergarten and the school and makes the institutions responsible for recognizing children’s diuculties and providing them with assistance. However, if the assistance is to be etective, the mentioned centres should cooperate with parents and specialists from the clinic.

Author Biographies

Elżbieta Jaszczyszyn, University of Białystok, Poland

Elżbieta Jaszczyszyn – a PhD in the field of pedagogy. She works at the University of Białystok, at the Faculty of Pedagogy and Psychology, at the Department of Preschool and Early Primary School Pedagogy. Her research interests include the widely understood quality of preschool education, particularly the idea of special concern and support for a child’s activity of a practical as well as mental character (speaking, listening, reading and writing, but also the ability of co-existing with people, fantasizing, taking decisions or humanitarianism). She is an author and coauthor of many publications about preschool education. She is a member of the editorial team of the teachers’ journal “Wychowanie w przedszkolu” and a member of the programme team of the Polish Committee of the World Organization of Preschool Education (Organisation Mondiale pour L’Education Prescolaire).

15–888 Białystok ul. Kard. St. Wyszyńskiego 4c m 12

mobile phone: +48 504 855 426

Joanna Elżbieta Dąbrowska, University of Białystok, Poland

Joanna Elżbieta Dąbrowska – a PhD in the veld of pedagogy and a lecturer at the Department of History of Education at the Faculty of Pedagogy and Psychology of the University of Białystok. Her research interests developed and shifted from contemporary problems of the care of the child and teachers training towards research into the historical roots of the problems in the Polish pedagogical thought. She is an active member of the Polish Society of Dyslexia, the History of Education Society and the Trans Humana Association. She is an author of numerous publications about the history of education and culture, and about the problems of learning diuculties. She is an organizer of workshops and training sessions for people interested in alternative methods of work with children of preschool and early primary school age.

15–888 Białystok ul. Kard. St. Wyszyńskiego 6b m 25

phone: 85-7444123

References

Blair T.R., Rupley W.H., Nichols W.D., The eaective teacher of reading: Considering

the "what" and "how" of instruction, „The Reading Teacher”, 60/5 (2007),

p. 432–438.

Bogdanowicz M., Ryzyko dysleksji. Problem i diagnozowanie, Gdańsk 2004.

Brejnak W., Wolnicz-Pawłowska E. (ed.), Logopedia a specjalne potrzeby edukacyjne

w obliczu reformy szkolnej, Warszawa 2011.

Cameron C.E., Mc Donald Connor C., Morrison F.J., Jewkes A.M., Eaects of classroom organization a letter – word reading in crst grade, „Journal of School Psychology”, 46/2 (2008), p. 173–192.

Cieszyńska J., Nauka czytania krok po kroku: jak przeciwdziałać dysleksji, Kraków

Clayton L., Morrison J., Coping with a Learning Disability, New York 1995.

Cooper-Kahn J., Dietzel L., Late, Lost, and Unprepared: A Parents' Guide to Helping

Children with Executive Functioning, Bethesda 2008.

Dawson P., Guare R., Smart but Scattered: The Revolutionary “Executive Skills” Approach to Helping Kids Reach Their Potential, New York 2009.

Dąbrowska J., Dialog rodzica ze światem. Subiektywne rozważania o życiu z dysleksją, „Dysleksja”, 2/4 (2009).

Dąbrowska J., Rozbieżne bieguny dysleksji, in: G. Krasowicz-Kupis, I. Pietras (ed.),

Zrozumieć, żeby pomóc. Dysleksja w ujęciu interdyscyplinarnym, Gdynia 2008.

Farnham-Diggory S., The Learning Disabled Child, Cambridge 1992.

Fisher G., Cummings R., The School Survival Guide for Teenagers with LD, Minneapolis 1993.

Hatcher P.J., Goetz K., Snowling M.J., Hulme Ch., Gibbs S., Smith G., Evidence for

the eaectiveness of the Early Literacy Support programme, „British Journal of

Educational Psychology” 76 (2006), p. 351–367.

Jastrząb J., Baczała D., Pedagogika Toruńska. Wybrane zagadnienia z pedagogiki

korekcyjno-kompensacyjnej. Wzorzec terapeuty, Toruń 2011.

Jaszczyszyn E., Identiccation and formation of alliterations vs. the pre-school period

and the model of reading education implemented in a nursery school, „Rozprawy Naukowe”, 3 (2009), p. 307–321

Jaszczyszyn E., Modele edukacji czytelniczej w przedszkolu a gotowość do czytania

i umiejętność czytania dzieci sześcioletnich, Białystok 2010.

Jaszczyszyn E., Dziecięca gotowość do czytania – podstawy teoretyczne i metodyczne, in: J. Uszyńska-Jarmoc, A. Cichocki, Edukacja elementarna w teorii i praktyce, Białystok 2012.

Krasowicz-Kupis G., Rozwój metajęzykowy a osiągnięcia w czytaniu u dzieci 6–9 letnich, Lublin 1999.

Krasowicz-Kupis G, Pietras I. (ed.), Zrozumieć, żeby pomóc. Dysleksja w ujęciu interdyscyplinarnym, Gdynia 2008.

Mercer C., Mercer A., Pullen P.C., Teaching Students with Learning Problems, New

Jersey 2010.

Półtorak M., Prognozowanie umiejętności czytania i pisania uczniów klas początkowych, Rzeszów 2012.

Rayner M., The curriculum for children with severe and profound learning dibculties at Stephen Hawking School, "Support for Learning", 1/26 (2011), p. 25–32.

Rozporządzenia Ministra Edukacji Narodowej z dnia 17 listopada 2010 r. w sprawie

zasad udzielania i organizacji pomocy psychologiczno-pedagogicznej w publicznych przedszkolach, szkołach i placówkach (Dz. U. Nr 228, pozycja 1487

z dnia 2 grudnia 2010 r.).

Rozporządzenie Ministra Edukacji Narodowej z dnia 17 listopada 2010 r. w sprawie

warunków i sposobu oceniania, klasyckowania i promowania uczniów i słuchaczy oraz przeprowadzania sprawdzianów i egzaminów w szkołach publicznych (Dz. U. Nr 228, pozycja 1491 z dnia 2 grudnia 2010 r.).

Sochacka K., Rozwój umiejętności czytania, Białystok 2004.

Walkowiak M., Diagnoza i terapia dziecka zagrożonego ryzykiem dysleksji, zaburzeniami mowy, czytania i pisania z wykorzystaniem pomocy dydaktycznych

"Moje Bambino", in: W. Brejnak, E. Wolnicz-Pawłowska (ed.), Logopedia a specjalne potrzeby edukacyjne w obliczu reformy szkolnej, Warszawa 2011.

Published
2012-12-20
How to Cite
Jaszczyszyn, E., & Dąbrowska, J. E. (2012). Psychological and Pedagogical Assistance to Children in Public Kindergartens and I–III Classes of Primary School in the Light of Polish Legal Regulations. Multidisciplinary Journal of School Education, 1(2 (2). Retrieved from https://czasopisma.ignatianum.edu.pl/jpe/article/view/1257
Issue
Vol. 1 No. 2 (2) (2012): Problems and difficulties concerning children’s education
Section
Thematic Articles

Copyright (c) 2012 Elżbieta Jaszczyszyn, Joanna Elżbieta Dąbrowska

Creative Commons License

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

  1. The Author/Authors agree(s) to publish the article free of charge in Multidisciplinary Journal of School Education in English or Spanish. The Editorial Board reserves the right to shorten the texts and change the titles.
  2. As part of free publication mentioned in § 1, the Author/Authors agrees to make the full electronic version of their article available in the Internet.
  3. The Author/Authors agrees to index their article in databases at home and abroad, including abstracts and keywords as well as Author's/Authors’ affiliation in English and in other languages. The Author/Authors agrees to pass on the information mentioned above to the owners of these databases.
  4. The Author/Authors declares that their publication is original and does not include borrowings from other works which might cause Publisher's responsibility, does not infringe the rights of the third party and that their copyright on this publication is not limited. The Author/Authors will incur all the costs and will pay compensations which might result from the mendacity of the following statement.
  5. The Author/Authors declares to bear complete responsibility for the scientific reliability of the article submitted. The detailed contribution of all co-authors is defined.
  6. The Author/Authors declares to publish the text in the Multidisciplinary Journal of School Education under a Creative Commons Attribution-NoDerivatives 4.0 International License (CC BY-ND 4.0).
  7. For more than one author, please complete the Authorship Contributions and send it to the editorial office. Please indicate the specific contributions made by each author (list the authors’ initials, e.g., JKH).  Please download, complete, scan and attach the file in the system during the submission process.
    Authors Statement - Authorship Contributions