http://hdl.handle.net/11320/19919 2026-06-10T12:42:00Z http://hdl.handle.net/11320/20188 Tytuł: Guided Play as Context for Teacher Practice: Exploring Young Children’s Leadership Development in Macau Autorzy: Pui, Winnie Sin Wai; Tang, Yilin; Tang, Pui I Abstrakt: This study examines how guided play can serve as a meaningful context for developing leadership among young children, particularly those with special educational needs (SEN), in an inclusive kindergarten classroom in Macau. Existing leadership research has largely centred on adolescents and adults, positioning early childhood as merely preparatory, while research on young children’s leadership often overlooks its relational and dynamic nature. This study examines how guided play supports young learners’ developmental growth and experiences. Using participatory action research and grounded theory analysis, data were collected across two intervention cycles with one lead teacher and six child participants. Video recordings and teacher reflective diaries were analysed to identify patterns of children’s leadership behaviours and supporting pedagogical conditions. Findings reveal guided play as an effective pedagogical approach for nurturing young children’s leadership, notably for children with SEN. Four key teacher practice pillars emerged as critical to supporting children’s leadership: cultivating an observational presence, preparing for responsive adaptation, approaching with affirming mindsets, and centering equity awareness. Researchers in this study also propose a TAP Model that may benefit future research on teachers’ practices and the opportunities for children’s agency in play. 2025-01-01T00:00:00Z http://hdl.handle.net/11320/20185 Tytuł: Support for Students with Experience of Migration in Polish Schools Autorzy: Butarewicz-Głowacka, Agata; Walewska, Marta Abstrakt: In Poland, children with migration experience do not formally have any difficulties in accessing mainstream education. They can benefit from it on the same terms as children of Polish citizens. However, their educational successes and school integration largely depend on the systemic solutions of Polish education, the preparation of teachers to work with students from other cultures and the support received from peers. This text is of a review and synthesizing nature. Its aim is to organize and discuss selected threads present in the literature on the subject, and in Polish law, regarding support for students with migration experience in the education system. We indicate formal solutions, issues related to teacher preparation and support provided by peers, so-called peer mentoring. We supplement the theoretical aspects with the results of research conducted in this area by various institutions and propose some practical ideas that can be implemented in the school environment on the basis of peer-mentoring programme Better Together. 2025-01-01T00:00:00Z http://hdl.handle.net/11320/20184 Tytuł: Crisis Situations and Strategies for Coping with Stress in Children of Younger School Age Autorzy: Kadłubowska, Sandra Abstrakt: Introduction: In recent years, we have witnessed chronically difficult situations that lead to disorganization of everyday life. Early school students are affected by the phenomenon of growth with a crisis in the background. The research undertaken provides information on strategies for coping nine-year-old children with a crisis situation caused by the SARS-CoV-2 virus pandemic. Purpose of the research: The aim of this text is to present our own research, which is an attempt to find answers to the questions: What strategies for coping with the crisis caused by the SARS-CoV-2 virus pandemic were used by nine-year-olds? How were coping strategies used in the crisis situation caused by the SARS-CoV-2 virus pandemic among nine-year-olds? Research method: Twenty-two nine-year-olds participated in this study. Visual ethnography was used. A qualitative analysis was made of two types of data-drawings and oral statements by the authors of the works. Results: Students used various strategies to cope with crisis situations. Six studies observed that task-oriented strategies were dominant. They included: action aimed at solving the problem, searching for information about a difficult situation and analysing solutions. In the remaining sixteen cases, the use of avoidance and emotion-focused strategies was observed interchangeably. Denial, minimizing the problem, ridiculing the source of fear, and using emotionally charged language were noted. Conclusions: In the face of the changing reality and the crises affecting mental health, the need to provide assistance in this area and to set the direction for possible support at the institutional level was noticed. 2025-01-01T00:00:00Z http://hdl.handle.net/11320/20183 Tytuł: The Value Systems of Female Teachers in Early and Middle Adulthood - Similarities and Differences Autorzy: Laskowska, Agnieszka Dominika Abstrakt: The purpose of this article is to examine the value systems of female preschool teachers in early and middle adulthood. The research was conducted among 45 female teachers from Białystok. The research employed the diagnostic survey method, drawing on the classification of values proposed by Dyczewski. The results indicate that the values most highly regarded by the female teachers participating in the research are higher-order values (ethical and cognitive), as well as sociocentric and aesthetic values. The differences observed between the groups are generational in nature: younger teachers are more inclined to value material and hedonistic goods, whereas older teachers tend to emphasise religious and vital values. 2025-01-01T00:00:00Z