http://hdl.handle.net/11320/20101 Sat, 20 Jun 2026 04:20:06 GMT 2026-06-20T04:20:06Z http://hdl.handle.net/11320/20124 Tytuł: Traces of Internal Evaluation in Art Schools - Experiences Worth Continuing Autorzy: Maciejewska, Monika Abstrakt: Internal evaluation, introduced into the Polish educational system in 2009 as a component of pedagogical supervision, played a significant role in improving the quality of education and school management. Despite its formal removal in 2021, this article examines its lasting impact and developmental potential, particularly within the specific context of artistic schools. A pilot study conducted in 2022 with 148 artistic school directors revealed ambivalent attitudes toward evaluation but also highlighted its significant value in fostering organizational culture and supporting educational innovation. Directors, as key stakeholders in the evaluation process, identified its positive effects in areas such as improving educational processes, providing psychological support for students, fostering teachers’ professional development, and reorganizing school spaces. The findings indicate the need to continue evaluation practices in artistic schools, emphasizing the development of an evaluation culture and competency support for educators. Internal evaluation, conducted cyclically and tailored to local needs, can serve as an effective mechanism for school development and enhancing the quality of education. The presented research results encourage further analyses and actions to fully utilize the potential of evaluation in the context of artistic education. Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/11320/20124 2024-01-01T00:00:00Z http://hdl.handle.net/11320/20123 Tytuł: Rural School as a Centre of Physical Activity of a Child at Early School Age Autorzy: Nadachewicz, Katarzyna Abstrakt: A rural school can play a key role as a centre of physical activity, supporting students in developing positive attitudes towards their own bodies and healthy lifestyles in line with the holistic pedagogy approach. The purpose of the present article is to analyse the physical activity of students attending grades 1–3 in a rural environment, and the ways in which the school promotes physical activity amongst them. As many as 135 students in grades 1–3 from rural schools participated in the analysis. Also, the article features interviews with 8 early childhood education teachers. The results show that students prefer a variety of physical activities, undertaken both during physical education classes and additional outside activities. They enjoy riding a bike, riding a scooter as well as playing with siblings and friends. Teachers promote physical activity through participation in national and local programmes and organization of sports activities and events. The rural school, owing to the proximity of nature and large green areas, has the potential to become a centre of physical activity for children. Organizing physical activities, integrating physical activity with education, and working closely with the local community are key to promoting healthy and active lifestyles among students. Supporting activities that promote movement and outdoor activities is essential for children so that they can benefit from a wide array of physical activities throughout their lives. Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/11320/20123 2024-01-01T00:00:00Z http://hdl.handle.net/11320/20121 Tytuł: Homework in the Face of Change - Opinions of Early Childhood Education Teachers from the Podlaskie Voivodeship Schools Autorzy: Kadłubowska, Sandra Abstrakt: Research objective: To find out the opinions of early childhood education teachers on giving homework to students in grades 1–3 in the light of the adoption of the regulation of the Minister of Education dated 22 March 2024. Research method: The research was conducted using a diagnostic survey method. A total of 106 early childhood education teachers from the Podlaskie Voivodeship schools participated in the anonymous survey. Results: Opinions shared by early childhood education teachers on giving homework vary. This is confirmed by an analysis of data on the frequency of giving homework and an analysis of teachers’ free statements regarding the greatest benefits and the biggest difficulties resulting from the adopted regulation. They reply almost unanimously when asked if the introduced change was the right solution. An overwhelming majority of teachers (80.2%) do not support it. The unanimous voice of respondents was observed in their responses to statements that relate to the impact of homework on the development of the sense of responsibility (86.8%), the development of a study routine (85.9%), reinforcing classroom learning and skills (83.8%), and the development of the child’s independent learning skills (79.2%). Conclusions: Due to the abolishment of mandatory graded homework, it is worth finding another way to develop the sense of responsibility and a study routine. According to the respondents, one of the school’s current challenges is the development of independent learning skills in students. Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/11320/20121 2024-01-01T00:00:00Z http://hdl.handle.net/11320/20119 Tytuł: “No one Knows us More than We Know Ourselves” - The Image of the Child and Childhood in the Perception of Primary School Students, Grades 1–3 Autorzy: Makarewicz, Marta Abstrakt: The image of the child and childhood is one of the key research issues in the social sciences, constituting an important aspect that shapes our understanding of the development and upbringing of children. The purpose of this paper is to present the results of a study on the image of the child and childhood from the perspective of primary school students in grades 1–3, based on the conducted group interviews. The respondents present the image of the child and childhood in a realistic way, taking into account various concepts, visions and ways of thinking about the child. The interviewees pointed out a number of advantages and disadvantages of being a child, relating them to the special qualities of being a child and to relationships with adults. The children’s statements revealed their beliefs built on their own experiences. Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/11320/20119 2024-01-01T00:00:00Z