Distance Education in Poland, the Integrity of a student, the Pupil and Material Situation at Schools

The text is raising the question of teaching by Internet, which reached peculiar scale in Poland, without any deeply reflexion about positive and negative effects of its using. In the article authors emphasize difficulties connected with using remote control - education, beginning from through lack of competences of average teacher in the scope of preparing e - learning materials, through dishonesty and impunity of students/pupils, closing on the difficulties connected with financial base (rather lack financial base) in the most educational institutions.

Personality of the Teacher as an Important Element in the Educational Process of the Child

The teacher is an employee of the educational establishment, having qualified for the teaching and education of their students. In addition, in accordance with the Teacher Card, he is obliged to conscientiously carry out the tasks of teaching and educational and charitable. Teacher will call the person responsible for the conduct and coordination of work in the classroom. His job is to get to know the students and their social conditions, cooperation with parents, ensuring socio-moral attitudes, health and the organization of care and support in individual cases. The teacher educator could feel the satisfaction of relevant professional work, enjoy his progress in many areas of development, as well as the appropriate contact with parents and legal guardians must meet specific conditions relating to his personality. Emotional involvement of the teacher, his serenity, creativity and openness to children and young people, as well as their parents, triggers analogous reactions, that is, a positive attitude and the need for cognitive activity.

Similarities and Differences in Values of Polish Young Women and their parents – the Effect of Value Transmission and Value Change

The similarities and differences in values between generations reflect both the stability and change of socio-cultural trends prevailing at a specific time point as well as developmental processes occurring across the life span. Intergenerational similarities in values may be the effect of value transmission within family or consequence of sharing the same socio-cultural context, since both these processes are difficult to separate. The aims of the study were: 1) to describe similarities and differences in values preferences between young women and their both parents; 2) to determine which values may be transmitted within families. Ninety nine women aged 19-25 and their both parents filled in the Schwartz’ Portrait Value Questionnaire [PVQ- 21, Schwartz 2003]. Comparing to older generation young women showed greater preference for achievement, hedonism, stimulation and universalism as well as less preference for conformity and tradition. To assess value transmission two methods measuring similarity between family members were used. According to correlation analysis values representing conservation (conformity, tradition and security) as well as benevolence and power were transmitted in families between women, while security and two values related to self-enhancement (power and achievement) were transmitted between fathers and daughters. According to comparisons of family dyads with pseudo family dyads only mothers and daughters were found to be similar in their preference for tradition, security and power.

Value of Work in the Modern World

The paper focuses on the modern perspective on work and the functioning of individuals on the labour market. Advantages and disadvantages of the current changes in the labour market are discussed in the context of an individual’s life.

The Large Family in Contemporary Conditions

In the Polish cultural ethos, the family as a value seems to have an established high position. It is also confirmed by current numerous studies focused mainly on the young generation, which show that for young people the family constitutes a value of the highest priority. It could be presumed, therefore, that the present socio-cultural climate is favourable for the family and enables it to perform its various functions, including the care and cultural function. It also concerns the large family, which in the Polish tradition used to be considered as a beneficial educational environment, or even a kind of a social force. However, in the modern society, which in its definition seems to be a declaration of high quality standards, mainly in terms of developmental chances of all its subjects, the large family has found itself in a specifically difficult situation. The reason behind it is, above all, the fact that having a large number of children is socially ostracized in various ways. If the value of the large family is not only not appreciated socially, but even discredited, then the consequences of such a state of affairs will become apparent in numerous spheres of social life. Most often, it is reflected in the basic decisions in the area of social policy, unfavourable towards large families. For such families it might imply the necessity of engaging in even an extreme struggle for survival in the sphere of everyday existence; even more so when it comes to decent conditions of performing its tasks and its socio-cultural role. Therefore, it is essential to define and refer to the arguments coding in the social consciousness the fact that the large family in the Polish cultural ethos occupied a high position not only in the past, but it still constitutes a significant value which deserves recognition and support.

The Evaluation of the Readiness of the child for the Early-school Education in the Context of the Indicators of the School Maturity – the Model of the Mature Child Ready for Education

At a time of successively implemented educational reforms on the level of early-school education, presently concerning the youngest generation of Poles, there is an exquisitely topical question about the school maturity of the contemporary child. Hence, an attempt to turn attention to proper preparing the child for taking the compulsory education is a priority objective of the present article. The attention should be also turned to the essential role in this implementation process for the system and methodological education which is a basic education environment - a family. Authors, having exploited the expository method as fundamental form of the realization of the established purpose, made an attempt to depict not only a substantial role of the early-school education (by stressing the appropriate intellectual, emotional and social development of the child), but also to define school maturity indicators and determinants. It was also underlined, that the appropriate assessment of the child’s school maturity constituted the essential determinant of his proper functioning in the school environment. Additionally, an attempt was made to depict the model of the mature child ready for the early-school education through indicating factors which determine acceptable readiness. A return to the current issues of imposing compulsory education on 6-year-old children was also made.

The Experience of the Parents’ Absence and the Declared Life Aspirations of School-age Young People. Summary of Research Findings

The family, in its numerous structural and socio-emotional characteristics, creates a unique environment conditioning the formation of evaluative orientations, life plans and aspirations of the young generation. Experiencing the parents’ absence in one’s upbringing significantly diversifies the aspirations manifested by the young people. The undertaken empirical research shows that children from single-parent families more often appreciate the value of health, honesty, faith and tranquillity; they also more often express their aspiration to be financially independent, as well as their intention to undertake university studies and work at the same time. Young people who experience their parents’ physical absence more often have no intention to get actively involved in the work of the church they belong to, and they ascribe a significant influence on their own views and opinions to themselves.

Family as a Source of School Failures

School failure can be considered both as a pedagogical failure of teachers as well as a problem of a student in realizing school duties. Kupisiewicz divides the causes of school failure into: socio-economical, biopsychological and didactical. The article highlights the important role of the family as an environment determining the child’s success at school.

Transitions and Threats to Family from the Standpoint of People in Their Thirties

The aim of this study is to present certain aspects connected with transformation of contemporary Polish families and to indicate threats to performing their functions. Systematic, economic, social and cultural transformations have influenced lives of people and families and new opportunities emerged to improve standards of living, change attitudes and lifestyles. Contemporary families are characterized by varied structure and dominance of non-productive families formed primarily on non-economic grounds, which control and plan birth of children. However, families are facing a number of challenges and threats that affect performing the basic family functions. High unemployment rate, poverty, violence and addictions are only part of the phenomena that negatively affect quality of living of Polish families. This study presents opinions of young people about transitions and threats concerning family functions.

Social Determinants of Childcare in Poland in 1991–2014

The article highlights major changes in systematic approach to family, establishment of institutions for child and family support, recognition of the priority of family-based care, decentralization of administration and financing of childcare institutions in Poland. The government tried to introduce a number of changes in legislation that would significantly improve the condition of the child. Childcare reforms in the 1990’s and at the beginning of the 21st century aimed at modernizing local government and local organizations to provide appropriate childcare and social assistance to parents. The paradigm shift in social policy on child and family care determines the priority of family support aimed at creating comfortable conditions for the child. Nowadays the main objective of the family supportive policy of any country is to protect the child from the foster care model.