Early childhood education in poland
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Early Childhood Education in Poland . By: Lauren Parker . Poland became independent in 1918 Became a soviet state after World War II and was overrun by Germany and the Soviet Union 1989-1990 Poland won back unity. Ethnic Groups . 96.6% of the people in Poland are Polish 1.1% are Silesian

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Early Childhood Education in Poland

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Early Childhood Education in Poland

By: Lauren Parker


  • Poland became independent in 1918

  • Became a soviet state after World War II and was overrun by Germany and the Soviet Union

  • 1989-1990 Poland won back unity


Ethnic Groups

  • 96.6% of the people in Poland are Polish

  • 1.1% are Silesian

  • 0.2% are German

  • 0.1% are Ukrainian

  • 1.7% unspecified

  • Population = 38,346,279

  • 89.8% of the people are Roman Catholic

  • https://www.cia.gov/library/publications/the-world-factbook/geos/pl.html


Education

  • Early Childhood Education is very important in Poland

  • Immediate experiences done in schools are very crucial to a child’s learning

  • Process-person-context model determines how early experiences effect long term and short term memory in children


  • What children learn in school affects their development later in life

  • Just being present in school (namely kindergarten) is very beneficial to a child’s learning

  • (Karwowska-Struczyk, 1998).


Public vs. Private School

  • Public School

  • Educational Policy favors

  • Private School

  • Run by social organizations and associations

  • Expanded in 1990

  • Educational Policy refused for these schools to take over

  • Meant to compliment what the sate has to offer


Public vs. Private School

Public

Private

  • Measure of assessment = Comparable indicators of education quality and student performance

  • Has been established as a permanent education system

  • Advantage: independece

  • (Piwowarski, 2006)


  • 406 Polish seven year olds

  • Analyze language competence and reading comprehension

  • Children had best language and reading if their parents had gone to college

  • Poland has standards of where a child should be in their development when it comes to education


  • Sex and background of child can influence learning

  • Children analyzed exceeded Poland’s requirements

  • (Bielen, Malkowska-Zegadlo, 1998).


ECE in the U.S.

  • Ece programs are beginning to be more recognized and valued in the United States

  • Increased resources

  • More children are going to full-time preschools

  • (Levine Coley, McPherranLombardi, Sims, & Votruba-Drzal)


  • Education is key for future success, financially

  • Children who have good experiences in school at a young age will do better in school later on

  • Children who come from low income families typically do not go to high quality preschools

  • The goal is to get every child into a high quality preschool

  • Administration investing $75 billion to a new partnership


  • Investing time and money to make the best possible preschools

  • This is needed because early childhood education is very important to build the foundation of learning

  • (“Early Learning, 2013).


Geography and Polish Education

  • Geography isn’t an important subject to teach in Polish schools

  • One lessen a week in secondary schools

  • (Pirog & Tracz, 2003)

  • Important to note that one lessen per week is not much time at all


Higher Education in Poland

  • Higher education institutions developed in Poland because of the high demand

  • Being developed, but for a fee

  • (Jalowiecki, 2001).

  • Very similar to higher education in the U.S.


Comparing Poland and the U.S.

  • Similar when it comes to ages of schooling

  • However, there is no middle school- instead they have gymnasium, which is what we call middle school in the United States

  • http://www.buwiwm.edu.pl/publ/edu/index4.htm


References

Karwowska-Struczyk, M. (1998). Children's Activities and their Effect on Child Development: The results of the IEA Pre-primary Project in Poland. International Journal Of Early Years Education, 6(2), 207.

Piwowarski, R. (2006). The Role Of Non-public Schools In Modern Education Systems: A Polish Perspective. International Review Of Education / InternationaleZeitschriftFürErziehungswissenschaft, 52(5), 397-407. doi:10.1007/s11159-006-9000-5

Bielén, B., & Malkowska-Zegadlo, H. (1998). Developmental Achievements of 7-year-old Children in Poland in the Light of International Tests and the Requirements of the Polish Language School Program. International Journal Of Early Years Education, 6(2), 185.


  • Coley, R., Lombardi, C., Sims, J., & Votruba-Drzal, E. (2013). Early education and care experiences and cognitive skills development. Family Matters, (93), 36-49.

  • EARLY LEARNING: America's Middle Class Promise Begins Early. (2013). Education Digest, 79(2), 58-60.

  • Pirág, D., & Tracz, M. (2003). The Status of Geography in the Polish Education System. International Research In Geographical & Environmental Education, 12(2), 164-170.


  • Jałowiecki, B. (2001). Prospects for the Development of Private Higher Education in Poland. Higher Education In Europe, 26(3), 421-425. doi:10.1080/03797720120115997

  • http://www.buwiwm.edu.pl/publ/edu/index4.htm

  • https://www.cia.gov/library/publications/the-world-factbook/geos/pl.html


Different or similar?

  • Although there are some differences in education in the United States and Poland, there are more similarities.

  • There is a lot of focus on early childhood experiences in both countries, which is the biggest similarity.


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