This document summarizes the experiences and impacts of a school's participation in an Erasmus+ project. Through the project, the school gained knowledge about educational systems in partner countries, observed lessons, and learned about Dalton education. Both teachers and students improved their language and IT skills. Students are more interested in other cultures and more autonomous in their learning. Teachers are more motivated to implement Dalton education. Parents and the local community are more aware of the school's education approach. The school plans to continue popularizing Dalton education and maintaining relationships with project partners.
This document summarizes the experiences and impacts of a school's participation in an Erasmus+ project. Through the project, the school gained knowledge about educational systems in partner countries, observed lessons, and learned about Dalton education. Both teachers and students improved their language and IT skills. Students are more interested in other cultures and more autonomous in their learning. Teachers are more motivated to implement Dalton education. Parents and the local community are more aware of the school's education approach. The school plans to continue popularizing Dalton education and maintaining relationships with project partners.
The document is about the colors used on a map of Poland and what they represent. Blue represents the Baltic Sea. Green represents plains, lowlands, and depressions. Yellow represents uplands. Dark orange-brown represents mountains. It then shows pictures of these different regions of Poland, including the sea, lowlands, beautiful valleys, lake districts, the Vistula River, uplands, and the mountains.
This document outlines the schedule and activities for a learning and teaching training in Warsaw, Poland from September 24-26, 2019. The schedule includes seminars on Dalton education and student independent work, a tour of a kindergarten implementing Dalton methods, presentations from partners on their research results, and visits to educational sites in Warsaw including the Old Town, Copernicus Science Centre, and a school in Konstancin Jeziorna. The training concluded with partners summarizing the Warsaw mobility experience before traveling to Portugal for further activities.
The document appears to be a survey conducted with teachers, parents, and children at Kindergarten No. 240 about an Erasmus+ project called "Freedom without Chaos". It includes various charts and graphs depicting the results of the survey. The survey asked about roles and expectations for the project, understanding of its goals to increase freedom while maintaining organization, perceived impacts on child development, and suggestions for changes to the kindergarten. In general, the responses indicated support for the project's aims and belief that it could positively influence children's autonomy, cooperation skills, and happiness at kindergarten.
The document summarizes key aspects of the Dalton education approach used in Kindergarten No. 240. It discusses Helen Parkhurst's 1922 book on the Dalton Plan and some of its core principles, including that the teacher's role is to guide students to find answers themselves rather than directly teaching them. It also outlines several tools and methods used in the kindergarten, such as task boards, duty weeks, and students working independently or in pairs/groups on their own schedules. Photographs depict the educational space and methods used to help students stay organized and independent.
Ankiety dla nauczycieli jest przeprowadzana w celu zebrania informacji zwrotnej od nauczycieli na temat ich doświadczeń i opinii. Nauczyciele są proszeni o wypełnienie ankiety w celu pomocy w ulepszeniu jakości edukacji i warunków pracy. Ankieta jest anonimowa i ma na celu uzyskanie szczerego i bezstronnego spojrzenia na szkołę.
The document is about the colors used on a map of Poland and what they represent. Blue represents the Baltic Sea. Green represents plains, lowlands, and depressions. Yellow represents uplands. Dark orange-brown represents mountains. It then shows pictures of these different regions of Poland, including the sea, lowlands, beautiful valleys, lake districts, the Vistula River, uplands, and the mountains.
This document outlines the schedule and activities for a learning and teaching training in Warsaw, Poland from September 24-26, 2019. The schedule includes seminars on Dalton education and student independent work, a tour of a kindergarten implementing Dalton methods, presentations from partners on their research results, and visits to educational sites in Warsaw including the Old Town, Copernicus Science Centre, and a school in Konstancin Jeziorna. The training concluded with partners summarizing the Warsaw mobility experience before traveling to Portugal for further activities.
The document appears to be a survey conducted with teachers, parents, and children at Kindergarten No. 240 about an Erasmus+ project called "Freedom without Chaos". It includes various charts and graphs depicting the results of the survey. The survey asked about roles and expectations for the project, understanding of its goals to increase freedom while maintaining organization, perceived impacts on child development, and suggestions for changes to the kindergarten. In general, the responses indicated support for the project's aims and belief that it could positively influence children's autonomy, cooperation skills, and happiness at kindergarten.
The document summarizes key aspects of the Dalton education approach used in Kindergarten No. 240. It discusses Helen Parkhurst's 1922 book on the Dalton Plan and some of its core principles, including that the teacher's role is to guide students to find answers themselves rather than directly teaching them. It also outlines several tools and methods used in the kindergarten, such as task boards, duty weeks, and students working independently or in pairs/groups on their own schedules. Photographs depict the educational space and methods used to help students stay organized and independent.
Ankiety dla nauczycieli jest przeprowadzana w celu zebrania informacji zwrotnej od nauczycieli na temat ich doświadczeń i opinii. Nauczyciele są proszeni o wypełnienie ankiety w celu pomocy w ulepszeniu jakości edukacji i warunków pracy. Ankieta jest anonimowa i ma na celu uzyskanie szczerego i bezstronnego spojrzenia na szkołę.
1. „A Fluffy Friend”
A small fox called Frankie was very curious about the world. He would frequently leave his
den to watch the life in a nearby village. However, for the last few days he has had nothing to
do. He has been feeling rather glum and nothing would cheer him up.
One morning mummy fox, who worried about her little son, said:
- ‘Everyone is enjoying beautiful spring days, but you do not even want to stick your nose out
of the den. Why have you been so sad?’
Frankie turned his head away to hide a tear rolling down his cheek. When he heard the same
question again, he started sobbing. Then, his mum took the little fox into her arms and rocked
him until he calmed down and told her the reason of his behaviour.
- ‘Everyone has got friends. The horse is friends with the mare, Blueberry the duck scratches in
the ground with hens, and Charlie the dog plays it with Purr the cat. I am the only one who has
nobody to play hide-and-seek with. When they see me, they all run away!’
Having said that, Frankie started sobbing again. In the evening, tired of all the emotions, little
fox quickly fell asleep.
2. Early in the morning, when everyone was still fast asleep, Frankie decided to do some exercises.
He was running in the meadow when suddenly something caught his attention. Some strange
noises where coming from the scrub nearby. It was something like squeaking or crying, the fox
was not sure what sounds they were. He crept very slowly taking soft steps on the ground.
Frankie noticed something yellow and fluffy in the grass. It seemed to him that it was a soft
ball. Suddenly, this something moved and looked around.
It turned out to be the head of a little chick which had just hatched. The chick also left the
henhouse early that morning and walked ahead. At some point he got tired and did not even
realize when he fell asleep.
When he opened his eyes, he did not remember the way back to the henhouse. That is why he
started to squeak loud hoping that some farm animals would hear him.
Frankie, who knew the way back to the village very well, took the little chick on his back and
they set off.
Seeing Frankie, all the farm animals hid away, and the farmyard was empty. Sad little fox gently
put the chick down on the ground in front of the henhouse. The little chick ran to his mum
giving out happy noises and Frankie returned to his den.
The next day Frankie returned to the farmyard. He was really surprised to see that nobody was
running away from him. Everyone was quietly doing their things and some even greeted him
friendly. When Frankie was thinking about the change which had taken place, he saw the little
chick running towards him and happily flapping his wings to say hello to him. He cuddled up
3. to the fox and invited him to play. Since that day Frankie would often visit the farm and play
hide-and-seek with his new friends.
Children from the Kindergarten No. 240 , Warsaw, Poland
„Puchaty przyjaciel”
Mały Lis o imieniu Frankie był bardzo ciekawy świata. Często oddalał się
od swojej nory, by obserwować życie toczące się w pobliskiej wsi.
Jednak od kilku dni nie miał na nic ochoty. Był osowiały i nic go nie cieszyło.
Pewnego ranka lisica zmartwiona takim zachowaniem syna powiedziała:
- „Każdy z radością wita wiosenne piękne dni, a ty nie masz ochoty wystawić nawet nosa z
nory. Co jest powodem twojego smutku”?
Frankie odwrócił głowę, chcąc ukryć spływającą po policzku łzę. Gdy usłyszał ponownie to
samo pytanie, rozpłakał się na dobre. Wtedy matka otuliła go swoimi ramionami i długo
kołysała, aż do momentu , gdy Frankie się uspokoił i zdradził przyczynę swojego zachowania.
- „Wszystkie dzieci mają przyjaciół. Koń przyjaźni się z klaczą, kaczka Jagoda grzebie w ziemi
razem z kurami, a pies Azor bawi się w berka z kotem Mruczkiem. Tylko ja nie mam z kim
bawić się w chowanego. Na mój widok wszyscy uciekają!”.
Gdy wypowiedział ostatnie słowa ponownie załkał. Wieczorem, zmęczony przeżyciami,
bardzo szybko zasnął.
Wcześnie rano, gdy inni jeszcze spali, Frankie postanowił wybrać się na poranną gimnastykę.
Biegał właśnie po łące, gdy nagle coś przykuło jego uwagę. Dziwne odgłosy dochodziły z
pobliskich zarośli: jakby popiskiwanie, płakanie - sam nie był pewien, co to za dźwięki. Skradał
się bardzo powoli, delikatnie stąpając po ziemi. Ujrzał w trawie coś żółtego i puchatego –
zdawało mu się, że to miękka piłka. Nagle to coś się poruszyło i rozejrzało dokoła.
4. Okazało się, że to głowa małego kurczaka, który całkiem niedawno wykluł się z
jajka. Maluch też z samego rana wyszedł z kurnika i wędrował przed siebie. W
pewnej chwili poczuł, że ogarnia go zmęczenie. Nawet nie wiedział kiedy zasnął.
Gdy otworzył oczy zupełnie nie mógł sobie przypomnieć drogi powrotnej. Dlatego
tak głośno piszczał, mając nadzieję, że usłyszą go mieszkańcy gospodarstwa.
Frankie, który doskonale znał drogę do wsi zabrał go na swój grzbiet i ruszyli przed siebie.
Tym razem znów na widok Frankiego wszystkie zwierzęta pochowały się i
podwórko całkowicie opustoszało. Zasmucony takim stanem lisek zdjął
delikatnie kurczaka ze swojego grzbietu i postawił przed kurnikiem. Ptak
popiskując tym razem z radości pobiegł do swojej mamy kwoki, a Frankie
wrócił do swojej nory.
Nazajutrz Frankie ponownie odwiedził podwórko. Jakież było jego
zaskoczenie, gdy na jego widok nikt nie uciekał. Każdy wykonywał
spokojnie swoje zajęcia, niektórzy nawet pozdrawiali go przyjaźnie. Gdy rozmyślał nad
zmianą, która zaszła zobaczył biegnącego w jego kierunku kurczaka, radośnie machającego
skrzydłami na powitanie. Mocno się do niego przytulił i zaprosił do zabawy.
Od tej pory Frankie często bywał w tej okolicy i bawił się w chowanego ze swoimi nowymi
przyjaciółmi.
Dzieci z Przedszkola nr 240 w Warszawie