Poland  

Author(s)

• Erika Kolumbán, Semmelweis University, András Pető Faculty
• Erik Gyercán, Galileo Progetti Nonprofit Kft.

Abstract

In the 20th century, the political system, and the form of the government of Poland was changing constantly, which lasted into the early 21st century. Presently, the educational system of Poland is characterised by a certain dualism, which can be observed in other countries as well, but interestingly, this division reflects the assumptions of the financing, infrastructure, the conditions of the employees, as well as the supervising organs. In Poland, nurseries (żłobki) and kids’ clubs (kluby dziecięce) offer care and education for children under 3 years of age, and who are at least 20 weeks of age. As it can be seen in practise, very few children below 1 year of age enter nursery care. These institutes are being overseen by the Ministry for Family, Labour and Social Policy, and the local communes. There are several very strict conditions and requirements for anyone wishing to run or head a nursery. Kindergarten points offer care and education for children from 3 to 6 years of age. In Poland, children are supposed to go to elementary school by 7 years of age, unless the parents want to have an early admission for a child who is 6 years of age, and has undergone at least one year of kindergarten as preparations.Since February 14th, 2017, the legal act (Dz.U. poz 977, ze zm.) that regulates the base of the kindergarten educational programme was implemented by the Ministry of Education. Decree on the base program for kindergarten education, mentions in two points goals regarding to social-emotional competences, namely;1. shaping emotional resilience in children so that they can rationally cope with new and difficult situation, including a capacity to ease up handling of stress and failure;2. developing social competencies that are necessary for children to establish appropriate relationships with adults.The law in Poland deals separately with the youngster’s social and emotional methodologies and directives. The directives read as follow: shaping emotional resilience in children so that they can rationally cope with new and difficult situation, including a capacity to ease up handling of stress and failure; developing social competencies that are necessary for children to establish appropriate relationships with adults; shaping children’s sense of social belonging (to family, peer group and national community) and a patriotic attitude.

References

• Bowles, T., Jimerson, S., Haddock, A., Nolan, J., Jablonski, S., Czub, M., & Coelho, V. (2017). A Review of the Provision of Social and Emotional Learning in Australia, the United States, Poland, and Portugal. Journal of Relationships Research, 8, E16. doi:10.1017/jrr.2017.16
• Commission, E. (2021. March 2022.02.10). https://ec.europa.eu/. Forrás: European Platform for Investing in Children (EPIC): https://ec.europa.eu/newsroom/empl/newsletter-archives/30890

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CO-178-Poland.pdf