European Social Fund in Poland: Best Practices - Europejski ...

» Przedszkola działały w wymiarze 15 godzin tygodniowo. – Stworzyliśmy placówki naszych marzeń – cieszy
się Maria Jaworska, dyrektorka Gminnego Zespołu Oświaty w Świdnicy. – Wcześniej mieliśmy tylko dwa
przedszkola na 33 wioski. Dzięki projektowi stworzyliśmy trzy kolejne, do których chodziło 45 dzieci z ośmiu
miejscowości. Gdy ruszył nabór, rodzice ustawiali się do nas w kolejce.
– Piętnaścioro dzieci w wieku od trzech do pięciu lat spędzało tu czas od godz. 13.00 do 16.00. Bawiły się,
spożywały posiłek, uczestniczyły w zajęciach muzycznych, plastycznych, uprawiały sport. Były zachwycone.
Zdarzało się, że dzwonił rodzic i mówił, że jego dziecko jest chore i płacze, bo nie może iść do swojego ukochanego
przedszkola. Był też chłopak, który przez pół roku nie mówił, a tylko potakiwał. W końcu się otworzył,
nawet zaczął śpiewać piosenki. To był jeden z sukcesów naszego przedszkola. Inne dzieci nauczyły się,
jak trzymać kredkę, wycinać nożyczkami obrazki. Bardzo się rozwinęły. Bez przedszkola nie byłoby to możliwe
– przekonuje Marzena Bylica, przedszkolanka z Lutomi Dolnej. ◗
» of nursery school education – Giving a good start to nursery school pupils”.
“Our main objective was to create educational opportunities for children from
rural areas that are on a par with those enjoyed by children in towns.”
Municipalities provided the facilities (rooms at schools, local cultural centres
or local fire stations that double as village halls), while the project funding
was used to secure the equipment (furniture, learning and teaching aids, toys),
school supplies and food for the children. Money was also made available
for the teachers and specialists to look after the children. A psychologist,
a special education counsellor and a speech therapist each spent a total
of five hours per month in each of the schools. Their task was to diagnose
the problem and then to run therapy and development classes for children,
and to conduct training for parents to make the adults aware, among other
things, of the children’s speech defects and how to deal with such problems.
Nursery schools were open 15 hours per week. “We have managed to create
the schools of our dreams”, reveals delighted Maria Jaworska, head
of the Świdnica Municipality Education Centre. “Before, we only had two
nursery schools to serve 33 villages. This project enabled us to add a further
three nurseries, which took on 45 children from 8 villages. When we
started recruiting children, parents literally queued up to enrol their kids.”
The nursery school in Lutomia Dolna was set up in a designated room in
a local primary school. The room was previously used by “zero” year pupils.
“A total of fifteen children, aged three to five, would stay here between 1.00
and 4.00 p.m. They played, had a meal and also took part in musical and
visual arts activities and engaged in various sports activities and games.
They were absolutely delighted. It was not uncommon for parents of a sick
child to phone and tell us that the child was upset and crying because he
or she was not able to come to his or her favourite nursery school that day.
We had a boy here who would not say a word for half a year, he would only
nod. But finally he opened up and even started to sing songs with us. This
was a major success for our nursery school. Other children learnt how to
hold a crayon and to cut out pictures with a pair of scissors. They really developed
here. This would not have been possible without a nursery school”
claims Marzena Bylica, a nursery school teacher in Lutomia Dolna. ◗
Maria Jaworska,
dyrektorka Gminnego Zespołu Oświaty w Świdnicy:
Stworzyliśmy placówki naszych marzeń
Maria Jaworska,
head of the Świdnica Municipality Education Centre:
We have managed to create the schools of our dreams
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