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Celem artykułu jest prezentacja badań opisujących działania rodziców związane z rozwijaniem zainteresowań i predyspozycji dzieci w wieku 5–12 lat w zakresie programowania. Badania przeprowadzono wśród rodziców, którzy podejmują działania na rzecz rozwijania zainteresowań programistycznych małych dzieci. Problemy badawcze koncentrują się wokół zagadnień dotyczących: motywów rodzinnych zabaw w kodowanie/programowanie, organizacji zabawy w kodowanie, sposobów doskonalenia kompetencji programistycznych rodziców i opinii rodziców na temat efektów tych zabaw. Przeprowadzone badania wskazują, że rodzice dostrzegają znaczenie i korzyści z podejmowanych przez siebie działań na rzecz rozwoju zainteresowań i umiejętności programistycznych, a także innych, wybranych umiejętności pozainformatycznych.

Overexcitabilities (OEs) that manifest themselves in intense, emotional, and deep experiencing are part of the developmental potential in Kazimierz Dąbrowski’s Theory of Positive Disinte- gration. Most of the studies of OEs are conducted with gifted individuals, using self-evaluation. The present study was carried out among children randomly selected from a general school population, excluding the selective criterion of high abilities. With the use of the Overexcitabil- ity Inventory for Parents (OIP-II), parents’ perceptions of their children’s profiles of OEs were collected. The OIP-II consists of six scales: psychomotor, sensual, imaginational, intellectual OEs, plus emotional sensitivity and emotional empathy. The participants were 116 parents of children aged 8 (13 girls, 29 boys) and 9 (37 girls, 37 boys) from Poland. The multivariate analysis of variance (MANOVA) showed that girls scored statistically significantly higher than boys on sensual OE and emotional empathy. Older girls obtained higher scores on sensual OE and younger on emotional empathy. No OE profile of boys was found. The novelty in the present study is a random selection of children from a general population for the study as well as the use of the OIP-II. In the discussion, possible explanations and interpretations of the findings are presented, including a suggestion for the direction of further research.

Digital competences are considered a particularly important component of key competences of modern people. The documents of the European Parliament and the respective Polish Teacher Training Standards indicate the need for educators to acquire computer and information technology competences that can be used in their work, professional development, and personal development. The importance of those competences in everyday life has increased dramatically due to the current pandemic of COVID-19, with distance learning becoming the only form of education available. The need to acquire or improve digital skills has also increased. This paper discusses the European Framework for the Digital Competence of Educators (DigCompEdu) and a self-assessment tool designed based on this framework. With the universality and practical applicability of the tool, it can become an inspiration for lifelong improvement of digital competences both in organized forms and as self-learning activities.