The lack of terminological precision in relation to a category that is widely used in social sciences, i.e. experience, provided inspiration for reviewing the scientific approach to the concept. The role of experience in the psychological development of an individual was evidenced using Aristotle’s perspective, Locke’s theory of empiricism and the conceptions of Tomaszewski, Bruner, Piaget and Tyszkowa. Different types of experience present in human life were presented. The author also proposed an original conceptualisation of experiencing and experience in relation to parenthood, pointing to factors which determine the way of experiencing motherhood and fatherhood and which are essential in the process of operationalisation of the analysed categories. The 63 identified criteria that differentiate the experiences of adult mothers and fathers evidence the research potential that arises from parenthood.

This article is an invitation to discuss the role and tasks of a contemporary school psychologist. The main purpose of the presented theory is to outline a school psychologist’s role as a co-creator of the environment and educational process within the school setting. The introduced M-I-P-P model consists of the following psychological activities: Monitoring-Intervention-Prevention-Promotion. The need to constantly widen the possibilities of psychological action as well as to develop the ability to create autonomous plans of implementing those actions, are part of the described model. The understanding and accurate implementation of the presented model are key to the school psychologist’s professional future, just as a clearly outlined and articulate professional identity is the necessary basis and regulator of one’s functioning in the professional environment.

The aim of the study was to describe the syntactic abilities of elderly people taking into account possible differences between young-olds (67–75; M = 72.55, SD = 1.99) and old-olds (76–90; M = 79.88, SD = 2.92) in this area. Spontaneously produced narrations were assessed taking into account the grammatical correctness, complexity and coherence. Working memory and cognitive flexibility (visual shifting and verbal fluency) were also measured. The analysis showed that the young-olds differ from the old-olds only in the coherence of their narrations. The relation between using anaphors and working memory capacity was also proved

The purpose of this study was to define mothers’ level of acceptance of beliefs and behaviours towards a child which are linked to three parental myths chosen by the authors: the myth of the supreme value of the child, of the need to ensure the child’s happiness, and of making friends with the child. Furthermore, the authors wanted to discover if parental myth acceptance is linked to rating the reasons behind the parents’ behaviour in accordance with these myths. In the study, 113 mothers (aged from 22 to 50) with at least one child of age between 1 and 7 participated. An Obsessive Mother to Child Love Questionnaire (OMCLQ) and a Modern Parent Stereotype Questionnaire (MPSQ) were used. The results of the study show that the parental myths selected by the authors are moderately accepted by the surveyed mothers, both when it comes to their beliefs and to behaviours towards the child.

Referring to psychological concepts of child development inspired by the achievements of Lev S. Vygotsky (1971, 2002, 2006) and John Bowlby (2007), the authors formed a procedural model of sensitive teaching. The sensitive teaching model was referenced to experiences with mobile devices reported by families with young children. The presented study explores the meanings assigned by the caregivers to mobile devices in the parent–child–mobile device interaction. The qualitative content analysis of 97 self-narration resulted in seven categories of meaning: (1) educator, (2) amusement, (3) risk, (4) distractor and inhibitor, (5) replacement, (6) regulator of emotions, (7) biological control.