The article reflects various social-cultural contexts of social projection of child. Based on everyday visual culture it points to the changes of collective consciousness of child. Present-day 'disneyfication' leads towards specific social phenomena as for example 'The paradoxon of friendly adultism', which is related to certain risks in upbringing and relationships. The paradox emphasizes the difference between the status of children in contemporary collective sense and their real possibilities of development.
The assumption in this research project was that children in the context of their social group form their own rules and hierarchy, and that precisely this hierarchy in the children´s group has the greatest influence on the character and content of the ideas about social groups which are disseminated among children. Fieldwork has confirmed that children´s knowledge is influenced most of all by the structure of the children´s peer group. Apart from cognitive reasons (it is easier to learn from a similar mind) there are also social reasons- children are very social and for them it is important to be a part of the group where they feel comfortable and which they understand.
The issue of the educational system should be one of the main points in the discussion about the integration, assimilation of immigrants, and multicultural societies. Since the introduction of compulsory schooling, the school became one of the main instruments to integrate the young generation into a society and culture, to provide the most equal opportunities for individual development, to acquire knowledge, skills or professional qualifications. On the macro-level we are asking if the educational system works properly in the society as a whole. On the mezzo-level, the problems of local communities and individual schools are raised. Finally, on the micro-level, we consider the needs of individual pupils or classes, their educational opportunities, aspirations and motivations, but also their feeling of discrimination.
One of the most important developmental contexts for children is their experiences with their peers. For younger children (middle childhood) it is mostly peer context in school settings, while young children spend most of their time either at home, or with their classmates at school. In the classroom children acquire wide range of skills, experiences, attitudes and relationships that influence their adaptation in later life. As children grow experiences with their peers and mainly relations with their peers become increasingly complex. In this paper we focus on the formation of groups and relations in classroom and on the development of socio-metric status among peers. We also summarize main characteristics of social networks and social network analysis.
The literature for the children of Vojvodina Slovaks living in Serbia first received attention in year 1968, when it was prompted by magazine Nový život as a part of the Literárna porada discussion. Another of such discussions called Naša detská poézia po oslobodení /Our children´s poetry after the liberation/ took place in 1983, where children´s literature was seen as the most important line of the literary production written by Slovaks living in Serbia. Between 1996 and 2015 Slovak Vojvodina literature for children underwent development in all the forms (poetry, prose, drama) and genres. In addition, the professional reflection on children´s literature improved, too (Pavol Mučaji: Podľa duše dieťaťa /In Line with A Child´s Soul, 2005; Jarmila Hodoličová: Prehľad dejín slovenskej vojvodinskej prózy pre deti /A Concise History of Slovak-language Vojvodina Prose for Children, 2005).
Fluid intelligence is a critical factor in learning and instruction. It also influences performance at school and in the workplace. There have been many attempts to directly and indirectly improve general fluid intelligence by training its underlying cognitive functions, such as working memory, cognitive control, or attention. The aim of the present study was to determine the extent to which school-age children’s scores on intelligence tests could be improved by attention training. After training sessions, which consisted of four computerized cognitive tasks that practiced various aspects of attention, the children’s scores on an attention test improved, with fewer false alarms and increased performance speed. This improvement partially persisted over an extended period of time. However, this effect was not associated with higher intelligence test scores. These results suggest that attention is possible to develop through short-term interventions but general intelligence is not. We interpret our findings in terms of the three-stratum theory of human intelligence.
The present study analyses the social representation of women and men in ten contemporary Slovak musical films aimed at children (Spievankovo, Fíha-tralala, Smejko a Tanculienka). An analysis of the internal and external features attributed to “men”, “women”, “boys”, and “girls” has revealed, in line with previous research, that men are associated with strength and courage and women with beauty and care. Gender also determines clothing, props. Contrary to previous findings, women in the analysed films, more often than men, display activity and dominance and take the role of moral and intellectual authorities. Men, on the other hand, are just as emotional as women. In conclusion, the author proposes a hypothesis to explain these discrepancies with the previous research.
The author deals with aesthetic quality „children’s aspect of expression”. She focuses on its characteristic from the point of view of musical creator. She enumerates specification of music for children and at the same time she suggests, what picture of child in art brings and represents. She thinks about artistic value of children creation. She confronts experiences from reflection of musical work with ideas of scientists, pedagogues, and artists.
The article presents the outcomes of a research study on the ways schools and the system of education in Poland in general approaches poverty and pupils from poor families. The research shows the Polish school as oriented towards satisfaction of current needs of poor children, such as free meals, rather than on long term, developmental ones. In the light of gathered data the Polish school is not a place of social integration and does not teach the values of equality and human solidarity. It also does not support the process of education of poor children and youth. Its certain features (domination of teaching function over upbringing and child care, overly large classes and schools etc.) and practices (segregation, labelling stigmatisation, exclusion) are especially disadvantageous for poor children and youngsters.
The presented article deals with the issue of cooperation among museum and gallery institutions and pre-primary education. Its content is structured into a theoretical and a research part that are closely connected. In the theoretical part, there is an analysis of the curriculum of pre-primary education and an analysis of the possibility of cooperation among the pre-primary schools and the museum institutions with regard to the (educational) needs and interests of the child visitor. This connection is then specified in the chapter devoted to the phenomenon of the children’s museum, set especially in the European context. In the theoretical part, we also checked the offer of Slovak museums and galleries intended for pre-school children (performances, workshops, interactive exhibitions). The research part of the article, based on interviews with teachers and directors of nursery schools, examines not only the possibilities of cooperation between the pre-primary school and museums and galleries, but also the specific needs and requirements of pre-primary practice towards these institutions in order to fulfil their educational potential to the fullest possible extent.
Perceptions of social support were studied in 67 children with acute lymphoblastic leukemia remission. The narrative technique was used and the results were compared with a matched control group. Only half of the children (49%) perceived social support (control group - 88%, p<0.001). Less than one-third (29%) of children perceiving social support expected it to be in the form of physical proximity, verbal and nonverbal tenderness (control group - 68%, p<0.01). This exploratory study provides suggesting direction for further study. It is necessary to continue research to assess social support in the form of tenderness and physical contact reference to children who survived cancer.
Article encourages research and new-fashioned projects focused on wider living conditions of children and young people with disabilities based on their human rights and promotes exchange of experience and good practices in this field. To stress importance of the mentioned effort the authoress analyses selected facts about living conditions of children with disabilities. She develops psychology-based polemic to premises about special needs of children and young people with disabilities, and presents the demands-based approach to human needs based on social-right model of disability. Second part of the study pays attention to situation in Slovakia - incidence of disability among children and some structural features of the Slovak disability research with emphasizing the research work focused on the field of education.
The purpose of our study was to determine age-related differences in understanding emotions in middle and late childhood and early adolescence. We wanted to determine whether children aged 7, 9 and 11 (N = 54) differed in the complexity of their understanding of individual areas of basic emotions such as happiness, sadness, anger and fear in other people and whether their understanding depended on their gender and the educational background of their parents. Children gave answers in a semi-structured interview specifically designed for this study. Based on the results obtained from qualitative and quantitative analysis and their consistency with the findings of other researchers, we concluded that 1) in middle and late childhood and early adolescence the understanding of basic emotions increases in complexity and that changes do not occur in all areas simultaneously; 2) the four basic emotions develop gradually, with more complex interpretations being added to simpler ones; 3) there are no characteristic gender-based differences in the complexity of understanding in most areas of emotion nor are there any differences between children and adolescents with parents of different educational backgrounds.
The paper deals with the concept of quality of life (QOL) among children and adolescents and the methodological issues connected with research on QOL. The authors' survey was completed by 581 respondents from the general population, aged between 8 - 15 years old. Their task was to describe the term 'quality of life' and to describe poor, average and outstanding ways of living using the examples of their friends and acquaintances. This survey is a response to the lack of research directed at how children themselves see the quality of their lives and it is a part of a research project mapping QOL among children and adolescents. Results show that the major QOL categories are quite constant across age and gender. Most of the respondents want the same: a good family, parental care, good or average school grades, good friends and a sufficient amount of money (in the family). Major gender and age differences appear among less frequent categories e.g., good clothes, freedom, sport, alcohol consumption or smoking.
This study aims to examine more closely the child´s conception of kinship and thus to clarify, particularly for the adult reader, how children perceive the family and kinship, how they construct their idea of the abstract kinship network, whom they include among their nearest kin, and why. The work should also to some extent fill blank spaces in the series of research projects on the family whose scale of respondents is aimed purely at child informants, because in acquiring the necessary data I cooperated with and made use of the knowledge of 10 children in pre-school age (5-7). Results confirm that children have all the assumed knowledge about kinship and the ability to employ kinship terms correctly in practice, and they make use of this ability. In conclusion, I can only hope that my work will stimulate others also to do research with children.
The article is devoted to an examination of the ways in which particular pop culture artefacts (works of popular culture) can be used in the educational process, in accordance with the particularities that reflect the external differentiation of groups educated in certain ways (pre-school age, younger students, older students, adolescents). The initial premise is that we can intentionally use pop culture artefacts to evoke authentic experiences in the educational process. The inter-textual nature of pop culture artefacts means that the potential recipient is able to read the full significance only when equipped with a certain amount of knowledge, which is not immediately present in the artefact, but that the viewer is aware of due to existing schemata.
The article presents toys as meaningful reflections of culture, which, while being a tool in the process of culturalisation, transmit some cultural content, meaningful to the society that has produced them. The role a toy plays in the process of internalisation of gender roles is an important aspect of its ideological character. The studies on toys and play reveal some general characteristics of the process of culturalisation - e.g. the differences between what is expected of girls and boys. They also show some inconsistencies between the declared and real awareness of gender equality.
In December 2008 Polish Honorary Consul and the Authorities of Barcelona prepared a meeting to commemorate the story of a group of Polish children that found a shelter in Catalonia after WW II. During the war about one hundred Polish children were taken from their parents to The Third Reich. According to the disgraceful project 'Lebensborn', they were being germanised. In 1946 Red Cross took them to Barcelona, where - in spite of economic problems - they could at last learn Polish culture. Wanda Tozer, The Secretary of Polish Honorary Consul, made the most for the children's education and material help. 62 years later it was extremely difficult to find out what happened with these Polish children. It is probably the very last moment to conduct the study, to find some sources, to interview the 'children' and to illuminate the story
Can we give a simple answer to the question which segment of book is more important? Is it its visual appearance or its textual content? Some people surely can. Readers, though, see it differently. They see book as a whole, so it should be seen as a whole even in the process of its creation. In the model situation the artist and the author of the text would have the same artistic intention, or even better, they would be one person. A question of form and content of a book is widely explored in the phenomenon of artist’s book. It is usually made by a single author who presents through it his or her artistic self or comments on certain aspect of objective reality. The artist’s book has already entered the realm of children’s book, with all its specificity. The artist’s book for children could, thus, lead to a better interaction between author and percipient. Attempts of such kind can be found in our book market under the name of so called collector’s books.
This article presents the findings of a qualitative research project which aimed to map the political evaluations and the social effects of the changing concept of family and the changing forms of family life. By interviewing political and economic decision-makers we intended to highlight the goals and the motives of the different family policy approaches, the characteristic features of the family concepts reflected by the policy-makers' decisions, as well as the relationship between state family policies and labor market policies on the one hand, and equal treatment expectations concerning both genders, on the other. On the basis of interviews conducted with ordinary people we examined how much people's lives are practically influenced by the family policy measures introduced by the political and the economic decision makers. According to our findings the two different categories of respondents saw specific family policy issues in different ways - their interpretations of family policy as a whole, however, were rather convergent. The importance of providing equal opportunities for men and women, increasing the female employment rate, acknowledging the plurality of family lifestyles, reconciling work and family life - being European expectations as well as conditions of a satisfactory life - seemed to be overshadowed by the demographic issues of fertility and procreation.
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