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1
Newberry, Jan, und Rachel Rosen. „Women and children together and apart“. Focaal 2020, Nr. 86 (01.03.2020): 112–20. http://dx.doi.org/10.3167/fcl.2020.860109.
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AbstractIn what ways, and to what effects, are proliferating temporalities of appropriation in financialized capitalism transforming or transformed by those of social reproductive labor? More specifically, how are woman-child relations affected when social reproduction becomes a site of immediate, not just indirect, capital accumulation through relations of debt? To answer these questions, we take up species-being as the labor relation that anchors socially necessary labor and links women and children by attending to three temporal modalities of accumulation via social reproductive labor: scholarization, (re)familization, and debt servicing. We argue that differentiated tempos in the appropriation of surplus value, operating to “fix” contradictions between capital's short- and long-term interests, are critical sources of tension between women and children in the meeting of needs. Producing and mapping divergent rhythms of appropriation on to different groups may both link diverse women and children, and put their interests at odds.
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Lederlé, Emmanuelle. „démarche cognitivo-langagière dans les troubles du développement du langage: le rôle des «entretiens-échanges langagiers» en situation d'intervention orthophonique ou logopédique“. Travaux neuchâtelois de linguistique, Nr. 42 (01.10.2005): 189–205. http://dx.doi.org/10.26034/tranel.2005.2631.
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This article is written in perspective of a linguistics approach of language acquisition and appropriation. Its content is mostly concerned with appropriation and re-appropriation of the oral and written language by children with language impairment. Because of my double position – as a speech-therapist and a scientific researcher - I am confronted on a daily basis with this type of difficulties as I meet with these troubled children. These situations lead me to question the opportunity - as much for my theses as in my professional practice - of what I call «language exchanges - interviews» around the language, which I believe to be necessary to its appropriation (re-appropriation?). Based on fundamental concepts in developmental psychology: «Conscience taking» (J. Piaget), «spiral organisation» (J.S. Bruner), «zone of proximal development» (Vygotski), and referring on the approach developed by P. Vermersch: the explanation, the language exchanges – interviews have as their main objective the appearance and development of cognitive-linguistic steps among people with difficulties, in order to attain language appropriation and reappropriation.
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Lensmire, Timothy J., und Diane E. Beals. „Appropriating others' words: Traces of literature and peer culture in a third-grader's writing“. Language in Society 23, Nr. 3 (Juni 1994): 411–26. http://dx.doi.org/10.1017/s0047404500018042.
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ABSTRACTMikhail Bakhtin's notion of appropriation is a potentially powerful way to conceptualize discourse development in children. Typically, studies of discourse development have emphasized structural aspects of text. However, children appropriate not only forms, but also words, themes, purposes, and styles. From a developmental point of view, the concept of appropriation raises at least three questions: What is it that children appropriate? Where do they get their material? And what do they do with that material? In an attempt to make sense of appropriation as a developmental construct, we examine one third-grader's writing: Suzanne's book, The missing piece. We find that Suzanne appropriated material from two major sources: (a) adult-authored text – Margaret Sidney's novel, Five little Peppers and how they grew – and (b) the meanings and values of a stratified local peer culture. We conclude by discussing the significance of this work for future research on children's discourse development. (Discourse development, Mikhail Bakhtin, peer culture, social context of writing, children's writing, appropriation)
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Parland, Milena. „‘When somebody tells you who you are’“. Approaching Religion 13, Nr. 3 (18.12.2023): 82–98. http://dx.doi.org/10.30664/ar.131085.
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This article investigates the notion of spiritual appropriation in Finnish schools, with a particular focus on the experiences of religious minorities. It draws on narratives from these communities, shedding light on their daily experiences in the educational setting. Employing counter-storytelling from critical race theory (CRT), the research examines the power dynamics and the impact of epistemological privileges within Finnish schools. The study unveils a unique form of spiritual appropriation in the school setting, termed ‘fraudulent appropriation’. Here, adults from the majority group assume the authority to teach and interpret minority religious traditions, often providing distorted or false information to minority children, and even utilizing their religion as a tool for control. Furthermore, the narratives underscore the significance of agency and self-representation for minority groups. When minorities are able to vocalize their presence in schools through creative events, the act of appropriation can be mitigated, paving the way for appreciation. This serves as a means to counter dominant narratives while fostering a sense of belonging and respect. In conclusion, the article emphasizes the importance of amplifying the voices of minorities and promoting appreciation over appropriation. It advocates the visibility, audibility and self-determination of minority groups. The article also posits that the term ‘fraudulent appropriation’ is valuable for the investigation of structures that perpetuate the exclusion and oppression of religious-minority children in schools.
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Martínez, Carolina. „Relational components in the use of digital devices and apps: Mapping media appropriation processes among older adults in Sweden“. Nordicom Review 43, Nr. 2 (01.06.2022): 214–33. http://dx.doi.org/10.2478/nor-2022-0013.
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Abstract Since access to and use of digital devices and applications often become more challenging with age, it is important to study how media appropriation processes unfold later in life. The present article contributes to existing research by applying the concept of transaction – developed within relational sociology – to study digital media appropriation. Using this concept, I focus on how older adults’ relations with various actors (known others, distant others, and non-human transactors) fuel the appropriation of digital devices and apps. Drawing on interviews with 22 older adults (70–94 years of age), I identify four types of appropriation processes. This shows the diversity of ways in which digital devices and apps enter the lives of older adults and the diversity of agentic roles in media appropriation. The results also reveal how a sense of coercion in media appropriation was present among the older adults, especially in relation to their children.
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Börjesson, Peter, Wolmet Barendregt, Eva Eriksson, Olof Torgersson, Liza Arvidsson und Linda Persson. „The Merits of Situated Evaluation as an Alternative UX Evaluation Method to Understand Appropriation“. Interaction Design and Architecture(s), Nr. 37 (10.06.2018): 78–98. http://dx.doi.org/10.55612/s-5002-037-004.
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Oftentimes, technologies are not used in the ways designers had initially envisioned. Instead, people adapt technologies to their own needs, a phenomenon called ‘appropriation’. Appropriation is an important aspect of User Experience design, related to the situatedness and dynamics of the design, recognizing not only that initial needs and requirements may change over time, but also that a design may change the environment that it was designed for. Appropriation can also contribute to a sense of ownership as people use a design in their own way, sometimes in ways the designer did not intend. However, commonly used User Experience evaluation methods often do not focus on the appropriation process of a technology. Situated Evaluation is an approach that does focus on appropriation, although it has not yet been used extensively in the UX field. In this paper, we therefore present and critically discuss our use of the Situated Evaluation approach for the evaluation of a specific tool that aims to enhance the communication between children, parents, and teaching staff in special education. By presenting this case, we hope to inform other UX researchers and designer about the potential of the approach to understand appropriation is an important factor in UX design.
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Lederle, Emmanuelle. „type d’étayage en rééducation orthophonique: émergence et développement de stratégies d’appropriation ou de réappropriation de l’écrit“. Travaux neuchâtelois de linguistique, Nr. 38-39 (01.10.2003): 199–216. http://dx.doi.org/10.26034/tranel.2003.2591.
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As a speech and language therapist dealing with children in difficulties with written language, I chose to reflect upon what children know or may tell about the way they operate in that matter. Works carried out by J. Piaget, L.S. Vygotski, J.S. Bruner, about the development and learning in children in various areas of research (development psychology, social psychology of cognitive development) enabled me to build the following hypothesis: interactive strategies used by an «expert-adult» may allow the birth and implementation, with the learner, of cognitive and linguistic procedures. These procedures lead to appropriation or re-appropriation of the written language. I consider speech and language therapy for written language disorders, as a particular verbal interaction situation, enabling the pointing out of strategies across individuals’ interactions: scaffolding strategies (planned or improvised) on the adult side, cognitive, metacognitive and socioaffective strategies on the children side. In this article I will describe the children’s «reactions».
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Collins‐Gearing, Brooke. „Imagining Indigenality in Romance and Fantasy Fiction for Children“. Papers: Explorations into Children's Literature 13, Nr. 3 (01.12.2003): 32–42. http://dx.doi.org/10.21153/pecl2003vol13no3art1284.
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Romance and fantasy fiction by non-Indigenous authors from the nineteenth through to the twentieth century positions non-Indigenous readers as the natural, normal inhabitants of the Australian nation through strategies of appropriation and indigenisation. At the same time, these narratives exclude Indigenous children from the category 'Australian children' and construct narrators as experts on Aboriginal culture and traditions.
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Fróes, Isabel Cristina Gonçalves, und Susana Tosca. „Playful Subversions: Young children and tablet use“. European Journal of Cultural Studies 21, Nr. 1 (10.05.2017): 39–58. http://dx.doi.org/10.1177/1367549417705601.
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Drawing on data from empirical studies of small children (4- to 8-year-olds) using tablets in educational settings, we explore the ways they resist the expected use of the various applications in order to invent their own forms of interaction. We propose the category of playful subversion to conceptualize the different kinds of technology appropriation and the pleasures of playful tinkering. We identify four aspects of playful subversion in relation to tablets – invention, definition, assignation, and performance – and argue for a less normative understanding of children’s interactions with technology.
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Werebe, Maria José Garcia, und Pierre Marie Baudonniere. „Friendship among Preschool Children“. International Journal of Behavioral Development 11, Nr. 3 (September 1988): 291–304. http://dx.doi.org/10.1177/016502548801100301.
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The purpose of this study was to examine the privileged character of interactions between preschool friends and to attempt to define the features entering into their specificity. Eighteen same-sex triads (9 male and 9 female) aged 4.0 to 5.0 were videotaped without their knowledge in a familiar room of their school without adult presence. Each triad was composed of a dyad of friends plus a third partner, all three classmates. They were observed with two sets of ten categories of matching objects. Six indices were defined: (1) holding and appropriation of objects; (2) competition to hold objects; (3) offering of objects; (4) physical proximity between partners; (5) frequency of verbalisations; (6) expressions of satisfaction. The findings confirm the principal hypothesis that the privileged character of interactions between friends is maintained in a triadic situation when a third partner is present.
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Rojas-Drummond, Sylvia, Gerardo Hernández, Maricela Vélez und Gabina Villagrán. „Cooperative learning and the appropriation of procedural knowledge by primary school children“. Learning and Instruction 8, Nr. 1 (Februar 1998): 37–61. http://dx.doi.org/10.1016/s0959-4752(97)00001-7.
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Dalle, Laurine. „Dyslexia in Arabic-French Bilingual Children: A Multiple-Case Study“. Sustainable Multilingualism 22, Nr. 1 (01.06.2023): 164–83. http://dx.doi.org/10.2478/sm-2023-0007.
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Summary Dyslexia and L2 appropriation have been extensively documented separately; however, few studies have brought them together. Our research sheds linguistic light on dyslexia in Arabic-speaking bilingual children. The aim is to study phonology, reading and spelling in dyslexic and non-dyslexic children learning French as a second language to better distinguish between what a reading disorder is and what typical appropriation is, with possible transient difficulties related to L2 development. The general hypothesis is that there are specific markers of dyslexia in Arabic-speaking children learning French as a second language. A multiple-case study was conducted. It consisted of four dyads of children aged 8-10 years: two bilingual dyslexic children, two bilingual non-dyslexic children, two monolingual dyslexic children and two monolingual non-dyslexic children. The bilingual children were Arabic speakers who had arrived in France at the age of six. In a diachronic and synchronic approach, spontaneous and experimental data were collected over a period of nine months. The experiment was based on the Phonoludos, Odedys 2, ELFE and ELDP2 tools. Parental questionnaires were also administered to parents. A synthesis of the most important results is presented. A phonological deficit is manifested in all dyslexic subjects by difficulties in speech perception/production, weaknesses in phonemic unit manipulation and decoding. In reading and spelling, atypical phonemic and phonetic errors are found in large numbers, whereas they are absent in non-dyslexics. This study is a first step in understanding how to identify dyslexia in bilingual children. It is now important to extend the study to a larger number of subjects, with a view to adapting tools that will facilitate the identification and assessment of children who speak several languages.
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Dyson, Anne Haas. „Coach Bombay’s Kids Learn to Write: Children’s Appropriation oof Media Material for School Literacy“. Research in the Teaching of English 33, Nr. 4 (01.05.1999): 367–402. http://dx.doi.org/10.58680/rte19991677.
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Examines the “whats” and “hows” of first-grade urban children’s appropriation of sports and sports-related media material for participation in unofficial peer worlds and official academic ones. Reveals the potential hybrid nature of even the earliest of children’s written texts. Suggests that learning to write involves work of the imagination on the part of children and teachers.
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Sunansyah, Didi Wahyudi, und Aryani Witasari. „Effectiveness Of Allotment Penalty Imposed By Judge In The Case Of Children For A Child Protection As Victims (Case Study at State Court of Sumber)“. Jurnal Daulat Hukum 3, Nr. 1 (13.04.2020): 87. http://dx.doi.org/10.30659/jdh.v3i1.8483.
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The formulation in this study were 1) How allotment setting penalty in child protection legislation in order to protect the child as a victim? 2) How is the effectiveness of the penalty in the Child Protection Act?Method sociological approach juridical law and specification in this study were included descriptive analysis. Even sources and types of data in this study are primary data obtained from interviews with field studies Supervising Officers Society Child (PK Child) of the Penal Hall Cirebon and Head of Correctional Cirebon, And secondary data obtained from the study of literature. Data were analyzed qualitatively. The problems studied by the theory of progressive legal protection and law.Based on the results of this study concluded under Appropriation settings Criminal Penalty In Child Protection Act is not describe protect children as victims, because the penalty to be paid by the convict is intended for countries not intended for children who are victims of crime. Appropriation effectiveness Criminal Judge Penalty That Dropped In Case of Children in the Context of the Protection of Children As Victims are Criminal penalties in the Law on Child Protection was not effective in reality, as more convicts chose imprisonment in lieu of penalty are not paid, compared to paying the penalty, it has implications for the expenditure of state finances are more likely to pay for convicts in prisons and to make prisons more crowded or over capacity.Keywords: Effectiveness; Penalty; Justice; Protection; Child.
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SANTANA CAMARGO, MARIA APARECIDA, und Stela Maris Scheffer. „influence of childhood storytelling“. International Journal for Innovation Education and Research 9, Nr. 10 (01.10.2021): 392–403. http://dx.doi.org/10.31686/ijier.vol9.iss10.3466.
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it is important to verify how much the professional storyteller's work results from an appropriation of oral tradition. In this perspective, the research problem was delimited: How can storytelling contribute to inserting the habit of reading in childhood? Therefore, the general objective of the research is to analyze the influence of storytelling on the incorporation of the reading habit in children.
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Sandberg, Helena, Ulrika Sjöberg und Ebba Sundin. „Toddlers’ digital media practices and everyday parental struggles: Interactions and meaning-making as digital media are domesticated“. Nordicom Review 42, s4 (01.09.2021): 59–78. http://dx.doi.org/10.2478/nor-2021-0041.
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Abstract In this article, the Swedish findings from a European comparative study on 0–3-year-old children and their digital lives are presented and discussed in relation to domestication theory, including the concept of moral economy. More specifically, attention is paid to toddler's appropriation of digital technology and the parents’ moral struggles: the negotiations between the parents concerning the introduction of digital media practices in early childhood, the selection of content, and the monitoring of children. Parents of very young children have ambivalent feelings towards digital media technologies and struggle to make the right decision for their children. The study demonstrates that the domestication of digital technology in early childhood is far more multifaceted and troublesome for parents to handle than previous research has found.
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Mayo, Lisa. „Appropriation and the Plastic Shaman: Winnetou’s Snake Oil Show from Wigwam City“. Canadian Theatre Review 68 (September 1991): 54–55. http://dx.doi.org/10.3138/ctr.68.017.
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Spiderwoman Theater’s first encounter with Winnetou came while on tour in Germany. We were approached several times and asked if we knew Winnetou, and what we thought of him. People were astonished when we said we’d never heard of him. “But he is so famous,” they said. As children in Germany, Holland and Italy, everyone had read about the adventures of Winnetou. “Oh we love him! We love the Indians!” they’d declare. “You have not heard of Winnetou??”
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Maravilla, C. Scott. „Up from the Depths: The Cultural Appropriation of Godzilla in 1970s American Animation and Comics“. Humanities 14, Nr. 1 (30.12.2024): 2. https://doi.org/10.3390/h14010002.
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The approach taken by Marvel and Hanna-Barbera to adapting Godzilla for a young American audience is a form of cultural appropriation. Cultural appropriation involves removing the subject from its cultural context. In this case, Marvel and Hanna-Barbera removed the character from its origin, where it emerged as a consequence of the atomic bomb. Gojira is first a scourge of Japan and later its savior against invasion from cosmic forces and nefarious kaiju. Godzilla is changed into what is ultimately a sanitized version of imperial inventory. The properties of the 1970s Godzilla, however, were not wholly negative. Indeed, they laid the foundation for an American rediscovery of the original Gojira film and its sequels, which have since been released in their original versions. This article will examine how Marvel Comics and Hanna-Barbera cartoons culturally appropriated Godzilla for American children, but how this also led to an appreciation of the Japanese films.
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Underwood, Lucy. „Catechesis, Socialization and Play in a Catholic Household, c.1660: the ‘Children’s Exercises’ from the Blundell Papers“. Studies in Church History 50 (2014): 269–81. http://dx.doi.org/10.1017/s0424208400001765.
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Among the papers of the Blundell family of Little Crosby, Lancashire, are two dramatic sketches entitled ‘An Exercise to Embolden the Children in Speaking’ and ‘Children Emboldened to Speak. By an Exercise’. They were written by William Blundell, recusant, royalist and Lancashire gentleman, in 1663 and 1665 for his daughters and their cousins to perform, probably at Christmas family gatherings. Humorously mingling Catholic catechesis, social education, the exercise of parental authority and childish misbehaviour, these sketches open a rare window onto the life of a Catholic household in the Restoration era. They offer an opportunity to explore the household as the location for the practice and appropriation of religion.
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Ching, Stuart, und Jann Pataray-Ching. „Transforming Hawai‘i and its Children through Technologies of Adaptation“. International Research in Children's Literature 10, Nr. 2 (Dezember 2017): 178–93. http://dx.doi.org/10.3366/ircl.2017.0236.
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This article analyses the ways in which technologies such as literacy, picturebooks and feature films have appropriated Hawai‘i, its mythology and folklore and its indigenous people from early Western contact to the present. The article is divided into three parts: the first explains how the historical introduction of English literacy transformed Hawaiian mythology and folklore into a Western possession. The second describes the ways in which different genres of folklore and mythology in post-plantation-era children's picturebooks counter, extend and complicate that initial adaptation. The final part situates a critical reading of Disney's Moana within this longer history of appropriation. While most critical reviews of Moana have focused on specific aspects, this article situates key parts of the Moana narrative within the colonial and post-colonial story of Hawai‘i that Western adaptations have written from historical times to present.
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Santos, Leandra Ines Seganfredo, und Karina Merlino Ávila. „DESAFIOS NO ENSINO E APRENDIZAGEM DA LÍNGUA PORTUGUESA COMO LÍNGUA ADICIONAL PARA CRIANÇAS HAITIANAS DE TRÊS ESCOLAS MUNICIPAIS DE SINOP-MT“. Revista Educação, Cultura e Sociedade 14, Nr. 1 (11.07.2024): 34–43. https://doi.org/10.30681/ecs.v14i1.12380.
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The aim of this text is to describe how the Portuguese language teaching and learning process of the Haitian children enrolled in Elementary School in three municipal schools in Sinop, Mato Grosso, Brazil, takes place, based on the voices of the educational team. It is an interpretive qualitative research, developed with 6 (six) children, 8 (eight) teachers and 3 pedagogical coordinators. For data collection, semi-structured interviews, participant observation and records in a reflective diary were carried out. Data show that it takes a lot of effort from teachers to integrate students into school activities related to learning the Portuguese language. They also show that children have a linguistic plurality typical of their people, which directly influences the process of building their identity and the appropriation of the new language.
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Zapata, Angie, Lenny Sánchez und Ariel Robinson. „Examining young children’s envisionment building responses to postmodern picturebooks“. Journal of Early Childhood Literacy 18, Nr. 4 (24.10.2016): 439–64. http://dx.doi.org/10.1177/1468798416674253.
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The purpose of this study was to examine how young children and their teacher constructed literary meaning through engagement with postmodern picturebooks. We framed our enquiry around Langer’s Envisionment Building theory and specifically examined how young children formed meaning as they moved through Langer’s five stances during and after text encounters. We draw special attention to the dialogic nature of transactions around texts, children’s understandings and appropriation of postmodern picturebook metafictive devices, and the ways in which they hybridize personal experiences with intertextual storyworlds. Our enquiry illuminates how young children and their teacher, having engaged with postmodern picturebooks, readily took up the work of envisionment building to construct novel and complex understandings and ‘go beyond’. Our research further exemplifies how the multifaceted nature of postmodern picturebooks provides rich opportunities for young children to negotiate diverse textual features and respond in unique and meaningful ways as they engage in literary meaning making.
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Hernández-Mora, Loly Luz. „La Lúdica como Recurso para el Aprendizaje de la Lectoescritura en la Educación Inicial“. Multidisciplinary Latin American Journal (MLAJ) 2, Nr. 3 (23.12.2024): 116–37. https://doi.org/10.62131/mlaj-v2-n3-008.
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Reading and writing skills are fundamental for the development of meaningful learning in early education. For this reason, different studies have been carried out to determine the most effective strategies for their appropriation in children during early childhood. Based on these considerations, the objective of this article was to carry out a documentary review of play as a resource for literacy learning in early education. Thirty sources published between 2017 and 2023 were consulted where the different aspects derived from the central theme were addressed. The following search engines were used: Google Scholar; Redalyc; Dialnet and Scielo, among others. Inclusion was based on scientific publications published in the last 7 years, in Spanish, Portuguese and, to a lesser extent, in English. The results were grouped into three categories: gamification strategies; literacy learning and appropriation of literacy through play. In conclusion, it was found that strategies based on gamification generate meaningful and contextualized learning about literacy; however, in the early education teacher's praxis they are used as complements without approaching them as a methodology in their own right.
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Charlton, Michael. „How Children Appropriate Themes they Find in Media Products“. Empirical Studies of the Arts 21, Nr. 1 (Januar 2003): 81–96. http://dx.doi.org/10.2190/ccv0-pyjn-h0th-8vlu.
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Norman Holland theorizes that people seek themes in media which affect them personally and are congruent with topics in their own life's situation. Yet while doing so, individuals try to make sure that they are not confronted with issues that they do not wish to deal with or are emotionally draining. Michail Bakhtin makes similar assertions in his Theory of Appropriation through his research on the influence that language has on the ideas of being to be true to oneself (“ownness”) and to becoming a stranger to oneself (“otherness”). An empirical study of these hypotheses is supported through a collection of 80 observation protocols of pre-schoolers made during their everyday interaction with different forms of media (picture books, cassette tapes, made for TV-movies). Both claim that the connection between personal life topics and media themes as well as the self-preserving reception process, were confirmed in this study.
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Kromidas, Maria. „Affiliation or appropriation? Crossing and the politics of race among children in New York City“. Childhood 19, Nr. 3 (August 2012): 317–31. http://dx.doi.org/10.1177/0907568212441036.
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Rojas-Drummond, Sylvia, María José Barrera Olmedo, Ivonne Hernández Cruz und Maricela Vélez Espinosa. „Dialogic interactions, co-regulation and the appropriation of text composition abilities in primary school children“. Learning, Culture and Social Interaction 24 (März 2020): 100354. http://dx.doi.org/10.1016/j.lcsi.2019.100354.
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Weck, Geneviève de. „Stratégies d'étayage avec des enfants dysphasiques: sont-elles spécifiques?“ Travaux neuchâtelois de linguistique, Nr. 29 (01.12.1998): 13–28. http://dx.doi.org/10.26034/ne.tranel.19825.
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Child-adult dialogues hold a major position within an interactionist approach of linguistic capacities regarding the appropriation of different linguistic behaviors because of the scaffolding provided by the adults. Concerning children with langage impairments the following question arises: do such interventions have a certain specificity? More precisely, after reviewing the different forms of scaffolding and their variations in children with and without language impairments, we present some of our own research. After having defined different scaffolding strategies, we shall precise their forms and fucntions as well as the way they are articulated at different levels of discourse practice. Some examples will illustrate the commonalties and differences observed as a function of the presence/absence of language impairment in pre-schoolers.
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Weck, Geneviève de. „Stratégies d'étayage avec des enfants dysphasiques: sont-elles spécifiques?“ Travaux neuchâtelois de linguistique, Nr. 29 (01.12.1998): 13–28. http://dx.doi.org/10.26034/tranel.1998.2653.
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Child-adult dialogues hold a major position within an interactionist approach of linguistic capacities regarding the appropriation of different linguistic behaviors because of the scaffolding provided by the adults. Concerning children with langage impairments the following question arises: do such interventions have a certain specificity? More precisely, after reviewing the different forms of scaffolding and their variations in children with and without language impairments, we present some of our own research. After having defined different scaffolding strategies, we shall precise their forms and fucntions as well as the way they are articulated at different levels of discourse practice. Some examples will illustrate the commonalties and differences observed as a function of the presence/absence of language impairment in pre-schoolers.
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Paluch, Richard, und Claudia Müller. „"That's Something for Children"“. Proceedings of the ACM on Human-Computer Interaction 6, GROUP (14.01.2022): 1–35. http://dx.doi.org/10.1145/3492850.
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Robotic systems are increasingly seen as possible technical aids against the background of demographic change and the associated pressures on care systems, with increasing numbers of care recipients and a decreasing number of trained caregivers. In human-computer interaction and computer-supported cooperative work, different design paradigms are currently being pursued to explore which features and appearances are favorable for meaningful interactions of humans with robotic systems. One such approach, labeled as "otherware", proposes to conceptualize robots beyond a naive anthropomorphism or zoomorphism, rather developing the idea of a figure that goes beyond the dichotomy between "being alive" and "being a technical artefact". We present an ethnographic study on the perceptions, attitudes, and practices of care attendants and nursing-home residents in their experimenting with off-the-shelf robotic cats and dogs. The three-week study shows specific appropriation practices of the robotic pets, and how the care attendants - partly together with the residents - define their experiences of the robotic pets, i.e., in which situations the robotic pets are considered either as living beings or as technology toys. The study provides practice-based insights into how possible uses of robotic pets could be meaningfully integrated into care practices, but also which ethical reflections were discussed during their use. Finally, this ethnographic study functioned as a collaborative learning process between researchers, care attendants, and residents, and thus also points out possible aspects that arose with regard to future learning spaces of professional and organizational development for dealing with innovative technologies in residential care contexts.
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Kaime, Thoko. „'Vernacularising' the Convention on the Rights of the Child: Rights and Culture as Analytic Tools“. International Journal of Children's Rights 18, Nr. 4 (2010): 637–53. http://dx.doi.org/10.1163/157181810x536824.
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AbstractWhereas the Convention on the Rights of the Child ('the CRC') provides a progressive framework capable of normative transformation, the challenge for children's rights advocates is how to translate the treaty's prescriptions into robust protection for children everywhere. A key indicator of success in this endeavour is the level and sustainability of appropriation of the CRC's principles in the local polities that have subscribed to its normative framework. In this article, I adopt culture and rights as tools for analysing the contexts, contests, processes and prospects that define such transformation.
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Morgenstern, Aliyah. „Approche multimodale de l’enfant apprenti-énonciateur“. Faits de Langues 53, Nr. 2 (19.08.2024): 143–68. http://dx.doi.org/10.1163/19589514-53020007.
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Abstract Language arises from interactions via different types of semiotic resources that have been sedimented and have specialized throughout collective and daily experiences. Interactions with adults provide children with the semiotic resources necessary to construct language and their own positioning. They learn to understand and link language to actions and activities during their daily experiences through the development of repeated multimodal scripts. In this paper, we use a multimodal approach to analyze the transmission of language and its appropriation by children in an ecological context. The objective is twofold. On the one hand, we try to show the primordial role of adults who integrate all children’s relevant behaviors in the dialogue by co-constructing meaning. On the other hand, we illustrate how children progressively learn to coordinate the semiotic resources at their disposal, varying the use of these resources according to their specificities, their availability and their own interactional needs.
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Faller, Ronaldo Josué. „EL CHAVO AS A GATEWAY FOR TEACHING SPANISH TO CHILDREN“. Criar Educação 13, Nr. 2 (29.08.2024): 173–92. http://dx.doi.org/10.18616/ce.v13i2.8277.
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Abstract: With Serial El Chavo del Ocho as a media product in the Spanish language, this work aims to think, present and base the use of television serials (not nicknamed) in Foreign Language (LE), in order to methodologically seek new sources and alternatives for the development of LE for children and young people. The aim of this article is to reflect on the potential of the use of television series as a gateway to language teaching and with it the problem of this study points to two questions. First, if it is possible to learn languages through a serial? Secondly, does the use of the series as a gateway to the teaching of the Spanish language function as a methodology or serves only as pedagogical support material? The text revolves around this conflict zone and advocates the use of new media and methodological products, as well as the use and appropriation of media products for education. Keywords: Television series; Spanish language teaching; children's and youth audiences.
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Noreña Herrera, Camilo, und Ivan Felipe Munoz Echeverri. „The social protection of children and youth in Colombia: interpretive review“. Revista Colombiana de Ciencias Sociales 14, Nr. 2 (15.08.2023): 679–703. http://dx.doi.org/10.21501/22161201.3925.
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Introduction: The rights of social protection policies for children and youth need to be discussed for their strengthening to guarantee universality or to create new forms of that policies. Method: Documentary review supported by content analysis techniques and interpretive analysis of four social protection systems for children and youth: integral social security, family subsidy, social assistance, and the national system of family welfare. For the analysis, theoretical-political references to universal social protection and the doctrine of the protection of the rights of children and young people were considered. Results: The social protection systems analyzed are described in terms of implementation mechanisms, participation of children and youth criteria, financing, and rectory. The life course approach and its universality, institutional appropriation, and participation of children and young people were discussed. Conclusion: The social protection systems analyzed show social protection strategies for children and young people within the framework of the Social Constitutional State, but they are implemented through welfare, compensatory and targeted policies that contrast the perspectives of needs with that of the protection of children’s rights, and provide insufficient support for the principles of equality, participation, and universality.
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Dyson, Anne Haas. „Cultural Constellations and Childhood Identities: On Greek Gods, Cartoon Heroes, and the Social Lives of Schoolchildren“. Harvard Educational Review 66, Nr. 3 (01.09.1996): 471–96. http://dx.doi.org/10.17763/haer.66.3.3n5247450r155l73.
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In this article, Anne Haas Dyson examines the social and ideological processes undergirding children's use of media symbols, especially the superhero, as material for story construction and social affiliation. Dyson draws upon an ethnographic project in an urban school serving children from different racial and socioeconomic groups. The project focused on children's participation in composing and in dramatic play activities within the official (teacher-governed) and unofficial (peer-governed) school worlds. Dyson uses project data to illustrate children's use of cultural symbols as material for story construction and social affiliation. She then shows, using children's diverse responses to an unofficial performance of a superhero story, how children negotiate with text and each other. Finally, she argues for a literacy curriculum in which cultural symbols are open to playful appropriation and critical examination.
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Kucirkova, Natalia. „Children’s Wayfaring Experiences at an Olfaction-Enhanced Three Little Pigs Story Exhibition“. Museum and Society 21, Nr. 3 (2023): 1–21. http://dx.doi.org/10.29311/mas.v21i3.4102.
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This study draws on data from a public exhibition that was purposefully designed to engage children’s sense of smell in relation to an adapted version of The Three Little Pigs story at a children’s museum. Twenty-eight children attended the exhibition before official opening and their experiences were documented through researcher-led interviews, children’s drawings and researcher fieldnotes. Narrative hermeneutical analysis revealed that children’s olfactory engagement with the story was associated with the portrayal of good and evil and was fostered through the exhibition’s multisensory display. Children asserted themselves in the identity of wayfarers and engaged with the olfactory elements by criss-crossing personal, shared, literary and olfactory boundaries. The power of olfaction to stimulate idiosyncratic emotional responses came to the fore in children’s appropriation of the story narrative and the shared exhibition space.
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Åkerblom, Annika, und Niklas Pramling. „Dramatisering i spänningsfältet mellan som om och som är och sexåringars meningsskapande av kemiska begrepp och processer“. Educare - vetenskapliga skrifter, Nr. 2 (20.06.2019): 58–72. http://dx.doi.org/10.24834/educare.2019.2.4.
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In this study, we discuss dramatizing as a form of play-responsive teaching in early childhood education. Based on empirical observation, the purpose of the study is to contribute to knowledge-building through offering possibilities for children to make sense of scientific knowledge by engaging in mutual fantasizing about certain fundamental processes and concepts in chemistry. The empirical foundation consists of interviews conducted with eleven 6-year-old children after they had participated in a workshop at a culture center for children where they dramatized certain chemistry concepts and processes. Theoretically, dramatizing is understood as role play in an imaginary dimension (as if) and learning is conceptualized in terms of the appropriation of cultural tools and practices. Based on our analysis, we argue that central to dramatizing (and in general, play-responsive teaching) is how participants distinguish, relate and shift between engaging with the phenomena and the processes of as if and as is.
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Calderón López, Margarita, und Virginie Theriault. „Accessing a ‘very, very secret garden’: exploring children’s and young people’s literacy practices using participatory research methods“. Language and Literacy 19, Nr. 4 (25.09.2017): 39. http://dx.doi.org/10.20360/g26371.
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Despite the wealth of publications on children’s and young people’s participation in research, the connections between participatory research methods (PRM) and literacy studies remain unclear. The aim of this paper is to understand why it is particularly pertinent to use PRM in literacy studies (particularly New Literacy Studies). In order to capture the complexity and plurality of these methods, we discuss two studies, one conducted with children in Chile and the other with young people in Québec (Canada). We argue that by using PRM, researchers can support participants in the appropriation of an alternative and potentially empowering view of literacy.
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Chérrez-Rodas, Karina, Carina Vaca-Naranjo, María Elizabeth Maldonado-Marchán und Mikaela Castro-Yar. „Percepción de seguridad de la infancia en espacios públicos del Cantón Tena, Ecuador“. PENSUM 10, Nr. 13 (06.12.2024): 117–32. https://doi.org/10.59047/2469.0724.v10.n13.44868.
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The article addresses the importance of public spaces in strengthening social cohesion, emphasizing the need to consider the perceptions and experiences of children, as well as addressing gender issues in relation to the use and appropriation of public space. The study focuses on the city of Tena, Ecuador, where rural local communities are in close proximity to urban areas, which could be considered as hybrid expansion nuclei. The coexistence of these urbanization characteristics presents significant challenges in terms of development and the quality of public spaces, highlighting the need for deeper research and comprehensive considerations to address these complex urban dynamics. The study was conducted through the implementation of focus groups, consisting of workshops with children aged 7 to 12. The workshops were structured in three phases: preliminary diagnosis, theoretical induction, and final consultation. The results showed that, in general, children in rural environments tend to feel safer in public spaces than in urban environments. Additionally, it was evident that a tactical urbanism intervention is an interesting tool for the majority of children, highlighting the relevance of these interventions to promote active participation of children in shaping more inclusive and sustainable urban environments.
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Pereira, Rudson Jesus, Regina Márcia Ferreira Silva, Joana Gabriela Santos Assunção und Marciana Gonçalves Farinha. „Devaluation of sports culture in the school environment“. Research, Society and Development 11, Nr. 12 (22.09.2022): e501111234814. http://dx.doi.org/10.33448/rsd-v11i12.34814.
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The objectives of this study were to analyze and identify probable relationships between sedentary behavior and physical inactivity in children and adolescents, with the predominance of the Cartesian body concept in the school environment and the lack of learning about sports culture in Physical Education classes in elementary school. The research was based on a qualitative transversal approach with the participation of 19 students aged between 14 and 17 years, both sexes. The information collection instrument – questionnaire – discursive question submitted to the adapted technique of discourse analysis. It was identified that the devaluation of sports culture, which are apparently physical activities, in the school environment from the predominance of Cartesian conception of the body and the absence of access and appropriation of sports culture during Physical Education classes can contribute to sedentary behavior and inactivity. physical activity of children and adolescent students.
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Iseke-Barnes, Judy. „Unsettling Fictions: Disrupting Popular Discourses and Trickster Tales in Books for Children“. Journal of the Canadian Association for Curriculum Studies 7, Nr. 1 (03.11.2009): 24–57. http://dx.doi.org/10.25071/1916-4467.17988.
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This paper examines why stories and storytelling within education are important, discusses reasons why appropriation of stories is problematic, raises issues with the process of sharing cultural stories from around the world, and discusses Trickster stories and the complexity of these stories. With this background, we then critique the book Raven: A Trickster Tale from the Pacific Northwest by Gerald McDermott as an example of the complexity teachers, parents, and librarians face in teaching with books for children that are appropriated from Indigenous knowledges. In an example of teachers engaging with a story told from an Indigenous perspective, A Coyote Columbus Story (King, 1992), students engage in disrupting boundaries and transforming the classroom experiences. These examples highlight the challenges and responsibilities of rejecting literature that appropriates Indigenous knowledges and moves towards teaching with Indigenous literatures. Educators are challenged to consider Indigenous literatures written from Indigenous perspectives and to engage with these in ways that transform educational experiences.
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Kotthoff, Helga. „Gender and humour.“ Linguistik Online 118, Nr. 6 (26.12.2022): 57–80. http://dx.doi.org/10.13092/lo.118.9084.
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The article presents a research overview on developments in the field of gender and humour over the last fifty years, going back a bit further in relation to literature and film. The research comes mainly from linguistics and communication studies, but also from sociology, psychology, literature and media studies. Most changes lie in the appropriation of multifaceted humorous forms by girls and women. Humour becomes apparent as a component of a social semiotics that indexes and stylizes (non)traditional gender poles. The sub-themes revolve around humour development in children, laughter as a form of communication, humour in the world of work and in the media.
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Carvalho, Kézia Costa de Oliveira Rocha, Maria de Fátima Ramos de Andrade und Maria da Graça Nicoletti Mizukami. „Multiple Languages and the process of the Teacher Formation in Early Childhood Education“. International Journal for Innovation Education and Research 9, Nr. 5 (01.05.2021): 187–210. http://dx.doi.org/10.31686/ijier.vol9.iss5.3085.
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The formation of the Early Childhood Education teacher is a recurring theme in many studies, showing the concern for the quality of the activities carried out with early childhood children. In pedagogy courses, in which future teachers are qualified, there is a concern with training strategies for the appropriation of multiple languages, a theme also studied due to proposals related to Childhood Pedagogy. This research aims to investigate and analyze how teachers of the pedagogy course of a private university in the city of São Paulo, in their educational practices, consider the multiple languages in the formation of teachers of early childhood education. A qualitative approach was chosen. to carry out the research, and as a methodological procedure, we have interviewed ten teachers from the pedagogy course and thirteen students from the sixth semester. The theoretical background adopted is based on the conceptions of children and early childhood education from the perspective of multiple languages. The results showed that teachers use different strategies when working with multiple languages in their disciplines. Nevertheless, such practices or strategies are aimed much more at preschool children than at daycare children.
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Lignier, Wilfried. „Words also make us: Enhancing the sociology of embodiment with cultural psychology“. European Journal of Social Theory 23, Nr. 1 (21.08.2018): 15–32. http://dx.doi.org/10.1177/1368431018793318.
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We still lack an operational theory for a complete analysis of early socialization processes. Bourdieu has stressed their bodily dimension but has done so at the expense of more symbolic aspects. This theoretical option corresponds to a very general goal of the Bourdieusian theory of practice: analysing sociality without suffering an intellectualist bias. However, symbolic activity and socializing language in particular can be approached as a practical phenomenon (i.e. habitual, informal, unconscious, etc.). From this viewpoint, the sociology of embodiment may have much to learn from cultural psychology, which has focused on early language as it is naturally performed – when people speak to children, and when children speak. The work of cultural psychologists on the role of everyday words and narratives in the making of the self can be extended through a sociological ethnography of language. The features and interests of such an ethnography are discussed in the final section of the article, on the basis of fieldwork conducted in a nursery. This final development illustrates and analyses the concrete appropriation of caregiver injunctions by 2- to 3-year-old children.
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Suarez, Maria Eugenia. „Un estudio antropológico de los sentidos y prácticas de los cuidados familiares en torno a padecimientos de salud infantil en comunidades originarias del norte de Salta“. Revista del Museo de Antropología 17, Nr. 3 (23.12.2024): 317–30. https://doi.org/10.31048/nw6s7463.
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Intestinal parasitosis is a disease that predominantly affects the most disadvantaged social groups, especially children, with the most vulnerable population being in rural areas and peri-urban areas of cities. In this sense, this article addresses the meanings that families attribute to a set of illnesses that affect children, ranging from nutritional problems, chronic non-communicable diseases, skin allergies, gastrointestinal diseases, highlighting mainly the references to diseases caused by intestinal parasitosis. To do so, the native categories referenced by families to describe such illnesses are identified, the appropriation of certain terms derived from the relationship with health agents as well as the configuration of practices of indigenous groups that live in peri-urban neighborhoods of the city of Tartagal, San Martin department (Salta). Based on the contribution of the anthropology of health theorists, the diseases caused by intestinal parasites and other conditions that affect children are addressed as part of a collectively developed understanding, based on health interventions and care practices that are produced in vulnerable health environments, the product of territorial dispossession and confinement to unfavorable living spaces.
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Walton, Marsha D., und Christie Brewer. „The Role of Personal Narrative in Bringing Children into the Moral Discourse of Their Culture“. Narrative Inquiry 11, Nr. 2 (31.12.2001): 307–34. http://dx.doi.org/10.1075/ni.11.2.04wal.
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This study examined personal narratives written by 364 inner-city 4th–6th graders about an experience with interpersonal conflict. Stories were coded for three sets of variables based on Bruner’s 1990 work on narrative thought. The co-occurrences of these variables lent support to the notions that (a) establishing a moral voice involves noting what is culturally non-canonical and providing culturally recognizable explanations, (b) taking an epistemological stance that recognizes the importance of what the protagonists know and think and of what can count as a true or meaningful representation of events, and (c) making moral evaluations and positioning the self relative to what is construed as good or bad. Comparisons between children from a high-crime, high-poverty neighborhood to those from a less dangerous environment raised questions about how we bring children into the moral discourse of a culture, and how their appropriation of interpretive repertoires to explain their own experiences may contribute to cultural change.
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Starling, David I. „Justifying Allegory: Scripture, Rhetoric, and Reason in Galatians 4:21–5:1“. Journal of Theological Interpretation 9, Nr. 2 (2015): 227–45. http://dx.doi.org/10.2307/26373901.
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ABSTRACT This article examines the way Paul seeks to justify his claim in Gal 4:24 that the story of Hagar, Sarah, and the two sons whom they bore to Abraham is to be understood as an allegory of two covenants bearing children (respectively) for slavery and freedom, and explores the implications for Christian theological interpretation of Scripture. Recent interpretations of the passage range from those that represent Paul as bringing to the text of Scripture the interpretive warrants for his appropriation of the text to those that represent Paul as deriving his interpretive warrants from within Scripture itself. I propose a reading that resists polarization between these two alternatives, tracing the various interwoven threads of inner-biblical intertextuality, salvation-historical narrative, apocalyptic revelation, apostolic ethos, and Galatian experience within the argument that supports Paul's allegorical appropriation of the Genesis story, and highlighting the fusion of dramatic and persuasive functions that the allegory serves within Paul's deliberative rhetoric. Understood in this manner, Paul's interpretive practice in Gal 4:21–5:1 does not provide a global warrant for speculative allegorization. It does, however, provide an apostolic precedent for figural readings that cohere with the narrative logic of salvation history and contribute to the formative and directive functions of Christian doctrine within the life of the church.
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Starling, David I. „Justifying Allegory: Scripture, Rhetoric, and Reason in Galatians 4:21–5:1“. Journal of Theological Interpretation 9, Nr. 2 (2015): 227–45. http://dx.doi.org/10.2307/jtheointe.9.2.0227.
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ABSTRACT This article examines the way Paul seeks to justify his claim in Gal 4:24 that the story of Hagar, Sarah, and the two sons whom they bore to Abraham is to be understood as an allegory of two covenants bearing children (respectively) for slavery and freedom, and explores the implications for Christian theological interpretation of Scripture. Recent interpretations of the passage range from those that represent Paul as bringing to the text of Scripture the interpretive warrants for his appropriation of the text to those that represent Paul as deriving his interpretive warrants from within Scripture itself. I propose a reading that resists polarization between these two alternatives, tracing the various interwoven threads of inner-biblical intertextuality, salvation-historical narrative, apocalyptic revelation, apostolic ethos, and Galatian experience within the argument that supports Paul's allegorical appropriation of the Genesis story, and highlighting the fusion of dramatic and persuasive functions that the allegory serves within Paul's deliberative rhetoric. Understood in this manner, Paul's interpretive practice in Gal 4:21–5:1 does not provide a global warrant for speculative allegorization. It does, however, provide an apostolic precedent for figural readings that cohere with the narrative logic of salvation history and contribute to the formative and directive functions of Christian doctrine within the life of the church.
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Da Silva, Arieli Alves, Camila Garcia Silva, Carla Nubiana Rezende und Maria Silvia Rosa Santana. „The influence of the social context on the development of the child's psyche“. OBSERVATÓRIO DE LA ECONOMÍA LATINOAMERICANA 22, Nr. 2 (05.02.2024): e3081. http://dx.doi.org/10.55905/oelv22n2-010.
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This article explores the implications of introductory studies carried out through a literature review and aims to promote reflection on the importance of the social environment in promoting the child's psychological development. According to the conception of child development from the perspective of Historical-Cultural Psychology, children need to appropriate culture in order to develop their psyche and become part of the human race. This appropriation takes place in the social and material relationships that come from the social environment in which the child is inserted, an appropriation that takes place in a mediated way, especially through language. By studying the process of hominization that took place in phylogenesis - a process promoted by work - and the humanization provided by ontogenesis to each child from birth, we can see that child development is not a natural phenomenon, but a socially developed one. In this way, it is possible to understand how much the environment in which the child is inserted is responsible for their psychic formation, for the formation of their personality, and it is therefore essential that it be an environment rich in culture, affection and humanizing values. This is fundamental for any social group present in the child's upbringing, especially when it comes to the school environment, which must be more intentional in promoting their higher psychic functions.
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MATVEIEVA, NATALIIA. „FORMATION OF STUDENTS’ TOLERANT ATTITUDE TO PEOPLE WITH SPECIAL NEEDS“. Journal of Vasyl Stefanyk Precarpathian National University 6, Nr. 1 (17.04.2019): 60–66. http://dx.doi.org/10.15330/jpnu.6.1.60-66.
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The article substantiates the relevance of the problem of raising tolerance of younger schoolchildren to people with special educational needs. The analysis of the level of readiness of all members of the educational process for communication, co-stay, education with students with violations in development; specifics of educational influence on younger students on the formation of stable moral beliefs, cultivation of moral features and qualities, development of spirituality, appropriation of values which are essential and necessary in the context of the arrangement of the inclusive, and educational environment of the New Ukrainian School. The emphasis is placed on the need to include students without exception in various activities, organizing and conducting joint creative work, educational events and games for the purpose of disclosing the inner world of children, studying their peculiarities, and strengthening the children's friendship. It is emphasized that observance of a number of requirements can increase the efficiency of the process of raising tolerance towards children with special needs.
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Figueroa Valencia, Karla Del Cisne, Martha Angélica Macas Caiminagua und Eudaldo Enrique Espinoza Freire. „Disruptive behavior in regular classrooms of Machala: case study“. Revista Metropolitana de Ciencias Aplicadas 3, Nr. 2 (01.05.2020): 225–32. http://dx.doi.org/10.62452/z970m423.
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The present research refers to the interaction of students with disruptive behavior in regular classrooms, for which purpose it was proposed to determine how the interaction of children in regular classrooms is generated in a context in which inclusion must prevail, during the 2019-2020 school period. The methodological approach is qualitative-quantitative in nature, supported by theoretical and empirical methods, where direct observation, a survey of teachers, and discussions with the psychologists of the selected educational center were used. The results obtained demonstrate that the interaction in groups of schoolchildren concentrated in a very large classroom becomes chaotic and uncontrollable due to more effort promoted by teachers and pedagogical and emotional support staff. It was concluded that the interaction of students with disruptive behavior generates emotional conflicts in the classroom, which affects the normal development of intra-class activities and harms the performance of children who do want to learn, and harms their grades and appropriation of the provided knowledge.