Academic literature on the topic 'Appropriation of children'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Appropriation of children.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Appropriation of children"
1
Newberry, Jan, and Rachel Rosen. "Women and children together and apart." Focaal 2020, no. 86 (March 1, 2020): 112–20. http://dx.doi.org/10.3167/fcl.2020.860109.
Full textAbstract:
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.
2
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, no. 42 (October 1, 2005): 189–205. http://dx.doi.org/10.26034/tranel.2005.2631.
Full textAbstract:
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.
3
Lensmire, Timothy J., and Diane E. Beals. "Appropriating others' words: Traces of literature and peer culture in a third-grader's writing." Language in Society 23, no. 3 (June 1994): 411–26. http://dx.doi.org/10.1017/s0047404500018042.
Full textAbstract:
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)
4
Parland, Milena. "‘When somebody tells you who you are’." Approaching Religion 13, no. 3 (December 18, 2023): 82–98. http://dx.doi.org/10.30664/ar.131085.
Full textAbstract:
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.
5
Martínez, Carolina. "Relational components in the use of digital devices and apps: Mapping media appropriation processes among older adults in Sweden." Nordicom Review 43, no. 2 (June 1, 2022): 214–33. http://dx.doi.org/10.2478/nor-2022-0013.
Full textAbstract:
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.
6
Börjesson, Peter, Wolmet Barendregt, Eva Eriksson, Olof Torgersson, Liza Arvidsson, and Linda Persson. "The Merits of Situated Evaluation as an Alternative UX Evaluation Method to Understand Appropriation." Interaction Design and Architecture(s), no. 37 (June 10, 2018): 78–98. http://dx.doi.org/10.55612/s-5002-037-004.
Full textAbstract:
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.
7
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, no. 38-39 (October 1, 2003): 199–216. http://dx.doi.org/10.26034/tranel.2003.2591.
Full textAbstract:
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».
8
Collins‐Gearing, Brooke. "Imagining Indigenality in Romance and Fantasy Fiction for Children." Papers: Explorations into Children's Literature 13, no. 3 (December 1, 2003): 32–42. http://dx.doi.org/10.21153/pecl2003vol13no3art1284.
Full textAbstract:
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.
9
Fróes, Isabel Cristina Gonçalves, and Susana Tosca. "Playful Subversions: Young children and tablet use." European Journal of Cultural Studies 21, no. 1 (May 10, 2017): 39–58. http://dx.doi.org/10.1177/1367549417705601.
Full textAbstract:
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.
10
Werebe, Maria José Garcia, and Pierre Marie Baudonniere. "Friendship among Preschool Children." International Journal of Behavioral Development 11, no. 3 (September 1988): 291–304. http://dx.doi.org/10.1177/016502548801100301.
Full textAbstract:
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.
Dissertations / Theses on the topic "Appropriation of children"
1
Borges, Camila Bettim. "Por entre os dedos : arte e crianças contemporâneas." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/83299.
Full textAbstract:
O presente estudo buscou compreender as relações que as crianças estabelecem com a arte contemporânea quando a mesma é apresentada, discutida e explorada no contexto escolar. Refletindo sobre a desarticulação e lacuna existente entre a arte contemporânea e a concepção de arte escolar, pensada somente como um produto e aquém de um processo, esta pesquisa se propôs a investigar junto às crianças como elas se articulam com a arte contemporânea, a partir de ações propositivas que ampliam suas formas de perceber os materiais e objetos do cotidiano. Neste sentido, a arte contemporânea serviu para pensar a metodologia de pesquisa e as crianças. Sendo utilizadas referências artísticas como: Marcel Duchamp, Joseph Kosuth, Nelson Leirner, Lia Menna Barreto e Sandro Ka, investigação ancorou-se teoricamente nos estudos sobre Pesquisas com Crianças (Pereira, Rabello de Castro, Tomás, Sarmento), nos estudos da Arte Contemporânea (Archer, Cauquelin, Chiarelli e Canton), e nos estudiosos que discutem acerca das Crianças Contemporâneas (Dornelles e Heywood). Tratou-se, portanto, de uma investigação realizada dentro de uma escola pública na cidade de Porto Alegre/RS, com um grupo de nove crianças de um primeiro ano. Para este estudo foram realizadas duas semanas de observação, dezessete encontros, além de uma visita ao MARGS – Museu de Arte do Rio Grande do Sul – ocorridos entre os meses de julho a dezembro de 2012. Como recursos metodológicos, foram utilizados os encontros propositivos – denominados metodologicamente como “Encontros Crianceiros” – os registros audiovisuais, diário de campo da pesquisadora e os materiais explorados e produzidos pelas crianças. As perguntas centrais deste estudo: como as crianças se relacionam com as modalidades que a arte contemporânea suscita? E como as crianças exploram a arte quando ela adentra a escola? Foram respondidas por meio das análises feitas, que se desdobraram ao longo do período da pesquisa com as crianças. As concepções sobre arte, as maneiras como seus processos de criação ocorreram e suas relações com a materialidade, e ainda, a experimentação dos objetos por meio dos afetos estabelecidos foram os eixos principais de análises. O estudo destaca a potência existente no encontro entre as crianças e a arte contemporânea, principalmente no que se refere à proximidade e receptividade dos pequenos com as modalidades da mesma. Além disto, a pesquisa demonstra através dos processos de criação das crianças como estes são encharcados de significados e relações externas ao contexto escolar, que emergem em suas experimentações, assim como os afetos e enfrentamentos que se estabelecem na exploração, ressignificação e apropriação dos materiais e materialidades. Ao aproximar os pequenos da arte contemporânea, este estudo dá suporte para que se pense e discuta as articulações existentes entre arte e crianças nos contextos escolares, e o quanto estas relações podem ser pautadas pelos processos de experimentação e ressignificação, além de serem possibilidades de ampliação de repertórios, tanto para crianças, quanto para os educadores.This study sought to understand the relationships that children have with contemporary art when it is presented, discussed and explored in the school context. Reflecting on the disarticulation and gap between contemporary art and design art school designed only as a product and a process falling short, this research proposes to investigate with the children how it relates to contemporary art, from purposeful actions that expand their ways of perceiving the materials and everyday objects. In this sense, contemporary art served to think about the research methodology and the children. Being used as artistic references: Marcel Duchamp, Joseph Kosuth, Leirner, Lia Menna Barreto and Sandro Ka. The research anchored itself theoretically in studies on Research with Children (Pereira, Rabello de Castro, Tomás, Sarmento), Studies of Contemporary Art (Archer, Cauquelin, Chiarelli and Canton), and researchers who discuss about the Contemporary Children (Dornelles and Heywood). It was, therefore, an investigation into a public school in the city of Porto Alegre / RS, with a group of nine children of a first year. For this study were made twice weeks of observation, seventeen meetings, plus a visit to MARGS - Art Museum of Rio Grande do Sul - occurred between the months from July to December 2012- As methodological resources were used in propositional meetings - as methodologically called "Encounters Crianceiros" - audiovisual records, the researcher's field journal and materials exploited and produced by children. The central questions of this study: how children relate to the modalities that contemporary art raises. And how children explore art when it enters the school? Were answered through of the analyzes performed, which unfolded over the period of research with children. Conceptions of art, the ways their creative processes occurred and its relationship with materiality, and also experimentation of objects using of affections were established the main axes of analysis. The study highlights the potency existing in the meeting between children and contemporary art, especially in relation to the proximity and responsiveness of children with the same modalities. Apart from this, research demonstrates through the processes of creation of children as they are drenched in meanings and relationships outside the school context, that emerge in their experimentations, as well as affections and confrontations that are established in the exploration, redefinition and appropriation of materials and materiality Approaching the children of contemporary art, this study supports that think and discuss the joints between art and children in school contexts, and also how these relationships can be guided by the processes of experimentation and reframing as well as being possibilities expansion of repertoire, both for children and for educators.
2
Trajano, Fábio Jarbeson da Silva. "Writing beyond the edges: appropriation, rewriting and blurring of genres in Angela Carters Nights at the Circus and Wise Children." Universidade do Estado do Rio de Janeiro, 2010. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=1815.
Full textAbstract:
O objetivo desta dissertação é investigar e analisar a transgressão e o borramento de fronteiras de gênero (categoria narrativa) e sua conexão com a emancipação do sujeito feminino no nível da narrativa nos dois últimos romances de Angela Carter, Nights at the Circus e Wise Children, à luz da teoria da intertextualidade paródica. O tipo de opressão pela qual passam as narradoras/protagonistas Fevvers e Dora Chance bem como as outras personagens femininas em ambos os romances mostra-se intrinsicamente relacionada às restrições ideológicas e formais tradicionalmente impostas aos gêneros (categoria narrativa) pelo patriarcalismo. Estas são precisamente as normas e regulamentos que Angela Carter se propõe desvelar, questionar e minar de forma a preparar o caminho para novas alternativas bem como diferentes possibilidades de futuro tanto para homens como mulheres. A principal contribuição desta dissertação está em sua tentativa de relacionar gênero (categoria narrativa), gênero (determinação sexual) e mudança social a fim de encorajar mais pesquisas sobre o poder político que subjaz a pós-moderna reescritura ou reinvenção e borramento de gêneros (categoria narrativa) praticada pelo sujeito femininoThe aim of this dissertation is to investigate and analyse the transgression and blurring of genre boundaries and its connection with the emancipation of the female subject on the level of the narrative in Angela Carters last two novels, Nights at the Circus and Wise Children, in the light of parodic intertextuality theory. The sort of oppression the narrators/protagonists Fevvers and Dora Chance as well as the other female characters undergo in both novels turn out to be intrinsically related to the ideological and formal constraints traditionally imposed on genres by patriarchy. These are precisely the norms and regulations Angela Carter sets out to unveil, question and undermine so as to pave the way for new alternatives as well as different future possibilities for men and women alike. The main contribution of this dissertation lies in its attempt to relate genre, gender and social change in order to nourish further research on the political power underlying postmodern female rewriting or reinvention and blurring of genres
3
Uzuegbunam, Chikezie E. "The digital lifeworlds of young Nigerians – Exploring rural and urban teens’ practices with, and negotiation of, digital technology." Doctoral thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/31316.
Full textAbstract:
This study investigates the digital lifeworlds of rural and urban 13- to 18-year old young people in an African, specifically Nigerian, context. Children and young people’s digital lifeworlds and practices with technology in the global North is well researched and documented. By contrast, research focusing on their counterparts, particularly pre-teens’ and teenagers’ digital practices and participation in Africa is still largely limited and exploratory; and the field underdeveloped. This is more so despite the important role played by digital communication technologies in children and young people’s everyday life. Privileging the use of a mixed methods approach, this study conducted 16 focus group discussions with 175 participants and a survey of 380 respondents in public and private schools sampled across two of Nigeria’s major geopolitical zones. Supported by the child-centred approach and the domestication framework by Silverstone, Hirsch and Morley (1992), the study provides a multi-layered portrait of the ways in which Nigerian teens access, understand, work and play with and negotiate the digital technologies that are available to them. The study also broadly pays attention to how young people constitute their digital lives and the role played by contextual dynamics and community networks such as family, school and others. It was found that young people in Nigeria have a considerable access to and are predominantly using mobile phones and the Internet (via the ‘mobile internet’). However, this did not preclude the divides and marginalities between children from dissimilar social backgrounds. Teens’ significant outcomes with technology mostly centre around the need for communication and interaction with friends first, and then family. They also primarily use technology to cultivate and maintain their peer culture, for self-care, dealing with mental wellbeing, and as a critical resource for education and information-seeking. Nigerian children’s digital practices are substantially shaped and at the same time undermined by various mediators or digital gatekeepers. These include parents, teachers, guardians and older adults who are presented mostly as prohibitors and moral panic mongers. Issues such as the absence of digital literacy and skill on the part of the children, their parents and teachers also limit the teens’ agency and digital opportunities and result in unchecked risks such as access to pornography, meeting online with strangers/online grooming, distractions, identity issues/negative role modelling. Moreover, the opportunities and benefits of technology in children’s lives remain precarious, stratified and complex. This study attempts to place children’s digital lifeworlds in its wider socio-spatial context and experience, contributing an important dimension to children’s digital practices, especially as there exists a resonant paucity of and apathy towards research and scholarship in children and media studies in Africa. Techno-shaming children into silence, fear, scepticism, guilt or moral panic is a common, but flawed strategy. Instead, it is suggested that government, schools and families should reconsider the precarious subjective-subordinate and marginalised position of young people and allow them the agency to contribute to decisions relating to their digital lives. Adult decision makers must focus on expanding Nigerian teens’ digital opportunities and rights. There is equally the need to develop resources that might help empower parents, families and adults by providing knowledge of the opportunities and risks of the digital age.
4
Kounakou, Komi. "Littératie médiatique et petite enfance. Appropriation de contenus audiovisuels par des jeunes enfants non-lisants et sourds." Phd thesis, Université de Valenciennes et du Hainaut-Cambresis, 2012. http://tel.archives-ouvertes.fr/tel-00761617.
Full textAbstract:
La thèse s'appuie sur le concept de littératie médiatique. Après l'avoir défini, elle s'emploie à le mettre en œuvre pour les enfants non-lisants (2 à 7 ans) du Togo et/ou sourds (7 à 12 ans) de France. Partant de l'hypothèse que les contenus médiatiques peuvent contribuer au développement, aux apprentissages et à la culture de ces enfants, l'analyse infocommunicationnelle des mécanismes d'appropriation de ces contenus est effectuée pour ces deux populations cibles. L'étude mobilise ainsi des expérimentations de terrain au Togo et en France.La première partie fait un état des lieux rapide des différents dispositifs médiatiquesd'interaction et d'apprentissage destinés aux enfants des deux pays de référence. Cette revue préliminaire des terrains d'étude montre que les politiques et les dispositifs de communication propres à notre cible restent insuffisants d'une part, et que le champ est très peu abordé dans les travaux antérieurs d'autre part.La deuxième partie se penche sur le cadre théorique de la littératie médiatique et précise sa conceptualisation dans le champ des sciences de l'information et de la communication. Le protocole VI.A.G.E est alors élaboré pour évaluer le processus d'appropriation de contenus médiatiques auprès des enfants.La troisième partie est consacrée au dépouillement des trois expérimentations de terrain menées au Togo (visionnage expérimental du film Kirikou et la sorcière) et en France (visioguide sur DVD et i-Pad, et interaction sur écran géant tactile, notamment au Musée du Quai Branly). Leurs résultats respectifs sont exposés. Un bilan général clôt la thèse : il récapitule les apports de la recherche à l'analyse de la littératie chez les enfants et trace quelques perspectives pour des travaux futurs.
5
Amaro-Jimenez, Carla. "Latino Children’s English as a Second Language and Subject-Matter Appropriation through Technology-Mediated Activities: A Cultural Historical Activity Theory Perspective." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211938498.
Full text
6
Oehmichen, Hélène. "L’appropriation des enfants : enquête sur le placement familial en France." Electronic Thesis or Diss., Paris, EHESS, 2024. http://www.theses.fr/2024EHES0113.
Full textAbstract:
Cette thèse traite de l’appropriation des enfants par leurs parents, à travers l’étude du placement judiciaire des mineur·es, et plus particulièrement du placement en famille d’accueil. Le placement y est pensé comme un cas limite, où les catégories instituées de « parent » et « d’enfant » perdent leur apparence d’évidence, de naturel et d’universel. Cela permet d’interroger, au-delà de la filiation juridique et du partage du quotidien, la genèse sociale du rapport parent-enfant, ainsi que les légitimités qui lui sont associées. Quatre régimes d’appropriation des enfants (privé, familial, public, commun) sont distingués, et deux sont particulièrement discutés et mis en tension : l’appropriation privée d'une part, quand un·e adulte tire profit du travail ou du corps d’un·e enfant et s’inscrit dans un rapport de pouvoir, et l’appropriation familiale d'autre part, qui intègre l’enfant à un groupe plutôt qu’à un autre, et l’investit comme un·e héritier·e porteur·se du statut social d’une lignée. Le propos s’appuie sur une enquête statistique et ethnographique menée dans un département de l’ouest de la France. L'enquête permet d'abord d'établir la distribution institutionnelle des droits à investir dans des enfants en déployant des stratégies familiales de reproduction, et des droits à les dominer. Il y est montré que, du fait de conditions sociohistoriques précises, de grilles de lecture socialement situées des agent·es de l’État et d’un fonctionnement organisationnel dans lequel les institutions médico-administratives occupent une place primordiale, le placement s’inscrit dans une politique de prise en charge des enfants résolument familialiste. Il ne vise pas à rompre le lien de parenté, mais à le normaliser ; les parents concernés sont d’abord ceux accusés de ne pas investir suffisamment dans leurs enfants. Par conséquent, le placement concerne prioritairement les fractions précaires des classes populaires, et incrimine principalement les mères et les parents porteurs d’une identification d’invalidité. Qui plus est, aucun investissement alternatif n’est proposé aux enfants placé·es, dont seule la prise en charge quotidienne est assurée. Le propos se centre ensuite sur les conditions sociales nécessaires à l’établissement et au maintien d’un tel lien de parenté, entre enfants placé·es et parents d’origine, mais également entre enfants placé·es et famille d’accueil. Il restitue l’aspect interactionnel de la construction des statuts d'enfant et de parent, en montrant l’importance de la légitimité accordée ou non par les enfants aux adultes qui cherchent à les socialiser et/ou à les dominer. Il en restitue également l’aspect processuel, et non systématique : quand le placement se prolonge, certains parents d’origine perdent ce statut, et certaines familles d’accueil intègrent malgré tout les enfants dans leur lignée, ou exploitent malgré tout leur travail et leur corps. Enfin, la thèse étudie la façon dont les enfants négocient le fait d’être ou non approprié·es, ainsi que les conséquences de l’appropriation – ou de son absence – sur leurs subjectivités et sur leur position dans l’espace socialThis thesis focuses on the appropriation of children by their parents through the study of judicial placement of minors, with a particular emphasis on foster families. Placement is presented here as a boundary case, where the institutionalized categories of "parent" and "child" lose their appearance of being self-evident, natural, and universal. This perspective allows an exploration, beyond legal filiation and shared daily life, of the social genesis of the parent-child kinship, as well as the legitimacies associated with it. Four regimes of child appropriation (private, familial, public, and communal) are distinguished, with two specifically discussed and set in tension: private appropriation, when an adult benefits from a child’s labor or body, thereby engaging in a power relationship; and familial appropriation, which integrates the child into one group rather than another and positions them as an heir, bearing the social status of a lineage. The analysis is based on statistical and ethnographic research conducted in a department in western France. The first part examines the institutional distribution of rights to invest in children through family strategies of social reproduction, as well as rights to dominate them. This section shows that, due to specific sociohistorical conditions, the socially situated perspectives of State agents, and an organizational framework in which medical-administrative institutions play a central role, placement is embedded within a child-care policy that is resolutely family-centered. Its aim is not to sever the parent-child bond but to normalize it; the parents involved are primarily those accused of not investing sufficiently in their children, and no alternative investment is offered for placed children, whose daily care is the only assured support. As a result, the policy primarily affects the precarious fractions of the working class and disproportionately targets mothers and parents identified with disabilities. The second part focuses on the social conditions necessary to establish and maintain such kinship ties, between placed children and their birth parents, but also between placed children and foster families. It highlights the interactional aspect of the construction of parental status, showing the importance of legitimacy granted or denied by children to adults who seek to socialize or dominate them. It also captures the processual, non-systematic nature of these relationships: when placement is prolonged, some birth parents lose this status, while some foster families, despite everything, integrate children into their lineage or exploit their labor and bodies. Finally, the thesis examines how children negotiate the reality of being appropriated or not, as well as the consequences of appropriation—or its absence—on their subjectivities and their position within the social space
7
Alftberg, Liza, and Maria Fabricius. "Fysisk aktivitet i skolan och på fritidshemmet – ja tack! : En enkätundersökning om betydelsen av fysisk aktivitet för barn med neuropsykiatrisk funktionsnedsättning." Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36137.
Full textAbstract:
Avsikten med denna undersökning syftar till att undersöka betydelsen av fysisk aktivitet inom skol- och fritidsverksamhet för elever med neuropsykiatrisk funktionsnedsättning för att tillgodogöra inlärningen. Studien knyter an till det sociokulturella perspektivet på lärande. De frågeställningar som besvaras är: Har elever med neuropsykiatrisk funktionsnedsättning större behov av att röra på sig än andra och i sådana fall varför? Vad blir det för positiva förändringar hos elever med neuropsykiatrisk funktionsnedsättning som resultat av fysisk aktivitet/rörelse under deras skoldag? En enkätundersökning genomfördes på tre olika skolor med totalt 19 fritidslärare/extralärare och ett par specialpedagoger. Samtliga tillfrågade besvarade enkäten. Enligt studiens frågeställningar och utifrån det sociokulturella perspektivet med fokus på begreppet appropriering framkom följande resultat. Elever med en neuropsykiatrisk funktionsnedsättning har hjälp utav att röra på sig mer. Respondenterna menar att elevernas kommunikation för lärande förbättras. Resultatet pekar på att eleverna fick genom att röra sig mer, bättre möjlighet att ta över och ta till sig – appropriera – kunskaper i en samspelssituation. Enligt respondenterna är det tydligt att undervisningsresultaten försämras när eleverna är stillasittande för länge. Att fysisk aktivitet har betydelse för lärandet bekräftas av tidigare forskning. Slutsatsen av denna enkätundersökning är att genom ökad fysisk aktivitet så skulle appropriering av kunskap kunna underlättas för elever med neuropsykiatriska funktionsnedsättningar.
8
Majaji, Sara. "S'approprier l'Ecrit autrement ? : du diagnostic à la remédiation chez des enfants en difficulté sur l'Ecrit." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20149/document.
Full textAbstract:
Dans une perspective de psychologie développementale appliquée à l’objet Écrit, la recherche présentée dans cette thèse s’articule autour de deux grands temps et notions : l’évaluation des compétences à l’Écrit d’une part et la remédiation des difficultés sur l’Écrit d’autre part. Le concept d’appropriation de l’Écrit développé par Besse constitue la base de ce travail et permet de faire le lien entre ces deux dimensions, en prenant en compte le rapport à l’Écrit dans sa globalité (aspects cognitifs, sociaux ou plus personnels). Dans un premier temps, les compétences et représentations de l’Écrit de 159 enfants scolarisés à l’école élémentaire sont mises en évidence à l’aide des outils DMA-Enfants (rencontres individuelles autour d’activités sur le lire-écrire-parler). Les analyses et observations alors conduites ont permis de suivre le développement des compétences en lecture-écriture et le cheminement sur l’Écrit des enfants du CP au CM2. Différents profils sur l’Écrit ont également été identifiés, venant notamment souligner les particularités des enfants en difficulté sur l’Écrit. Dans un second temps, 21 enfants de CM2 ont participé pendant trois mois à des ateliers de remédiation sur l’Écrit autour du Journal Scolaire, visant à les accompagner vers une autre réflexion et appropriation de l’Écrit. Les résultats obtenus sont encourageants et témoignent d’une certaine influence de la remédiation sur les représentations et les comportements face à l’Écrit des enfants concernésThis doctoral research on the Written language takes place in the field of developmental psychology. It can be focused on two main concepts and two main steps: reading and writing skills assessment on one hand, remediation of difficulties on the other hand. The reading and writing appropriation concept developed by Besse is used to link assessment and remediation and the Written language in all its dimensions (cognitive, social and more personal aspects) is taken into account. Based upon the use of the DMA method, 159 children from 1st to 5th grade were first met individually and activities relating to reading, writing and oral skills were proposed to highlight their Written language skills and representations. We were able to monitor the progress and we could analyze the development of reading and writing skills throughout elementary school. Different profiles of reading and writing skills were also identified, especially to differentiate children having problems with Written language.In a second step, remediation workshops were set up for three months with 21 5th grade children. The purpose was writing articles for the school newspaper in order to support children to another thought and appropriation of the Written language. The results are encouraging : they show some influence of remediation on representations and behaviors about reading and writing
9
Shin, Dong-shin. "A Blog-Mediated Curriculum for Teaching Academic Genres in an Urban Classroom: Second Grade ELL Students’ Emergent Pathways to Literacy Development." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/134/.
Full text
10
El-Dorghamy, Ahmed. "Children's potential mobility and appropriation of transport options in an informal settlement." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19549.
Full textAbstract:
Die vorliegende Arbeit untersucht die tatsächliche und potenzielle Mobilität von Kindern aus einer informellen Siedlungsstruktur in einer Megacity des globalen Südens am Fall Ezbet El-Hagganas im Großraum Kairos; die Entwicklung von Mobilitätsgewohnheiten in der Kindheitsphase und bezieht sich dabei nicht nur auf Kinder als Nutzer, sondern berücksichtigt zudem deren unmittelbares soziales Umfeld und den gesamtgesellschaftlichen Kontext.
Der theoretische Rahmen für die Untersuchung der Mobilität von Kindern basiert auf Icek Ajzens Theorie des geplanten Verhaltens sowie auf Vincent Kaufmanns Konzeptualisierung des Motilitätsbegriffes. Primärdaten wurden in einer Feldstudie und in Fokusgruppen erhoben. Die Ergebnisse deuteten auf eine hohe Prävalenz der unabhängigen Mobilität von Kindern (child independent mobility, CIM) auf deren am häufigsten zu bewältigenden Strecke (zur Schule) hin, zunächst durch nicht motorisierte Formen der Verkehrsteilnahme, aber weitgehend auch mit Hilfe von verschiedenen formellen wie informellen Nahverkehrsmitteln. Es wurden sozio-kulturelle und sozialpsychologische Einflussfaktoren seitens sowohl Kindern als auch ihren Eltern identifiziert, die die Verkehrsteilnahme von Kindern hemmen oder befördern können. Gleichermaßen wurden hemmende Faktoren untersucht. Die Akzeptanz des Radfahrens von Kindern wurde als Fallbeispiel für unerschlossenes Mobilitätspotenzial untersucht und deutet auf die Prävalenz sozialpsychologischer Faktoren hin, die Entscheidungsfaktoren rationaler und praktischer Natur entgegenstehen und die die Verkehrsmittelnutzung von Kindern mindern; hier benannt als Nutzungslücke (appropriation gap). Die Ergebnisse wurden schließlich in Zusammenhang mit dem Konzept der Verkehrsteilnahme gestellt und erlauben die Diskussion von Implikationen für die politische Ebene und für den Diskurs von Mobilität in benachteiligten Gruppen der Gesellschaft.This study investigates the nature of children's actual and potential mobility in a case study of an informal settlement in a megacity of a developing country; namely Ezbet El-Haggana in Greater Cairo and explores the nature of the childhood phase of developing mobility practices and habits, not only as enabled by children themselves as commuters, but also as enabled by parents and the surrounding community and society. A theoretical framework was constructed through which children's mobility is investigated. It is based on Icek Ajzen's Theory of Planned Behavior and Vincent Kaufmann's conceptualization of Motility. The data was primarily collected through a field survey and focus groups. Results indicated high prevalence of child independent mobility (CIM) in the most frequent trip (to school), not only through active transport but also largely through different formal and informal transport services available. There are socio-cultural and socio-psychological factors among both the parents and the children that constitute the appropriation of mobility options that cater to children, either enabling or inhibiting their mobility. Through the experiences of children's mobility, the acquired skills and adaptive attitudes by both children and parents enhance children's potential mobility compared to children in wealthier communities that may be granted less mobility rights or have less competences among other factors. Inhibiting factors were also investigated; the specific case of acceptance of cycling for children. This exemplified prevalence of socio-psychological factors that overshadow practical and rational aspects of choice; it is articulated here as an appropriation gap. Results were finally associated with the conceptualization of appropriation to discuss implications for policy and for the discourses of mobility in disadvantaged communities.
Books on the topic "Appropriation of children"
1
Fineman, Martha. Dominant discourse: The professional appropriation of child custody decision-making. Madison, Wis: Institute for Legal Studies, University of Wisconsin-Madison, Law School, 1987.
Find full text
2
Salm, Don. Legislation on custody arrangements: 1987 Assembly bill 205, relating to granting legal custody, periods of physical placement and visitation in an action affecting the family and making an appropriation. Madison, Wis: Legislative Council Staff, 1987.
Find full text
3
Melliani, Fabienne. La langue du quartier: Appropriation de l'espace et identités urbaines chez des jeunes issus de l'immigration maghrébine en banlieue rouennaise. Paris: L'Harmattan, 2000.
Find full text
4
Whitesel, Russ. Legislation on the children at risk program: 1999 Senate Bill 241, relating to programs for children at risk of not graduating from high school : 1999 Senate Bill 242, relating to planning grants for retained fourth graders and making an appropriation. Madison, Wis. (One E. Main St., Ste. 401, Madison): Legislative Council Staff, 1999.
Find full text
5
Shannon, Pam. Legislation on programs for prevention services: 1999 Assembly Bill 493, relating to creating a prevention coordination council and a prevention planning grant program and making an appropriation. Madison, Wis. (One E. Main St., Ste. 401, Madison): Legislative Council Staff, 1999.
Find full text
6
Women, New Jersey Legislature General Assembly Advisory Council on. Public meeting of Assembly Advisory Council on Women: Assembly bill no. 3348 (establishes assessment and treatment services program in DHS; appropriates $1 million) : Assembly bill no. 3413 (supplemental appropriation of $2.2 million to DHS for domestic violence programs). Trenton, N.J: The Council, 2001.
Find full text
7
Oregon. Legislative Assembly. Legislative Fiscal Office. A program budget for children, December 1990. Salem, Or. (H178 State Capitol, Salem, 97310): The Office, 1990.
Find full text
8
Jha, Praveen K. India's fiscal policy space for investing in children. New Delhi: UNICEF, 2010.
Find full text
9
HAQ: Centre for Child Rights. and Save the Children India, eds. India's children and the union budget. New Delhi: The Centre, 2001.
Find full text
10
Council, Massachusetts Office for Children Statewide Advisory. Children's budget FY ... [Boston, Mass.]: The Council], 1989.
Find full textBook chapters on the topic "Appropriation of children"
1
da Costa, Natália Meireles Santos, Maria Clotilde Rossetti-Ferreira, and Ana Maria de Araujo Mello. "Providing Outdoor Experiences for Infants and Toddlers: Pedagogical Possibilities and Challenges from a Brazilian Early Childhood Education Centre Case Study." In International Perspectives on Early Childhood Education and Development, 43–59. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_3.
Full textAbstract:
AbstractIntense urbanization process in Brazil and Latin America has increasingly limited young children, since birth, to access outdoor spaces, especially green areas. Moreover, as conceptions of babies in domestic care support confinement practices, apprehending infants’ constitutive specificities as being intertwined with broader socio-cultural contexts requires further investigation. Notwithstanding the challenges, Early Childhood Education and Care (ECEC) institutions can be promising places to provide babies with daily contacts and appropriation of external areas amid an expanded collective experience. This chapter tackles the process of insertion and appropriation of outdoor spaces for infants and toddlers. We bring a case study from a Brazilian daycare centre with planned multiple outdoor environments, diversified spatial arrangements and natural elements. The empirical material, referring to the transition year of a group of under-twos, includes monthly recordings of everyday routine, interviews, field notes, institutional documents. We describe and analyze various outdoor spaces and socio-spatial practices of the daycare centre based on the cultural-historical perspective of the Network of Meanings. In the first semester, environments organized in semi-open areas connected to closed spaces were more frequently used. Whereas mainly in the second semester, given walking onset and greater motor resourcefulness, the going and appropriation of green areas unfolded as a gradual process not short of struggles. Substantial planning, projects and educational situations put forward by multiple social actors within a multidisciplinary approach modulated alternation of spaces and facilitated exchanges with peers, older children and adults – including family members.
2
Jäde, Sylvia, Florian Eßer, and Judith von der Heyde. "Stunt Scooter and Educational Commons: A German Case Study." In Educational Commons, 87–107. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51837-9_6.
Full textAbstract:
AbstractThe chapter focuses on the results of the German case studies dealing with the appropriation of public space through youth cultural practices. The focus of the German sub-project is on how children and young people move in public space with stunt scooters and utilize it for their own purposes. As in the SMOOTH project in general the approach of the educational commons serves as a theoretical frame of reference. In this chapter we will describe commoning practices that have emerged during the realized case studies. Besides the aspects of sharing and caring, there were also practices of cooperation and engaged citizenship. All these aspects have a political dimension, which became apparent in different ways in the case studies and in the researched field. Overall, the case studies have shown that the children and young people involved in joint political processes as commoners require a high degree of transparency on the part of the adults involved as to what scope the children and young people involved have for shaping these processes.
3
Palacios, Mariana García, and Andrea Szulc. "Children's agency and cultural appropriation through the lens of South American anthropology: Mapuche and Toba/Qom children facing Catholic education." In Studies of Childhoods in the Global South, 123–42. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003470205-8.
Full text
4
Wasowicz, Laura. "Chapter 9. From Michaelmas-Day to Thanksgiving." In Children’s Literature, Culture, and Cognition, 198–223. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/clcc.15.09was.
Full textAbstract:
This chapter explores the appropriation, adaptation, and translation of the picturebook Grandmamma Easy’s Michaelmas Day, or The Fate of Poor Molly Goosey. Originally issued by London publisher Dean & Company c. 1843, it was reprinted three years later in Philadelphia by George S. Appleton. In about 1850, the text was Americanized and issued by Boston publisher Wier & White under the title Thanksgiving Day. Around 1870, New York publisher D. Appleton & Company translated the picturebook into Spanish and issued it as La Historia de La Gansa Amorosa (The Story of the Loving Goose) for sale in an emerging Hispanic book market, enlisting picturebook manufacturer McLoughlin Brothers. Tracing the transnational, translingual history of Molly, this study illuminates the use of recognized public holidays to reach new markets.
5
Seifert, Martina. "Appropriating the “Wild North”: The Image of Canada and Its Exploitation in German Children’s Literature." In Imagining Sameness and Difference in Children's Literature, 215–34. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-46169-8_11.
Full text
6
Carlsen, Martin, Ingvald Erfjord, and Per Sigurd Hundeland. "The Knowledge Quartet as a Theoretical Lens to Explore Kindergarten Teachers’ Teaching of Mathematics." In Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives, 131–44. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37663-4_10.
Full textAbstract:
AbstractThe aim of this study is to analyse kindergarten teachers’ teaching of mathematical activities for 5-year-olds to characterise the competence on which their teaching is based. The Knowledge Quartet, proposed by Rowland et al. (J Math Teach Educ 8(3):255–281, 2005), is argued to be suitable for analysing the mathematical competence of kindergarten teachers revealed foundational knowledge, knowledge-in-action and knowledge-in-interaction in their teaching. The paper reports an analysis of one kindergarten teacher’s taught activity within the frame of a project where mathematical activities had been designed by researchers. Taking advantage of her competence, the kindergarten teacher nurtures the children’s processes of appropriating the involved mathematical concepts. Some modifications to the Knowledge Quartet as an analytical tool are suggested due to kindergarten particularities.
7
Wilbraham, Lindy. "Parental Communication with Children about Sex in the HIV/AIDS Epidemic in South Africa: Cultural Appropriations of Western Parenting Expertise." In HIV Treatment and Prevention Technologies in International Perspective, 87–108. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230297050_5.
Full text
8
de Assis, Raquel Martins. "Appropriations of Jean Piaget’s Ideas by the Culture of the Print Media in Minas Gerais State/Brazil (1930–1940): Understanding Children’s Thinking for the Improvement of Education." In Latin American Voices, 239–53. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38882-8_15.
Full text
9
Hamilton, Patricia. "Babywearing: Fads, Dangers and Cultural Appropriation." In Black Mothers and Attachment Parenting, 89–102. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529207934.003.0006.
Full textAbstract:
This chapter describes babywearing as the most mainstream and uncontroversial among the techniques of breastfeeding and bedsharing, which are the most associated with attachment parenting (AP). It explains babywearing as an inoffensively visible marker of the values of bonding and attachment that is unquestioningly accepted in contemporary parenting cultures. It also discusses how the acceptance of babywearing is used in AP as a transition from the fringe parenting style to the normative approach to raising children. The chapter highlights the appearance of babywearing in state-produced parenting advice and in the experiences and ideas of black mothers. It looks at the narratives of women that draw attention to the dangers of babywearing, both in terms of physical safety and cultural relevance.
10
"Developmental Teaching as a Double Move between Subject Knowledge and Children’s Appropriation of Personal Knowledge." In Taking Children and Young People Seriously, 202–35. Cambridge University Press, 2023. http://dx.doi.org/10.1017/9781108980869.009.
Full textConference papers on the topic "Appropriation of children"
1
MOCANU, Liuba. "The role of adjectives in the language development of young children." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p202-205.
Full textAbstract:
The article reflects the process of appropriation by young children of the lexicon in general, of the principles of their grouping, of the grammatical component of children’s language. It is characterized the process of appearance, of appropriating adjectives in the speech of the little ones, with the reflection of certain problems. Some of the forms of knowledge with adjectives are proposed.
2
Kian, Fátima Aparecida, Ailton Paulo Oliveira Júnior, Karoline Marcolino Cardoso Barão, and Ana Meire Oliveira Morais. "Contributions of a Historical Game Presented Through a Story as a Support to the Teaching of Probability in Elementary School in Brazil." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t6d1.
Full textAbstract:
The present study aimed to investigate the learning of probability with a group of students of the fourth year of elementary school in Brazil, taking into account a situation involving the concept of random events through the narrative used in a historical tale called: “Did you know that children played with the game of tiles a long time ago in France?” The Theory of Didactic Situations was used to evaluate the intervention activity that sought the development of competences and abilities related to probability. The results showed that the activities contributed to the teaching and learning of probability, and despite the students having some difficulties, their mistakes guided the teachers/researchers to think about different approaches to the appropriation of knowledge.
3
SOLOVIOVA, Liudmyla. "HAPPINESS AS A VALUE FOR A PRESCHOOL CHILD." In Happiness And Contemporary Society : Conference Proceedings Volume. SPOLOM, 2021. http://dx.doi.org/10.31108/7.2021.57.
Full textAbstract:
The article is devoted to the explaining of the features of the terminal value of "happiness" at the stage of its appropriation by a child of senior preschool age. The applied diagnostic methods are presented: "Express diagnostics of the sphere of value orientations of a preschooler" and observation "Diagnostics of the levels of manifestation of the activity structural component of the value orientations of senior preschoolers". The structure of values of preschoolers in the unity of their cognitive, emotional and activity components is outlined. The state of formation of the structure value-goal "happiness" of the studied children is characterized. Senior preschoolers' ideas about "happiness" is presented. The level of significance of "happiness" for children in comparison with other important values is determined: "family", "health", "creativity", "friendship", "money", "beauty of nature", "beauty of technology". It is established that "happiness" ranks first among effective values. It is concluded that senior preschoolers feel happy when they are involved in meaningful, independent, creative activities. KEY WORDS: happiness, preschool child, structure of values, terminal values, value regulation.
4
Zapata, Mireya, Hugo Arias-Flores, and Jorge Alvarez. "STEAM and Educational Applications with 3D Printing." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001593.
Full textAbstract:
The STEAM methodology is based on the integrated learning of science, technology, engineering, arts and mathematics disciplines in an interdisciplinary framework. Education seeks to promote the transversality of knowledge in children and young people to guarantee meaningful learning, which also involves the development of skills and types of thinking such as scientific, quantitative, visuospatial processing, among others. Its fundamental principle is experience-based learning, combined with project-based learning with an innovative approach to teaching. It involves the integration of learning with TICs, the appropriation of knowledge in scientific areas, it promotes creative capacity and imagination.In this sense, the learning spaces generated are collaborative spaces, which provide the conditions to develop mathematical thinking, computational thinking, emotional management skills in young people and enhance communication skills with their peers.Under this framework, 3D printing technology now more accessible and within the reach of children in educational institutions, allows venturing into rapid prototyping for the generation of physical models and the practical consolidation of ideas, achieving more interesting classes for students. Thus, three-dimensional printing technology is being used more and more in education at all levels. This paper discusses the different applications that can be given to rapid prototyping through 3D printing in education and how it can influence the STEAM skills acquired by students.
5
Ribeiro Costa Xavier, Esther, and Giselle Arteiro Nielsen Azevedo. "TERRITÓRIOS EDUCATIVOS E EDUCAÇÃO DO CAMPO: Mapeamento espaço-temporal, memória e apropriação." In Seminario Internacional de Investigación en Urbanismo. Universitat Politècnica de Catalunya, Grup de Recerca en Urbanisme, 2022. http://dx.doi.org/10.5821/siiu.12170.
Full textAbstract:
This article intends to investigate to what extent the educational territory can enhance Rural Education and contribute to the articulation of rural schools with the way of life of peasant children, involving existing social practices in their respective communities. The general objective of the research is to explore the pedagogical potential of the countryside as an educational territory and of rural schools as multipurpose environments and collective appropriation, articulated to the life and culture of the community, at different scales. Therefore, the methodological procedures adopted are based on a qualitative and experiential analysis that aims to understand, through environmental perception devices, how much the relationship with the rural environment can be part of socio-educational activities in rural schools and, thus, how much they can be embedded in the life and culture of the local community. Thus, the device "Spatio-Temporal Mapping" was developed, which aims to rescue the affections, uses and memories of spaces of appropriation and non-appropriation, through the mapping of the territory and the changes that occurred in its uses and customs over time. Keywords: educational territories, rural education, participatory process, listening devices. O presente artigo propõe investigar em que medida o território educativo pode potencializar a Educação do Campo e contribuir para a articulação das escolas rurais ao meio de vida das crianças camponesas, envolvendo práticas sociais existentes em suas respectivas comunidades. O objetivo geral da pesquisa consiste em explorar o potencial pedagógico do campo como um território educativo e das escolas rurais como ambientes polivalentes e de apropriação coletiva, articulados à vida e à cultura da comunidade, em diversas escalas. Para tanto, os procedimentos metodológicos adotados têm como base uma análise qualitativa e experiencial que objetiva compreender, por meio de dispositivos de percepção ambiental, o quanto a relação com o meio rural pode fazer parte das atividades socioeducativas nas escolas do campo e assim, o quanto elas podem estar inseridas na vida e na cultura da comunidade local. Assim, foi desenvolvido o dispositivo “Mapeamento Espaço-Temporal”, que tem como objetivo resgatar os afetos, os usos e as memórias de espaços de apropriação e não-apropriação, através do mapeamento do território e as mudanças que ocorreram em seus usos e costumes ao longo do tempo. Palavras-chave: territórios educativos, educação do campo, processo participativo, dispositivos de escuta.
6
Skyllstad, Kjell. "Giving People a Voice." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.6-5.
Full textAbstract:
Scandinavian countries, in particular northern Scandinavia, have developed unique sociolinguistic frameworks which aim to preserve local indigenous languages. These models have acted to protect the cultural heritages of these ethnicities. As such, these models of preservation have offered a framework to be applied to other contexts, and hence in regions where language and cultural preservation and revitalization have become a salient factor. This current study presents an evaluation of the Norwegian State Action Plan for the preservation of indigenous languages in the region of tribal northern Scandinavia. The study produces the several recommendations as a comparative framework between northern Scandinavia and ASEAN countries. With respect to education, the study suggests establishing kindergartens for tribal children led by tribal communities, developing teacher training programs for indigenous instructors, developing educational materials and curricular guides in the local languages, establishing networks of distance learning, arranging language and cultural learning summer camps for tribal children and youth, and mapping mother tongue illiteracy among adults so as to assist in the action planning of these projects. With respect to the daily use of languages, the study suggests a development of interpreter training programs, the implementation procedures for translation of official documents, the development of minority language proficiency in the health services and judicial system, incorporating indigenous language in digital technologies and likewise promoting digital literacy, developing dictionaries for minority languages, and instigating the promotion of place names in local languages. The study employs a literature analysis, and a comparison of contexts, to determine the appropriation and effectiveness of the application of the Scandinavian preservation system to ASEAN. The study contributes to thought in Linguistic Anthropology, in that it suggests that, despite the uniqueness of sociolinguistic practices, preservation methods and government mandates may, at least in part, offer transferability.
7
Monzillo de Oliveira, Luciana. "A OBSOLESCÊNCIA DOS PARQUES INFANTIS E A DESTINAÇÃO DOS EQUIPAMENTOS: dois exemplares de Santo Amaro, São Paulo." In Seminario Internacional de Investigación en Urbanismo. Universitat Politècnica de Catalunya, Grup de Recerca en Urbanisme, 2022. http://dx.doi.org/10.5821/siiu.12169.
Full textAbstract:
This article discusses the relationship between children's educational equipment and the urban context of the city of São Paulo between 1935 and 1985, a period in which public institutions called parks and children's corners lasted. The equipment was intended for the care of working-class children and young people and was designed by Mário de Andrade during his participation as São Paulo's Secretary of Culture. The objective is to recover the history of playgrounds and illustrate how the equipment distributed in the different areas of the city, mainly in places with an industrial vocation, implanted in large lots, in strategically located points and with relative visual permeability between the interior and the exterior, contributed to the appropriation and participation of the population in the social activities promoted by the municipality. The historiographic-based research is based on the argument that the deactivation of playgrounds due to the modernization of educational policies in the children's and youth area reflected in changes not only in pedagogical and social parameters, but also impacted urban relations and their articulation. with the immediate surroundings. The two case studies selected in Santo Amaro represent two distinct examples of uses after their deactivation. Keywords: Children's playground, working class neighborhood, Santo Amaro, public policy. O presente artigo aborda a relação entre equipamento educacional infanto-juvenil e o contexto urbano da cidade de São Paulo entre os anos de 1935 e 1985, período em que perduraram as instituições públicas denominadas de parques e recantos infanto-juvenis. Os equipamentos eram destinados ao atendimento das crianças e jovens das classes operárias e foram idealizados por Mário de Andrade durante sua participação como Secretário da Cultura de São Paulo. O objetivo é recuperar a história dos parques infantis e ilustrar como os equipamentos distribuídos nas diversas zonas da cidade, principalmente em locais com vocação industrial, implantados em grandes lotes, em pontos estrategicamente localizados e com relativa permeabilidade visual entre o interior e o exterior contribuíram para a apropriação e participação da população nas atividades sociais promovidas pela municipalidade. A pesquisa de base historiográfica apoia-se sobre o argumento de que a desativação dos parques infantis em função da modernização das políticas educacionais na área infanto-juvenil refletiu em alterações não apenas nos parâmetros pedagógicos e sociais, como também impactou as relações urbanísticas e sua articulação com o entorno imediato. Os dois estudos de casos selecionados em Santo Amaro, representam dois exemplos distintos de destinações de uso após a desativação dos mesmos. Palavras-chave: Parque infantil, bairro operário, Santo Amaro, política pública.