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Books on the topic 'Pedagogy of family'

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Author: Grafiati

Published: 9 March 2023

Last updated: 10 March 2023

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1

Sergeeva, V., E. Nikitina, M. Nedveckaya, N. Vinogradova, E. Shashenkova, and Yu Popov. Family pedagogy and home education. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1085339.

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The textbook reveals the normative and legislative acts of family regulation and the legal foundations of family education, describes the family at different stages of its formation, the history and traditions of the family in different faiths. The article presents the characteristics of family formation and marital relations. The basics of raising children in different types of families are formulated and methods of improving the pedagogical culture of parents are proposed. For students of secondary vocational education institutions. It can be useful for bachelors, undergraduates, postgraduates and students of advanced training courses and retraining of teaching staff.

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2

Frączek, Zofia. Wybrane problemy pedagogiki rodziny =: Family pedagogy, selected problems. Rzeszów: Wydawnictwo Uniwersytetu Rzeszowskiego, 2010.

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3

Luk'yanova, Inna, Svetlana Utenkova, Rinat Gimranov, and Ol'ga Anikeeva. Family studies. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1818581.

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The textbook examines the legal foundations of marriage and family relations, the life cycle, the sociology and psychology of the family, as well as the problems of families raising a child with developmental disabilities. The variety of approaches to the family in social work, general and special pedagogy and psychology is revealed. The content of the textbook meets the requirements of the federal state educational standards of higher education of the latest generation. For undergraduate students studying in the fields of "Sociology and social work", "Special (defectological) education", masters, postgraduates, teachers, as well as sociologists, psychologists, teachers and workers of other professions working with the family.

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4

Yeşil, Adnan. Anadolu pedagojisi: Gelenekselden modern ebeveynlere çocuk yetiştirme tavsiyeleri. Istanbul: Çalıkuşu Yayınları, 2017.

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5

Lodkina, T. V. Semeĭnyĭ sot︠s︡ialʹnyĭ pedagog: Teorii︠a︡ i praktika. Moskva: Vologodskiĭ gos. pedagog. universitet, 1997.

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6

Potomki moskovskogo pedagoga Leontii︠a︡ Ivanovicha Chermaka (13.09.1783 - 6.11.1848). Moskva: [Publisher not identified], 2020.

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7

Neretina, Tat'yana, and Tat'yana Orehova. Formation at students of pedagogical profile "image of the parent" in the process of professional training at the University. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1043103.

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In modern conditions of development of mankind, when, for various reasons endangered is the institution of the family, especially actual is a problem of formation of the growing person in the period of schooling parental position as an essential part not only of development but also the survival of humanity as a species. The solution to this problem in terms of the organization of Russian society goes along with the family on a school teacher. Hence the need to prepare future teachers for performing this task. In the present monograph presents one approach to solving this problem through the formation of future teachers of "the way I parent," a deep awareness and understanding of the essence and structure of process of formation of own "image of the parent", the content of this phenomenon relevant content, development of representations about itself as about the parent, about other people and the world in General. Intended for University students, primary school teachers, specialists in educational work, as well as for lecturers reading a course of lectures on subjects connected with pedagogy, psychology and ethic of family education.

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8

Walkerdine, Valerie. Surveillance, subjectivity, and struggle: Lessons from pedagogic and domestic practices. Minneapolis, Minn. (117 Pleasant St. SE, Minneapolis 55455): Center for Humanistic Studies, University of Minnesota, 1987.

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9

Grimaudo, Selene. La comunicazione e le sue tecniche nella pedagogia e nel counseling. Francavilla al Mare: Psiconline, 2006.

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10

Grimaudo, Selene. La comunicazione e le sue tecniche nella pedagogia e nel counseling. Francavilla al Mare: Psiconline, 2006.

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11

Maria Cristina Vasconcelos de Mendonça. Pedagogia da violência: As relações de poder entre mãe e filha. Recife: Edições Bagaço, 2002.

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12

Litvak, R. A. Sotrudnichestvo semʹi, detskikh obʺedineniĭ i sot︠s︡ialʹnykh pedagogov v prot︠s︡esse sot︠s︡ializat︠s︡ii lichnosti rebenka. Cheli︠a︡binsk: Cheli︠a︡binskiĭ gos. pedagog. universitet, 1996.

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13

Bichi, Lisa. Disabilità e pedagogia della famiglia: Madri e padri di figli speciali. Pisa: ETS, 2011.

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14

Moscow, Russia) "Kruglyĭ stol" po sot︠s︡ialʹnoĭ reabilitat︠s︡ii invalidov (2002. Sot︠s︡ialʹnai︠a︡ rabota--teorii︠a︡ i praktika: Materialy "Kruglogo stola" po sot︠s︡ialʹnoĭ reabilitat︠s︡ii invalidov i IX Zimneĭ shkoly sot︠s︡ialʹnogo pedagoga, psikhologa i sot︠s︡ialʹnogo rabotnika (i︠a︡nvarʹ-fevralʹ 2002 g.). Moskva: Izd-vo MGSU, 2002.

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15

Olarte, Marcela Chavarría. El reto en la educación de los hijos: Compendio de pedagogía familiar. México, D.F: Trillas, 2005.

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16

Cury, Augusto. Padres brillantes, maestros fascinantes: No hay jóvenes difíciles, sino una educación inadecuada. New York: Rayo, 2008.

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17

Mogel, Hans. Psychologie des Kinderspiels: Die Bedeutung des Spiels als Lebensform des Kindes, seine Funktion und Wirksamkeit für die kindliche Entwicklung. 2nd ed. Berlin: Springer-Verlag, 1994.

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18

Mogel, Hans. Psychologie des Kinderspiels: Die Bedeutung des Spiels als Lebensform des Kindes, seine Funktion und Wirksamkeit für die kindliche Entwicklung. Berlin: Springer, 1991.

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19

(Editor), Pamela J. Bettis, and Natalie G. Adams (Editor), eds. Geographies of Girlhood: Identities In-Between (Inquiry and Pedagogy Across Diverse Contexts) (Inquiry and Pedagogy Across Diverse Contexts). Lawrence Erlbaum, 2005.

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20

Refugee And Immigrant Family Voices Experience And Education. Sense Publishers, 2009.

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21

Lahiri, Jhumpa. Trust. Europa Editions, 2021.

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22

Lahiri, Jhumpa. Trust. Europa Editions, Incorporated, 2021.

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23

Banerjee, Swapna M. Fathers in a Motherland. Oxford University PressDelhi, 2022. http://dx.doi.org/10.1093/oso/9789391050245.001.0001.

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Abstract Fathers in a Motherland weaves stories of fathers and children into the history of gender, family, and nation in colonial India. Focusing on the reformist Bengali Hindu and Brahmo communities, Banerjee contends that fatherhood assumed new meanings and significance in late nineteenth and early twentieth-century India. During this time of social and political change, fathers extended their roles beyond breadwinning to take an active part in rearing their children. But there were differences in fathers’ attitude towards boy- and girl-children, so fatherhood differed depending on the gender of the child. Utilizing pedagogic literature, children’s magazines, scientific journals, autobiographies, correspondences, and essays, the book documents the different ways the authority and power of the father were invoked and constituted both metaphorically and in everyday experiences. Exploring specific moments when educated men, as biological fathers, literary activists, and educators, assumed guardianship and became crucial agents of change, the book interrogates the connections between fatherhood and masculinity. The last chapter of the book moves beyond Bengal and draws on the lives of Gandhi and Nehru to provide a broader salience to its argument. Reclaiming two missing links in Indian history—fathers and children—the book argues that these biological and imaginary “fathers” assumed the moral guardianship of an incipient nation and rested their hopes on the future generation. While much has been written about the “effeminate Bengali” and colonial masculinity, this study underscores how an s alternate pedagogy outside of school curriculum advocated by the male intelligentsia challenged colonial notions of manliness and masculinity.

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24

Schneider, Gunda. Educating Children in Conversation with Janusz Korczak: Pedagogy of Respect and the Rights of Children Applied in the Orphanage in Warsaw from 1912 to 1942 and the Experience with Korczak's Thoughts in the Author's Family at the End of the 20th Century. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2018.

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25

Martínez-Domínguez, Luis Manuel. Una Pedagogía del Nosotros. FERSE, 2020. http://dx.doi.org/10.52154/ferse0001.

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Modelo pedagógico que propone la educación en conciencia, como auténtica, creativa y plena apertura de sí en el Nosotros para autorrealizarse de forma apoteósica. Cuando no se da este desarrollo nosicéntrico, desde donde se habita con felicidad, los sujetos se encierran en egocentrismo o alocentrismo inmaduro que es causa y motivo de violencia. La Pedagogía del Nosotros, desde la fenomenología y el refuerzo de la neurociencia y otras disciplinas, describe desde la Sociedad, la Familia y la Educación, lo que civilizaciones de todos los tiempos y lugares, han procurado desarrollar desde sus diferentes cosmovisiones: el Ágape de la Grecia Clásica, el Ren del confucionismo, la Caritas del cristianismo, el Ubuntu africano, El Iithar (إيثار) del Islam, la Fraternité de la Ilustración…, y tantas otras comunidades humanas que la han inculturado, es decir, que la han vivido desde su cultura, a su manera. Aquí se presenta en lo esencial, como columna vertebral de lo admisible por todos, para educar con un fundamento compartido.

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26

Macleod, Beth Abelson. Beginnings. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039348.003.0002.

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This chapter focuses on the Blumenfeld family's emigration from Europe in 1867 (Fanny Blumenfeld's name was changed to Fannie Bloomfield soon after), their reasons for leaving, and their eventual establishment of a home and business in Chicago. It describes the discovery of Fanny Blumenfeld's talent and its nurturing by noted German immigrant musicians such as Bernhard Ziehn and Carl Wolfsohn. Wolfsohn founded Chicago's Beethoven Society, which provided the initial opportunities for Fannie Bloomfield's public performance. The chapter also recounts the “discovery” of Bloomfield in 1876 when she visited Russian virtuoso Annette Essipoff, who advised that she study in Vienna with noted pedagogue Theodor Leschetizky. Family conflicts and money considerations initially made this impossible, but when financial difficulties were alleviated by a wealthy Jewish benefactor, Blumenfeld set out for Vienna in 1878 with her mother and grandmother; she was fifteen at the time.

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27

Licardo, Marta, and Isabel Simões Dias, eds. Contemporary themes in early childhood education and international educational modules. University of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-269-5.

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The purpose of the book is to present contemporary themes in early childhood education that are important for preschool education in practice and as topics in the education of students who will work in preschool education settings. The presented scientific research includes various themes in the field of pedagogy, didactics, special didactics and psychology. The results of the research reveal important conclusions regarding relationships between children and preschool teachers, children’s relationships with peers, important practices for social-emotional learning, problems that occur in students’ mathematics knowledge and the possibilities of promoting family literacy. Professional reports present international good practices in various educational settings for preschool education students. The presented good practices are innovative and are all based on socio-constructivist pedagogies. Authors report on how to activate learning in early childhood education with service learning, programming with children, science technology and maths, daily training in kindergartens, multimodal literacy, dance and didactic materials. In the last chapter international educational modules are presented that were prepared and tested within the project Erasmus+: International Learning Module in Early Years Education (EYE), between the years 2017 and 2019. These modules are examples of innovative education and how to integrate important topics in international early childhood education.

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28

Bedoya, Ana, and Cecilia Ulloa. Leyendas Esmeraldeñas desde la Pedagogía en la Infancia. inBlue Editorial, 2022. http://dx.doi.org/10.56168/ibl.ed.167856.

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El presente libro infantil Leyendas Esmeraldeñas desde la Pedagogía en la Infancia, propone 5 leyendas de la mitología de la provincia de Esmeraldas, basadas en su popularidad y aceptación del colectivo local. Todas ellas pertenecientes a la tradición oral, como son: La Tunda, El Bambero, La Gualgura, El Riviel y El Duende, fueron adaptadas para niños en su etapa inicial, es decir de 0 a cinco años de edad; presentando un lenguaje acorde al ámbito en el que se desarrollan, manifestando acontecimientos propios de la cultura local; incentivando al cuidado de la naturaleza, el respeto por los demás mediante moralejas, el conocimiento de aspectos culturales locales; y sentando las bases para motivar el amor hacia la lectura mientras se establecen vínculos afectivos con los docentes, padres de familia o tutores de los niños.

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29

Gerc, Krzysztof, and Bogusława Piasecka, eds. Contextual Axiological Conditions of Mental Resilience and Health. Wydawnictwo Uniwersytetu Jagiellońskiego, 2020. http://dx.doi.org/10.4467/k7169.141/20.20.15535.

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The metaphor in which the accumulation of life experiences by a human being is compared to the act of packing luggage before a long, difficult and unpredictable journey is well known. All negative, painful life experiences constitute the overwhelming weight of metaphorical luggage; while positive experiences are meant to make this load lighter, and the travel – safer and more predictable. The presented metaphor indirectly describes the basic premise of the monograph, illustrating how the greatest simplification can characterize the formation of self-esteem and resilience in man, identifying them with the synergistic effect of experience (including primarily the impact of family and social environment) and biologically conditioned features. “The reviewed texts offer a lot of interesting information, based on solid empirical studies, and introduce new, relatively little-known methods of psychological research. All texts also have a practical dimension (…). In particular, they relate to the issues of resilience, autism, coping with stress and quality of life. The edited collection may be of particular interest to psychologists dealing with health issues or working in the field of clinical psychology, but also to people associated with educational and developmental psychology. It may be helpful to psychology graduates, as well as to some students of social sciences – including psychology, health sciences and, in a way, pedagogy”. dr hab. Krzysztof Mudyń, prof. Jesuit University in Kraków

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30

Joosen, Vanessa, ed. Connecting Childhood and Old Age in Popular Media. University Press of Mississippi, 2018. http://dx.doi.org/10.14325/mississippi/9781496815163.001.0001.

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Media narratives in popular culture often ascribe interchangeable characteristics to childhood and old age. In the manner of George Lakoff and Mark Johnson’s Metaphors We Live By, the authors in this volume envision the presumed semblance between children and the elderly as a root metaphor that finds succinct articulation in the idea that “children are like old people” and vice versa. The volume explores the recurrent use of this root metaphor in literature and media from the mid-nineteenth century to the present. The authors demonstrate how it shapes and is reinforced by a spectrum of media products from Western and East-Asian countries. Most the media products addressed were developed for children as their primary audience, and range from children’s classics such as Heidi to recent Dutch children’s books about euthanasia. Various authors also consider narratives produced either for adults (for instance, the TV series Mad Men, and the novel Extremely Loud and Incredibly Close) or for a dual audience (for example, the family film Paddington or The Simpsons). The diversity of these products in terms of geography, production date, and audience buttresses a broad comparative exploration of the connection between childhood and old age, allowing the authors to bring out culturally specific aspects and biases. Finally, since this book also unites scholars from a variety of disciplines (media studies, children’s literature studies, film studies, pedagogy, sociology), the individual chapters provide a range of methods for studying the connection between childhood and old age.

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31

(Editor), Nancy Nager, and Edna Kaufman Shapiro (Editor), eds. Revisiting a Progressive Pedagogy: The Developmental-Interaction Approach (Suny Series, Early Childhood Education). State University of New York Press, 2000.

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32

Mogel, Hans. Psychologie des Kinderspiels: Von Den Frühesten Spielen Bis Zum Computerspiel. Springer London, Limited, 2013.

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33

Otto, Karlheinz, and Hans Mogel. Psychologie des Kinderspiels: Die Bedeutung des Spiels Als Lebensform des Kindes, Seine Funktion und Wirksamkeit Für Die Kindliche Entwicklung. Springer London, Limited, 2013.

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34

Mogel, Hans. Psychologie Des Kinderspiels: Die Bedeutung Des Spiels ALS Lebensform Des Kindes, Seine Funktion Und Wirksamkeit Fr Die Kindliche Entwicklung. 3rd ed. Not Avail, 2008.

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35

Mogel, Hans. Psychologie des Kinderspiels: Von Den Frühesten Spielen Bis Zum Computerspiel. Springer London, Limited, 2008.

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