Relevant bibliographies by topics / Philosophy for Children programme

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Philosophy for Children programme'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Philosophy for Children programme"

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Laird, Robert. "Philosophy for Children in Remote Aboriginal Classrooms." Aboriginal Child at School 20, no. 4 (September 1992): 27–36. http://dx.doi.org/10.1017/s0310582200005381.

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The Philosophy for Children programme was developed during the 1970s and 1980s to address the low level of thinking skills exhibited by university and high school students in the United States. A programme of studies in philosophy for children from grade one upwards was based on eight novels with accompanying instructional manuals to assist the teacher in extracting the philosophical issues from the novels as children choose them. This programme is relevant and appropriate for use as part of the English curriculum in a remote Aboriginal school in Australia: whether the school has a bilingual or bicultural program in place or not, Philosophy for Children is fitting as it makes thinking skills explicit. Basing it on a concept of a community of inquiry is very supportive to people from a non-English speaking background. The programme of Philosophy for Children brings in subjects from all curriculum areas, thus encouraging the recently supported integrated approach, but is particularly useful for language learning and understanding.
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Glynn, Lisa, and Michael Dale. "Engaging dads: Enhancing support for fathers through parenting programmes." Aotearoa New Zealand Social Work 27, no. 1-2 (January 1, 2015): 59–72. http://dx.doi.org/10.11157/anzswj-vol27iss1-2id17.

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Parenting programmes purport to improve the parenting capacity of both mothers and fathers; however it is predominantly mothers who participate. Father participation is important because fathers have a positive impact on both child development and behaviour, and out- comes for children are enhanced when both parents participate in parenting programmes. This article draws upon a study (via an online questionnaire) that explored the views of social workers about the issues affecting fathers’ participation in parenting programmes. The results showed that participants considered the qualities of the programme leader, the programme content and the philosophy of the service delivery organisation to be the most important issues impacting on father participation. From the perspective of change, qualities of the programme leader and organisational philosophy were considered the most feasible to address. The sample comprised three times more female than male participants and there was an evident difference in viewpoint according to gender on issues including the gender of the programme leader and the gender make-up of the group.
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Lim, Tock Keng. "Ascertaining the Critical Thinking and Formal Reasoning Skills of Students." Research in Education 59, no. 1 (May 1998): 9–18. http://dx.doi.org/10.1177/003452379805900102.

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Ascertaining the critical thinking and formal reasoning skills of students With the critical thinking movement gaining momentum at all levels of education in the United States and other countries, many thinking programmes have been developed. A thinking programme that emphasises process, teaching students how to think, rather than what to think, is the Philosophy for Children (P4C) programme, currently carried out in Singapore. A child, according to Matthew Lipman, the founder of the P4C programme, can reason deductively and logically, using concrete objects. In his specially written stories for children Lipman translated the abstract formulations to reasoning in a concrete way that children could understand. To determine whether primary and secondary pupils in Singapore can reason and do philosophy, a study was set up in 1992 to ascertain their reasoning skills. Two instruments were used: the New Jersey Test of Reasoning, developed in the early 1980s to evaluate the P4C programme, and the Test of Formal Reasoning, written by P. K. Arlin to measure the stage of intellectual and cognitive level of the student: concrete, high concrete, transitional, low formal or high formal. This article reports the findings of the study concerning the relationship between critical thinking as measured by the NJTR and concrete and formal reasoning as measured by the ATFR.
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Säre, E., P. Luik, and T. Tulviste. "IMPROVING PRE-SCHOOLERS’ REASONING SKILLS USING THE PHILOSOPHY FOR CHILDREN PROGRAMME." Trames. Journal of the Humanities and Social Sciences 20, no. 3 (2016): 273. http://dx.doi.org/10.3176/tr.2016.3.03.

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Jenkins, Joseph. "Philosophy for Children Programme at a Gloucestershire Comprehensive School in Great Britain." Thinking: The Journal of Philosophy for Children 6, no. 3 (1986): 33–37. http://dx.doi.org/10.5840/thinking19866321.

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Ndofirepi, Amasa P., Newman Wadesango, Severino Machingambi, Cosmas Maphosa, and Edmore Mutekwe. "Can a Philosophy for Children Programme Empower the 21stCentury Child in Africa?" Studies of Tribes and Tribals 11, no. 2 (December 2013): 179–93. http://dx.doi.org/10.1080/0972639x.2013.11886679.

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Oral, Sevket Benhur. "Can Deweyan Pragmatist Aesthetics Provide a Robust Framework for the Philosophy for Children Programme?" Studies in Philosophy and Education 32, no. 4 (November 6, 2012): 361–77. http://dx.doi.org/10.1007/s11217-012-9332-5.

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Бойчевська, Ілона, Людмила Веремюк, and Ганна Іванчук. "INTELLECTUAL DEVELOPMENT OF THE PERSONALITY IN THE CONTEXT OF THE PROGRAMME «PHILOSOPHY FOR CHILDREN»." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (May 23, 2019): 16–23. http://dx.doi.org/10.31499/2307-4906.2.2019.168354.

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Rahman, Mohd Nazri Abdul, Dorothy DeWitt, Alias Norlidah, and Muhammad Ridzuan Idris. "Home based education programme for Orang Asli children: an analysis of their educational needs." Perspectives of Science and Education 49, no. 1 (March 1, 2021): 329–37. http://dx.doi.org/10.32744/pse.2021.1.23.

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Introduction. In realizing the vision “education for all”, the educational development of the Orang Asli children remains a great challenge. Although various initiatives have been implemented by the government of Malaysia, there are still high attrition rates among Orang Asli children in school. Instructional programmes and educational initiatives in schools have been designed for mainstream education and tend to disregard the traditional assimilation of the Orang Asli culture. This may be the reason for the rejection of the mainstream school system among the Orang Asli communities. This study purpose is to determine future allocation of resources compare with presently available to develop home based education program as an alternative education system for Orang Asli to meet their basic needs. Methodology. A survey study has conducted among the Orang Asli community named Semai settled in Cameron highland, Pahang state of Peninsular of Malaysia. The questionnaire was distributed among 30 participants who are the parents and teachers from the Orang Asli community as well as teachers of the Orang Asli children from a district in Cameron Highlands; Pahang. Likert scale 5 has adopted to determine suitability of mainstream schooling; Forms of Alternative Education and Readiness of Orang Asli children comparing presently available resource with future needs to design the home based education program according to their needs. Results and Findings. Respondents comprised of Orang Asli parents (50%) and teachers (50%) of Orang Asli children, majority respondents are the Orang Asli (56.7%) followed by Malay (33.3%). Suitability of mainstream schooling in the presently available resource shows (Mean=2.51, SD=0.70) shows not up to the standard or do not meet with the Orang Asli children schooling needs however, respondents has shown keen interest to improve for the future development where (Mean=4.27, SD=0.57). Alternative education in the present context showing (Mean=2.26, SD=0.74) where proposed for future showing (Mean=4.72, SD=0.92). Lastly, readiness of Orang Asli children in presently education shows (Mean=1.37, SD=0.83) while in the future propose model and readiness showing strongly agree (Mean=4.40, SD=0.68). Conclusion. The findings indicate that there is a need for an alternative model of education. A home-based educational programme model is seen as a means to fulfil parents' aspirations and ensure that the values, traditions, beliefs and cultural practices continue to be upheld and are eroded by mainstream education system.
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Reis, Carlos Sousa. "Coping with children’s wit: Materials for a dialogical odyssey." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (May 10, 2019): 365–77. http://dx.doi.org/10.18844/prosoc.v6i1.4189.

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In this paper we start by discussing how Philosophy for Children (P4C) was launched by Matthew Lipman (1922-2010) in the 1970s in order to establish philosophy as a fully-fledged school programme in the US, and has since become a movement which evolved through the last four decades, adopting different epistemological and pedagogical discourses (Vansieleghem & Kennedy, 2011). From philosophy for children we arrive at philosophy with children, swapping the fixed method for the modelling and coaching by communal reflection, contemplation and communication, thus giving a greater emphasis to dialogue, while opening up different approaches, methods, techniques and strategies. This is precisely the line of work we personally prefer, when it is articulated with Gareth Matthews’ assumption that children can ask the same questions as philosophers do, and sometimes even better ones. Along the lines of Storme and Vlieghe (2001), we think that P4C can allow the child to be philosophical and philosophy childish, an understanding that perhaps can free us from the dominant one dimensional unproblematized realm of the ideology of productivity that envisages education as a process exclusively preparing persons for labour markets, understood as the set of positions gained in an operative and ruthlessly competitive battle. This offers a context where constructing existential meaning, by and for each individual, is excluded from education. Keywords: Philosophy for children, song, tales, cinema.
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Dissertations / Theses on the topic "Philosophy for Children programme"

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Roberts, Anthony Francis. "The effects of a teacher development programme based on Philosophy for Children." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3162_1190192298.

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This study explored the effects of a teacher development programme based on Philosophy for Children. One of the challenges facing education in South Africa is that the school curriculum has to promote the development of values, such as respect for life, equality, protection of freedom and the right to an opinion, through creative and critical thinking. The theorists, Jean Piaget and Lev Vygotsky inform our understanding of cognitive development with the important notions of active involvement, mediated learning and the development of thinking skills. Many programmes have been developed to assist learners in this regard. One such programme is Philosophy for Children. This study located Philosophy for Children and the locally developed material, Stories for thinking, in Vygotskian theory and explored its application within a South African context.

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Taylor, Rob, and n/a. "Moral education: a critique of stage development theory and the philosophy for children programme as a moral education alternative." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20050816.142025.

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This thesis considers aspects of Piaget's and Kohlberg's theories of the moral development and education of children. It takes into consideration an old but valuable study of the development of character in children. As a possible alternative model to that provided by Kohlberg we suggest the inclusion of the Philosophy for Children programme into schools. Prior to the elaboration of this proposition we critically analyse certain philosophical concepts put forward by both Piaget and Kohlberg. Our aim here has been to suggest that there are underlying philosophical weaknesses which have a hidden but important impact on the acceptability of aspects of their work. We express our concern at the acceptance of Kohlberg's work in schools and point out why this is unsatisfactory. We put forward what we take to be an acceptable position in introducing moral education into schools and we put forward an approach where this can take place within the context of a broader educational programme and which includes the Philosophy for Children programme.
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Galloway, David Watson. "Finitism--an essay on Hilbert's programme." Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13939.

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Lui, Ching Salina. "A talent development programme from students' perspective." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040215.

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Lightfoot, Eleanor C. "The development of a therapy programme for children." Thesis, University of Canterbury. Psychology, 1991. http://hdl.handle.net/10092/6702.

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The present research was undertaken to develop a therapeutic programme for children who were identified as either disruptive or withdrawn. Four studies were carried out involving children from five schools. Study One included 79 subjects from two primary schools and each school was divided into four contrast groups - Movement to Music, Counselling, Art and a control group. The programmes compared treatments and were between six and nine sessions long. Pre- and Post-treatment assessments were undertaken on a number of measures and multivariate analyses of variance revealed no significant differences between groups. However, there were significant differences between schools and between sexes for some of the scores on the photographic analyses. There were also a number of significant correlations. Comparisons between the children's drawings and the analyses of their body structures revealed that children who were developing particular "holding patterns" in their bodies, also tended to include indicators of conflict and tension in their drawings. Study Two included 27 subjects who were slow learners at a secondary school. These programmes were six sessions and compared Movement to Music, Exercises to Music, and a combination of these two activities. The subjects were resistant to these programmes and it was necessary to develop alternative activities for them. Studies Three and Four each included sixteen subjects aged between seven and nine years, and each included a Movement to Music group and a control group. The programmes with these children were twenty-eight sessions long and involved a number of different activities. Although the statistical analyses were inconclusive, these programmes appeared to enhance the development of some children as reported by their teachers. The results were discussed in terms of the factors that influence the effectiveness of such programmes, and the implications raised by the apparent structural patterns perceived in the bodies of such young children.
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Feigenbaum, Pat. "Bereavement in children : a school based intervention programme." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/26575.

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The consequences of childhood bereavement are two-fold, in the pain he/ she suffers at the time of the death, and in future psychiatric disorders which can follow unresolved mourning. The bereaved child needs a familiar and responsible adult outside the family to help him/her cope with his/her grief, because parents are sometimes emotionally absent from him/her due to their own grief or they seek to "protect" the child from the pain of the loss. This study presents a programme given to 164 primary school teachers from nine schools in Cape Town to educate them in how to help the bereaved child in the classroom situation, so that they can fill the role of an outside responsible adult in the life of the bereaved child. 78 bereavements occurred in the nine schools in the year of the study. It was found that the teachers responded positively to the training programme and that they perceived it to be helpful in dealing with a bereaved child.
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Rayner, Janet Ailsa. "A dental health education programme for nursery school children." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/27240.

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The purpose of this controlled investigation was to test the effectiveness of three dental health programmes designed to improve oral cleanliness and gingivitis in groups of 3-4 year old nursery schoolchildren. A total of 349 children completed the study. The children were divided into 4 groups; a control group that received no dental health education and three experimental groups. One of these groups received daily toothbrushing instruction at school, a second group also took part in the school based brushing but in addition their parents were given dental health education at home. The third group of children received the home based dental health education only. Following baseline measurements, the dental health education programmes continued for about 5 and a half months when the children were re-examined. The programmes then ceased over the 6 week period of the summer vacation and the children were again examined on returning to school. A dental health education programme was deemed to have been successful only if there was no statistically significant and clinically important relapse in oral cleanliness and gingivitis at the third examination. There was a relapse in the oral hygiene of the school brushing only group during the summer holiday but oral cleanliness and gingivitis had not relapsed in the two groups of children whose parents had received dental health education at home. A cost benefit analysis (effort effectiveness) showed that of these two programmes, the programme that consisted of home based dental health education only cost the least for a unit improvement in oral cleanliness and gingivitis. A questionnaire was used to record parents' attitudes towards toothbrushing practices at home. Children whose parents always helped them with toothbrushing had cleaner mouths and less gingivitis than children who always brushed their teeth by themselves. It is concluded that dental health education, which included home visits, was more effective than daily supervised toothbrushing at school in improving and maintaining oral health in pre-school children and that parents should be encouraged to help young children with toothbrushing at home. Such an approach demands considerable resources and may only be suitable for groups of children with special needs.
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Juuso, H. (Hannu). "Child, Philosophy and Education:discussing the intellectual sources of Philosophy for Children." Doctoral thesis, University of Oulu, 2007. http://urn.fi/urn:isbn:9789514285509.

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Abstract The study analyzes the theoretical basis of the Philosophy for Children (P4C) program elaborated by Matthew Lipman. The aim is, firstly, to identify the main philosophical and pedagogical principles of P4C based on American pragmatism, and to locate their pedagogization and possible problems in Lipman's thinking. Here the discussion is especially targeted to the thinking of John Dewey and George H. Mead as well as Lev Vygotsky, whom Lipman himself names as the most pivotal sources for his own thinking. On the other hand, the study aims at opening up new perspectives and thematizations on P4C from the viewpoint of the continental tradition of thought. The essential principles of P4C connected with reasonableness and judgment are ultimately interpreted as a neo-Aristotelian effort to contextualize philosophy by tracing it back to moderation, the man's ability to consider and solve problems that he meets in practical life kata ton orthon logon – by doing right things in the right place at the right time in the right way. This phronetic idea of 'humanizing modernity' combined with the evolution of the adult-child concept is argued to be one of the conditions for the possibility of P4C, yet leaving unsolved the basic problems involving pedagogical action as such. John Dewey's ideas arising from the critique of the modern philosophy of consciousness, focusing on the significance of philosophy in practical human life and linked to the basic nature of human knowing and intellectual growth and, further, to the ideal of a democratic community, are shown to form the main intellectual sources of P4C. Dewey's philosophy as a general theory of education means a solid linking of the concepts of experience and inquiry to the practice of education. This is based on the naturalistic conception of man according to which man is built in dynamic transaction with his environment, experiencing the true meanings of his ideas in the consequences of his actions as he tries to solve problematic situations. So, inquiry as a method of reflective thinking forms the basis for education based on intellectual growth. A condition for it is a context meaningful for the child in which the paradigm of inquiry can be realized authentically. It is therefore important in education to provide circumstances that stimulate the child's curiosity, initiating a process of inquiry that further enables, through the formation of reflective habits, the development of a democratic community. The purpose of the pedagogical interaction taking place in the process of inquiry is to produce educative experiences for the child, making the pedagogical relationship vanish at the same time. The idea is that in pedagogical action the child's subjectivity, his desire and impulses are adapted to the tradition, yet generating at the same time a prospective, reflective habit, thus freeing the educatee to think intelligently for himself. The study shows the articulation of these principles in Lipman's practical effort to convert the classroom into a community of inquiry, but it also argues that the above-mentioned Bildung theoretical core problem of pedagogical action, related to its paradoxical special characteristics to produce autonomous subjectivity, is not thematized. In connection with this issue, the educational thinking of Kant and Hegel is discussed especially from the viewpoint of philosophy teaching. To provide a new perspective for the discussion, the study outlines the community of inquiry as an 'educative space' from the viewpoints of the pedagogical relationship typical of hermeneutic pedagogy and of non-reflective functional structures and phenomena based on pedagogical intuition that are linked to it
Tiivistelmä Tutkimuksessa eritellään Matthew Lipmanin kehittelemän Filosofiaa lapsille (P4C) ohjelman teoreettisia perusteita. Tarkoituksena on ensinnäkin identifioida P4C:n amerikkalaiseen pragmatismiin palautuvat filosofiset ja pedagogiset pääperiaatteet sekä paikallistaa niiden pedagogisoituminen sekä mahdolliset ongelmat Lipmanin ajattelussa. Tällöin tarkastelun kohteena on erityisesti John Deweyn ja Georg H. Meadin ajattelu sekä lisäksi Lev Vygotsky, jotka kolme Lipman itse nimeää oman ajattelunsa merkittävimmiksi lähteiksi. Toisaalta tutkimuksessa pyritään avaamaan P4C:lle uusia näkökulmia ja tematisointeja mannermaisen ajatteluperinteen näkökulmasta. P4C:n keskeiset järkevyyteen ja arvostelukykyyn liittyvät periaatteet tulkitaan viimekädessä uusaristotelisena pyrkimyksenä kontekstualisoida filosofia palauttamalla se kohtuullisuuteen, ihmisen kykyyn harkita ja ratkaista käytännöllisessä elämässä kohtaamiaan ongelmia kata ton orthon logon – tekemällä oikeita asioita oikeassa paikassa oikeaan aikaan oikealla tavalla. Tämä 'modernin inhimillistämisen' froneettinen idea yhdistyneenä aikuinen-lapsi käsitteen evoluutioon argumentoidaan P4C:n yhdeksi mahdollisuusehdoksi, joka jättää kuitenkin pedagogiseen toimintaan sinänsä liittyvät perusongelmat ratkaisematta. John Deweyn modernin tietoisuusfilosofian kritiikistä nousevat, filosofian merkitystä ihmisen käytännöllisessä elämässä korostavat näkemykset, jotka liittyvät inhimillisen tietämisen ja älyllisen kasvun perusluonteeseen sekä edelleen demokraattisen yhteisön ideaaliin osoitetaan P4C:n keskeisiksi intellektuaalisiksi lähteiksi. Dewey'n filosofia yleisenä kasvatuksen teoriana merkitsee kokemuksen ja tutkimuksen käsitteiden kiinteää kytkemistä kasvatuksen käytäntöön. Tämä perustuu naturalistiseen ihmiskäsitykseen, jonka mukaan ihminen rakentuu dynaamisessa transaktiossa ympäristönsä kanssa kokien ideoidensa todet merkitykset toimintansa seurauksissa pyrkiessään ratkaisemaan ongelmallisia tilanteita. Tällöin tutkimus reflektiivisen ajattelun metodina muodostaa perustan älylliseen kasvuun perustuvalle kasvatukselle. Sen ehtona on sellainen lapselle merkityksellinen konteksti, jossa tutkimuksen paradigma voi toteutua autenttisena. Kasvatuksessa on siten tärkeää luoda olosuhteet, jotka stimuloivat lapsen uteliaisuutta käynnistäen tutkimuksen prosessin, joka edelleen mahdollistaa reflektiivisten tapojen muodostumisen kautta demokraattisen yhteisön kehittymisen. Tutkimuksen prosessissa tapahtuvan pedagogisen interaktion tarkoituksena on tuottaa lapselle kasvattavia kokemuksia häivyttäen samalla pedagogista suhdetta. Ajatuksena on, että pedagogisessa toiminnassa lapsen subjektiviteetti, hänen halunsa ja impulssinsa sovittuvat traditioon generoiden samalla kuitenkin tulevaisuuteen suuntautuvaa, reflektiivistä tapaa vapauttaen näin kasvatettavan ajattelemaan älykkäästi itse. Tutkimuksessa osoitetaan näiden periaatteiden artikuloituminen Lipmanin käytännöllisessä pyrkimyksessä muuntaa koululuokka tutkivaksi yhteisöksi, mutta samalla kuitenkin argumentoidaan, että mainittu pedagogisen toiminnan sivistysteoreettinen ydinongelma liittyen sen paradoksaaliseen erityisluonteeseen autonomisen subjektiviteetin tuottamiseksi ei tematisoidu. Tämän kysymyksen yhteydessä tutkimuksessa tarkastellaan Kantin ja Hegelin kasvatusajattelua erityisesti filosofian opetuksen näkökulmasta. Uutena avauksena tutkimuksessa hahmotellaan tutkivaa yhteisöä 'kasvattavana tilana' hermeneuttiselle pedagogiikalle ominaisen pedagogisen suhteen ja siihen kytkeytyvien ei-reflektiivisten, pedagogiseen intuitioon perustuvien toimintarakenteiden ja ilmiöiden näkökulmasta
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Hassan, Sufi Ahammad Sirinan Kittisuksathit. "Evaluation of programme factor affecting childhood immunization in Bangladese /." Abstract, 2005. http://mulinet3.li.mahidol.ac.th/thesis/2548/cd381/4738653.pdf.

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Lui, Ching Salina, and 呂靜. "A talent development programme from students' perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040215.

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Books on the topic "Philosophy for Children programme"

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Sally, Schaedler, ed. Nature's wonders for the young at art: Creative activities for ages six and up using the please touch philosophy. New York: Henry Holt, 1998.

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Karin, Murris, ed. Picturebooks, pedagogy, and philosophy. New York: Routledge, 2011.

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Out of the classroom and into the world: Unlocking the educational potential of America's children and teachers. New York: New Press, The, 2011.

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Revisit, reflect, retell: Time-tested strategies for teaching reading comprehension. Portsmouth, NH: Heinemann, 2008.

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Revisit, reflect, retell: Strategies for improving reading comprehension. Portsmouth, NH: Heinemann, 1999.

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Anderson, Babs, ed. Philosophy for Children. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2016. http://dx.doi.org/10.4324/9781315640310.

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Namibia. National programme of action for the children. [Windhoek]: The Republic, 1991.

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Sood, Neelam. Review of the Balwadi Programme. Udaipur: Seva Mandir, 2005.

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Janner-Raimondi, Martine. Élèves en difficulté, tout un programme: Programme personnalisé de réussite éducative. Paris: L'Harmattan, 2014.

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Torres, Alfredo B. De. Rural children and their families: An action programme. Dhaka, Bangladesh: Centre on Integrated Rural Development for Asia and the Pacific, 1987.

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Book chapters on the topic "Philosophy for Children programme"

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Lam, Chi-Ming. "An Empirical Study of the Effectiveness of Lipman’s Philosophy for Children Programme on Promoting Children’s Critical Thinking in Hong Kong, China." In Childhood, Philosophy and Open Society, 67–120. Singapore: Springer Singapore, 2012. http://dx.doi.org/10.1007/978-981-4451-06-2_4.

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Geldard, Kathryn, and David Geldard. "ADHD programme." In Working with Children in Groups, 168–79. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-4039-1459-0_11.

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Boylan, Thomas A., and Paschal F. O’Gorman. "Walras’ programme." In Philosophy of Mathematics and Economics, 46–72. 1 Edition. | New York : Routledge, 2018. | Series: Routledge INEM advances in economic methodology: Routledge, 2018. http://dx.doi.org/10.4324/9781351124584-3.

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Geldard, Kathryn, and David Geldard. "Self-esteem programme." In Working with Children in Groups, 180–94. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-4039-1459-0_12.

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Geldard, Kathryn, and David Geldard. "Social skills programme." In Working with Children in Groups, 195–211. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-4039-1459-0_13.

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Geldard, Kathryn, and David Geldard. "Designing a group programme." In Working with Children in Groups, 62–75. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-4039-1459-0_5.

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Šimenc, Marjan. "Philosophy with Children." In Encyclopedia of Educational Philosophy and Theory, 1–5. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_160-1.

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Šimenc, Marjan. "Philosophy with Children." In Encyclopedia of Educational Philosophy and Theory, 1866–71. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_160.

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Helander, Einar A. "A Community-based Child Defence and Support (CDS) Programme." In Children and Violence, 257–80. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230584303_14.

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Sutcliffe, Roger. "The evolution of Philosophy for Children in the UK." In Philosophy for Children, 3–13. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2016. http://dx.doi.org/10.4324/9781315640310-1.

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Conference papers on the topic "Philosophy for Children programme"

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Adam Assim, Mohamad Ibrani Shahrimin Bin, and Mohamad Maulana Bin Magiman. "Sociocultural Imperatives of Collaborative Interactions among Malaysian Indigenous and Non-Indigenous Children in an Educational Environment." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.16-1.

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This paper seeks to describe the vital traits of sociocultural artifacts within collaborative social interactive patterns exhibited by indigenous and non-indigenous children in a computer environment. The case investigative method was used in one pre-primary centre in metropolitan Perth, Western Australia, to examine the patterns of collaboration among young children whilst working with computers. To assess the children’s current social skills and computer competence, and their general social interaction with peers, the researcher interviewed the children and their teacher through a semi-structured interview, to guide the discussion. Both observational comments, descriptions and data analyses were presented with anecdotes. 243 interactions were identified and classified into 16 interaction patterns. The frequency of occurrence of identified interactions was analysed in the form of descriptive statistics. Factors facilitating the collaborative interaction of children whilst engaged in computer activities were found to be related to the sociological imperatives of the immediate contexts of the social interactions involved. Associated with the main findings were three major variables: (1) The classroom teacher variable (philosophy and educational beliefs, task-structure and computer management); (2) the software variable (sociocultural appropriateness, developmentally appropriateness, content, design, and programmed task-structure); and (3) the child variable (computer competency and attitude towards computer, social goals, social skills, and personal relationship with collaborators). By identifying the imperatives of sociocultural traits of collaborative social interactions of children, and factors that may facilitate or inhibit these interactions, sociologists, social anthropologists, educationists, linguists, and early childhood educators will be in a better position to integrate the computer into their classroom and to promote positive sociocultural-appropriate prosocial interaction among indigenous and non-indigenous children whilst engaged at the computer.
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Duytschaever, Inge, and Peter Conradie. "Philosophy with Children." In IDC '16: Interaction Design and Children. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2930674.2932229.

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Sarkar, Laltu. "PHILOSOPHY WITH CHILDREN: LEARNING TO LIVE WELL." In The 8th International Conference On Humanities, Psychology and Social Science. acavent, 2018. http://dx.doi.org/10.33422/8hps.2018.10.121.

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Ong, Li Ming, Padmini Yeleswarapu Sita, Jean Yin Oh, Helen Chen, and Oh Moh Chay. "428 Anchor programme: pilot home visitation programme for children with adverse childhood experiences (ACES)." In RCPCH Conference Singapore. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/bmjpo-2021-rcpch.239.

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Blinova, T. N., and D. S. Egupova. "The problem of oncological diseases in children in Russia." In Scientific dialogue: Questions of philosophy, sociology, history, political science. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-01-06-2020-01.

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Pan, Duoling. "Picture Book Reading and the Education of Life Philosophy for Children." In Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.216.

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Tan, Kevin T. W., Emma M. Lewis, Nick J. Avis, and Philip J. Withers. "Using augmented reality to promote an understanding of materials science to school children." In ACM SIGGRAPH ASIA 2008 educators programme. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1507713.1507716.

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Musso, Giorgio, Luciano Battocchio, Fabiana Bobba, Silvano Pasini, Armando DeMolli, and Fabio Bracciaferri. "Application of the Crew Support Equipment Design Validation Philosophy in the Miriam '95 Programme." In International Conference on Environmental Systems. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1995. http://dx.doi.org/10.4271/951516.

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Kasparova, Irena. "HOW TO EDUCATE CZECH CHILDREN: SOCIAL NETWORK AS A SPACE OF PARENTAL ETHNOTHEORIES NEGOTIATION." In SGEM 2014 Scientific SubConference on ANTHROPOLOGY, ARCHAEOLOGY, HISTORY AND PHILOSOPHY. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b31/s8.012.

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Suhacˇ, Blazˇ, Jozˇe Vizˇintin, Pavle Bosˇkoski, and Dani Juricˇic´. "Development of an Intelligent Rotating Machinery Diagnostics Programme." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59190.

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Rotating machines are one of the most wide spread items of equimpnet in the industrial plants; hence the reliable operation is of great practical importance. Analyses show that when a run-to-failure philosophy is adopted in rotating machinery maintenance, their downtime is usually three to four times longer comparing to a periodic or proactive maintenance approach. A successful proactive maintenance program requires an integration of several diagnostic procedures into an intelligent data processing system. Such a system allows detection of a broad range of faults in an early stage. The main aim of this paper is to present current results of our development of an intelligent rotating machinery diagnostics program for detecting a broad range of faults from signals which can be measured non-destructively and on-line. The main motivation is to develop computationally efficient algorithm that can be implemented on a standard (low-cost) platform. In that respect we have developed a test rotating machine equipped with accelerometers, temperature sensors and sensors for lubricating oil characterization. In this paper we focus on gear-box faults and a feature extraction procedure based on non-parametric statistical concepts as suggested and demonstrated on experimental data.
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Reports on the topic "Philosophy for Children programme"

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Grantham-McGregor, Sally, Elaine Fulton, Emla Fitzsimons, Christine Farquharson, Sarah Cattan, Orazio Attanasio, and Angus Armstrong. A home-visiting programme for disadvantaged young children: final report for the feasibility study. The IFS, July 2019. http://dx.doi.org/10.1920/re.ifs.2019.0159.

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Burns, Danny, Marina Apgar, and Anna Raw. Designing a Participatory Programme at Scale: Phases 1 and 2 of the CLARISSA Programme on Worst Forms of Child Labour. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/clarissa.2021.004.

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CLARISSA (Child Labour: Action-Research-Innovation in South and South-Eastern Asia) is a large-scale Participatory Action Research programme which aims to identify, evidence, and promote effective multi-stakeholder action to tackle the drivers of the worst forms of child labour in selected supply chains in Bangladesh, Nepal, and Myanmar. CLARISSA places a particular focus on participants’ own ‘agency’. In other words, participants’ ability to understand the situation they face, and to develop and take actions in response to them. Most of CLARISSA’s participants are children. This document shares the design and overarching methodology of the CLARISSA programme, which was co-developed with all consortium partners during and since the co-generation phase of the programme (September 2018–June 2020). The immediate audience is the CLARISSA programme implementation teams, plus the Foreign, Commonwealth & Development Office (FCDO). This design document is also a useful reference point for other programmes trying to build large-scale participatory processes. It provides a clear overview of the CLARISSA programmatic approach, the design, and how it is being operationalised in context.
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Turner, Paul, and John O'Brien. Review of the FSA’s research programme on food hypersensitivity. Food Standards Agency, June 2021. http://dx.doi.org/10.46756/sci.fsa.bka542.

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The overarching mission of the Food Standards Agency (FSA) is tothe ensure that food is safe, food is what it says it is and that consumers can make informed choices about what to eat. These are of central importance to consumers with food hypersensitivity(FHS).Food hypersensitivity (FHS) encompasses both immune-mediated food hypersensitivity (food allergy and coeliac disease) and non-immune food intolerances. FHS is a complex, multifactorial disease of concern to multiple stakeholders including consumers with FHS, their families, clinicians, regulatory agencies and policy makers, scientists, food manufacturers and food business operators. It affects around 5-8% of children and 2-3% of adults in the UK, and although rare, can be fatal. Public concern over FHS has grown in recent years. In the UK and elsewhere, food recalls due to the presence of undeclared allergens feature predominantly in food alerts; legislation over food labelling has become clearer, and consumers and producers are more aware of FHS. The FSA has been a major funder of research into FHS for over 2 decades, and the outputs of the research programme has had significant impacts at a national and global scale, most notably in the area of the prevention of FHS in children and the presence of declared and undeclared allergens in food products. Strengthening protections for consumers with FHS is a top priority for the FSA. The FSA has established a Food Hypersensitivity Programme Board to oversee and coordinate its work in this area. The working group was tasked with reviewing the research into FHS supported by the Food Standards Agency to date, and prioritising those priority areas where the current scientific evidence is limited and therefore should be a focus for future research investment. The aim –to make the UK the best country in the world for consumers with food hypersensitivity.
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Wills, Gabrielle, Janeli Kotzé, and Jesal Kika-Mistry. A Sector Hanging in the Balance: Early Childhood Development and Lockdown in South Africa. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/055.

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New evidence suggests that over four months after the closure of early childhood development (ECD) programmes on 18 March 2020, the ECD sector was likely to be operating at less than a quarter of its pre-lockdown levels. Of the 38 percent of respondents from the new NIDS-CRAM survey reporting that children aged 0-6 in their households had attended ECD programmes before the lockdown in March, only 12 percent indicated that children had returned to these programmes by mid-July, well after programmes were allowed to reopen. Using these findings, we estimate that just 13 percent of children aged 0-6 were attending ECD programmes by mid-July to mid-August compared to 47 percent in 2018. The last time that ECD attendance rates were as low as this was in the early 2000s. At this point it is not yet clear what proportion of these declines are only temporary, or whether there will be a lasting impact on ECD enrolment in the country. This dramatic contraction in the ECD sector relates to prohibitive costs to reopening ‘safely’ imposed by the regulatory environment, coupled with shocks to the demand side for ECD programmes (both in terms of reduced household incomes and parent fears of children contracting COVID-19). When viewed from a broader socio-economic lens, the threat of ECD programme closures across the nation will have impacts beyond ECD operators to the lives of millions of children, millions of households and millions of adults who rely on these ECD services. A swift intervention by government is necessary to save this important sector and limit the ripple effect of programme closures on multiple layers of society.
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Gorman, Clare. Exposing the Worst Forms of Child Labour in Bangladesh’s Leather Sector. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/clarissa.2021.001.

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As one of the country’s biggest employers and its second largest exporter, the leather sector is big business in Bangladesh. But it is also in crisis. A dramatic decrease in the global demand for leather since COVID-19 has led to the collapse of the supply chain with workers, especially children, bearing the worst of the brunt. As cracks in the industry’s surface widen, new research from the Child Labour: Action-Research-Innovation in South and South-Eastern Asia (CLARISSA) programme shines a light into its hidden corners, revealing examples of the worst forms of child labour (WFCL) at almost every turn.
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Gorman, Clare, Lucy Halton, and Kushum Sharma. Advocating for Change in Nepal’s Adult Entertainment Sector. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/clarissa.2021.010.

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The United Nations Human Rights Council has a powerful role to play in addressing the worst forms of child labour. Accountability mechanisms such as the Universal Periodic Review (UPR) – which work to support Member States to improve their human rights situation – are therefore widely seen as important opportunities to advocate for change. Ahead of Nepal’s third UPR cycle in 2021, the CLARISSA programme met with eight UN Permanent Missions to present recommendations addressing the exploitation of children within Nepal’s adult entertainment sector. This spotlight story shares the programme’s experience in advocacting within this process. It also highlights their approach of providing decision makers with recommendations to the Government of Nepal that were underpinned by the importance of integrating a participatory, adaptive and child-centred approach.
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Roelen, Keetie, Sukanta Paul, Neil Howard, and Vibhor Mathur. Children’s Engagement with Exploitative Work in Dhaka, Bangladesh. Institute of Development Studies, November 2020. http://dx.doi.org/10.19088/clarissa.2020.001.

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Despite decades of interventions aiming to reduce child labour, children’s engagement with exploitative work remains widespread, particularly in South Asia. Emerging evidence about cash transfer programmes point towards their potential for reducing children’s engagement with work, but knowledge is scarce in terms of their impact on exploitative work and in urban settings. One component of the CLARISSA programme is to trial an innovative ‘cash plus’ intervention and to learn about its potential for reducing children’s harmful and hazardous work in two slum areas in Dhaka, Bangladesh. This Working Paper presents findings from a small-scale qualitative study that was undertaken in late 2019, aiming to inform the design of the cash plus intervention. Findings point towards the potential for cash transfers to reduce the need for children to engage in exploitative work and highlight key considerations for design and delivery, including mode and frequency of delivery and engagement with local leaders and community representatives. URI
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Rost, Lucia, Amber Parkes, and Andrea Azevedo. Measuring and Understanding Unpaid Care and Domestic Work: Household Care Survey Toolkit. Oxfam, October 2020. http://dx.doi.org/10.21201/2020.6775.

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This toolkit provides guidance on using Oxfam’s Household Care Survey (HCS) methodology, which was developed by Oxfam as part of the WE-Care initiative to transform the provision of unpaid care and domestic work (UCDW). UCDW underpins all our lives yet is overwhelmingly provided by women and girls. Recognising UCDW is essential for any initiative that aims to understand and address gender inequality. The HCS is a quantitative survey tool that generates context-specific evidence on how women, men and children spend their time, how care is provided, by whom, and the main factors that affect people’s responsibilities for UCDW, such as access to care services, infrastructure and social norms. The HCS can be used to generate a baseline, or to measure the impact of a specific policy or programme. The methodology can be integrated into different projects with different objectives and adjusted for use in various contexts. The HCS toolkit is designed to be used by development practitioners, policy makers, employers, academics and researchers. Part A provides guidance for planning, collecting, analysing and using HCS data. Part B provides guidance for understanding, adjusting and using the HCS questions. Both sections should be read before undertaking the survey.
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Hall, Sarah, Mark Vincent Aranas, and Amber Parkes. Making Care Count: An Overview of the Women’s Economic Empowerment and Care Initiative. Oxfam, November 2020. http://dx.doi.org/10.21201/2020.6881.

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Across the globe, unpaid care and domestic work (UCDW) sustains communities and economies, provides essential care for children, sick and elderly people and those living with disabilities, and keeps households clean and families fed. Without unpaid care, the global economy as we know it would grind to a halt. Yet this work falls disproportionately on women and girls, limiting their opportunities to participate in decent paid employment, education, leisure and political life. Heavy and unequal UCDW traps women and girls in cycles of poverty and stops them from being part of solutions. To help address this, Oxfam, together with a number of partners, has been working in over 25 countries to deliver the Women’s Economic Empowerment and Care (WE-Care) programme since 2013. WE-Care aims to reignite progress on gender equality by addressing heavy and unequal UCDW. By recognizing, reducing and redistributing UCDW, WE-Care is promoting a just and inclusive society where women and girls have more choice at every stage of their lives, more opportunities to take part in economic, social and political activities, and where carers’ voices are heard in decision making about policies and budgets at all levels. This overview document aims to highlight the approaches taken and lessons learned on unpaid care that Oxfam has implemented in collaboration with partners in sub-Saharan Africa and Asia.
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Can ‘FRIENDS’ in school help prevent anxiety? ACAMH, February 2020. http://dx.doi.org/10.13056/acamh.11262.

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