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Journal articles on the topic 'Philosophy for Children programme'

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Published: 4 June 2021

Last updated: 4 February 2022

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1

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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Wolf, Klaus. "Promoting the Positive Development of Foster Children: Establishing Research in Germany." Adoption & Fostering 36, no. 1 (April 2012): 40–51. http://dx.doi.org/10.1177/030857591203600106.

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Research into foster care is less developed in Germany than in the UK or US and there are few national practice standards. In 2006, a research centre was established at the University of Siegen to improve the situation. Klaus Wolf describes the work undertaken so far and discusses the aims and philosophy underpinning the programme. He explains how research relevant to practice is combined with studies that have theoretical value in their own right, and how a combination of these informs current debates about foster care in Germany and elsewhere.

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Alarcon castillo, Vania. "filosofía y niños: ¿para o con?" childhood & philosophy 16, no. 36 (July 21, 2020): 01–29. http://dx.doi.org/10.12957/childphilo.2020.51240.

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In this paper, two different philosophical proposals to introduce and carry out philosophy in school spaces which include the participation of children are compared, these are: Philosophy for Children (P4C), mainly developed by Matthew Lipman and Ann Sharp, and Philosophy with Children (PwC), which is actually a set of “second generation” (counter)proposals –as described by Vansieleghem and Kennedy (2011), based on Reed and Johnson (1999)–, among which those created by Walter Kohan and Karin Murris, to mention a few, stand out. The text begins with some similarities between both proposals, before comparing them in each of their dimensions. First, P4C is discussed. Second, PwC. Their ideas about education, school, philosophical education, their concept of childhood, the role given to teachers and their relation with politics are the main focus. Third, PwC’s critique of the P4C programme is studied. Finally, the paper concludes with some ideas on the issue of introducing philosophy to the school space. Particularly, PwC’s proposal is supported, fundamentally because of its coherent acknowledgment of the autonomy of teachers and of the political element in education, since philosophical experience with children is particularly questioning, defying, and, therefore, it has the possibility of bringing about important transformations, both at a personal-individual level, as well as a collective one.

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Wilson, Philip, Rachael Wood, Kirsten Lykke, Anette Hauskov Graungaard, Ruth Kirk Ertmann, Merethe Kirstine Andersen, Ole Rikard Haavet, et al. "International variation in programmes for assessment of children’s neurodevelopment in the community: Understanding disparate approaches to evaluation of motor, social, emotional, behavioural and cognitive function." Scandinavian Journal of Public Health 46, no. 8 (May 4, 2018): 805–16. http://dx.doi.org/10.1177/1403494818772211.

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Background: Few areas of medicine demonstrate such international divergence as child development screening and surveillance. Many countries have nationally mandated surveillance policies, but the content of programmes and mechanisms for delivery vary enormously. The cost of programmes is substantial but no economic evaluations have been carried out. We have critically examined the history, underlying philosophy, content and delivery of programmes for child development assessment in five countries with comprehensive publicly funded health services (Denmark, Finland, Norway, Scotland and Sweden). The specific focus of this article is on motor, social, emotional, behavioural and global cognitive functioning including language. Findings: Variations in developmental surveillance programmes are substantially explained by historical factors and gradual evolution although Scotland has undergone radical changes in approach. No elements of universal developmental assessment programmes meet World Health Organization screening criteria, although some assessments are configured as screening activities. The roles of doctors and nurses vary greatly by country as do the timing, content and likely costs of programmes. Inter-professional communication presents challenges to all the studied health services. No programme has evidence for improved health outcomes or cost effectiveness. Conclusions: Developmental surveillance programmes vary greatly and their structure appears to be driven by historical factors as much as by evidence. Consensus should be reached about which surveillance activities constitute screening, and the predictive validity of these components needs to be established and judged against World Health Organization screening criteria. Costs and consequences of specific programmes should be assessed, and the issue of inter-professional communication about children at remediable developmental risk should be prioritised.

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HA, Amy S., Stephen H. WONG, and Daniel W. CHAN. "The Jump Rope for Heart Project: An Education Programme for Hong Kong School Children." Asian Journal of Physical Education & Recreation 5, no. 2 (December 1, 1999): 17–20. http://dx.doi.org/10.24112/ajper.51223.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese.The primary objectives of this project are twofold: First, to enrich the learning experiences of the Hong Kong school children in health and physical education through a comprehensive rope-jumping programme. Second, to promote and maintain cardiovascular health among the Hong Kong school children through the active participation in rope-jumping activities. The target population for this project will be student of ten primary schools (P.4-P.6) and ten junior secondary schools (S.1 - S.3) in the territories. About 2,500 male and female students aged 9-14 will be included. The project will be implemented between September 1999 and March 2001. Under this project, an educational package including video series and handbooks on nutrition, exercise, and fitness will be developed in assisting school physical educators to promote a healthy lifestyle to their students. By inserting this proposed project into the present physical education curriculum, physical educators will find necessary philosophy, strategies, and pedagogical models to incorporate health and fitness education into a well-balanced school physical education curriculum. All in all, it is most important to develop a comprehensive and quality physical education programme which integrates appropriate physical activities, concepts, and value leading to healthy lives throughout a child's experiences in the home, school and community.本計劃主要目的為：一. 透過一項綜合性的跳繩活動計劃來增加香港學童在體育敎育方面的學習經驗。二. 通過參與跳繩活動向香港學童推廣保持心肺健康的信息。是項計劃對象為二千五百名年齡介乎九至十四歲之中(中一至中三)，小(小四至小六)學男女學童。計劃於一九九九年九月至二零零一年三月期間進行。為協助學校體育敎師向學生推廣健康生活的意識，此計劃特別設計了一套完備的敎材：包括營養、運動和體適能敎學手冊及錄影帶。

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Vaitkuvienė - Zimina, Žana, and Ramutė Bruzgelevičienė. "Improving Pupil Support Delivery in Schools by Promoting Inclusive Education." Pedagogika 124, no. 4 (December 2, 2016): 172–92. http://dx.doi.org/10.15823/p.2016.60.

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The article explores the ways to improve the pupil support system in school practice as part of the transition from integration to the inclusive education of pupils with special needs. The research question addresses the ways of improving the pupil support system in a school focused on inclusive education. Determining the ways of improving the pupil support system in school practice by promoting inclusive education following the case study of Verdenė Gymnasium in Visaginas can be described as the subject of the research. The objective of the research is to outline directions for improving the pupil support system in schools while focusing on the targets of inclusive education. The tasks of the research include: 1) analysing theoretical and operational guidelines provided in scientific literature and education guidance documents on the development of the pupil support system in inclusive schools; 2) determining the reasons why the current pupil support system in school needs improvement whenever the focus is placed on inclusive education; 3) drawing up guidelines for schools to help them upgrade the pupil support system based on inclusive education. Case study is used as the method of this research (Yin, 2003) focusing on an educational institution – gymnasium (grammar school). The choice of the case was determined by the distinctive character of the gymnasium: it delivers a broad range of curricula including an accredited secondary education programme (two years), two-part basic education programme (six years), primary education programme (four years) along with adapted and personalized programmes in primary and basic education and social skills development; it also provides the necessary support for pupils with a variety of special educational needs. The applied research methods include the analysis of written documents, a questionnaire survey and modelling. Units of analysis include national and school documents, teachers and other experts related to the case study schools and the research context. The theoretical and empirical study of the case established that: The implementation of the UNESCO proposed inclusive education concept is still a target to be achieved in the case study school. The school focuses on the types of pupil support established nationwide, which exclude children having special educational needs due to their exceptional abilities, nor do they place emphasis on the need for day to day teacher’s help, thus narrowing the scope of inclusive education. Pupil support in the case study school is institutionalised, its provision being entrusted to different bodies and structures. School documents by themselves postulate the philosophy of inclusive education; however, when it comes to education delivery, integration rather than inclusive education of SEN children tends to prevail in the school: pupils with SEN and gifted children are treated as homogeneous groups without highlighting the importance of the teacher’s help for all student groups in daily education process. The case study schools and other context schools delegate responsibility for inclusive education to SEN teachers and for the education of gifted children to other appointed teachers. The analysis of the research data leads to a conclusion that pupil support delivered by the case study schools is now in the phase of the deconstruction of special needs education and the formation of inclusive education; therefore, it needs improvement implementing inclusive education in line with the philosophy of togetherness and appreciation of diversity, which grants equal opportunities and respect for individuality.

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Siddiqui, Nadia, Stephen Gorard, and Beng Huat See. "Can programmes like Philosophy for Children help schools to look beyond academic attainment?" Educational Review 71, no. 2 (November 29, 2017): 146–65. http://dx.doi.org/10.1080/00131911.2017.1400948.

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Christmals, Christmal Dela, and Susan J. Armstrong. "Curriculum framework for advanced practice nursing in sub-Saharan Africa: a multimethod study." BMJ Open 10, no. 6 (June 2020): e035580. http://dx.doi.org/10.1136/bmjopen-2019-035580.

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ObjectivesThe implementation of advanced practice nursing (APN) programmes in sub-Saharan Africa (SSA) has been difficult due to lack of SSA-specific curriculum frameworks or benchmarks to guide institutions in developing and implementing APN programmes. A few APN programmes in SSA were benchmarked on western philosophy and materials, making local ownership and sustainability challenging. This paper presents an SSA-specific concept-based APN (Child Health Nurse Practitioner, CHNP) curriculum framework developed to guide institutions in developing relevant and responsive APN curricula in order to qualify CHNP and contribute to a decreased incidence of preventable deaths of children in the SSA region.DesignA sequential multimethod study design consisting of a scoping review, Delphi study, development of a framework by a curriculum team, and evaluation of the curriculum framework by faculty from 15 universities in SSA.SettingThis study included universities from East, West, Central and Southern Africa.ParticipantsThe study included international multidisciplinary health professionals and curriculum development experts from 15 universities in 10 SSA countries.ResultsA concept-based Advanced CHNP curriculum framework was developed. The faculty who evaluated the curriculum framework for applicability within their institutions and the SSA context unanimously stated that the framework is detailed, evidenced-based and could be adapted for other APN specialty areas.ConclusionThe Child Health Nurse Practitioner curriculum framework is comprehensive, context-specific and has the potential to respond to the special child healthcare needs of SSA. It is adaptable for other APN specialty programmes in SSA. Nursing leaders should lobby for funding and advocate for the introduction of the CHNP programme as a collaborative process between government, clinical services, communities and educational institutions.

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Mountain, Vivienne. "Deeno's dream journeys in the big blue bubble: a relaxation programme to help children manage their emotions." International Journal of Children's Spirituality 15, no. 4 (November 2010): 346–47. http://dx.doi.org/10.1080/1364436x.2010.533903.

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Mehta, Geetika, Monika Sachdeva, and Rashmi Tripathi. "Prevalence of Anemia in Children of Rural Population of Northern State of India." Ars Pharmaceutica (Internet) 62, no. 2 (March 22, 2021): 182–89. http://dx.doi.org/10.30827/ars.v62i2.17762.

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Introduction: India carries the highest burden of anemia, particularly in children and women. Children at the growing stage are at the risk of nutrition depletion, hence anemia. Fewer data are available on the prevalence of anemia in growing children of age 10-14 years. It is important to intervene early and track this group. The objective of the present study was to estimate the prevalence of anemia and its correlation to age, gender and body mass index in children of rural area of Ghaziabad, Uttar Pradesh, India. Method: Total 600 children of 5-13 years age group were included in this study. A detailed questionnaire was used to collect the health details of the children and socioeconomic status of the parents. Hemoglobin was determined by the calibrated Hemoglobin analyzer. Body mass index values were calculated based on the measurements of weight and height of the children. Results: Prevalence of anemia as per WHO standards in these children was 57.67%. Results of the study population reveal that anemia in this region is more prevalent in girls (68%) when compared to boys (47.3%). However, association between body mass index and hemoglobin was not statistically significant in the present study. Conclusions: Our results suggest that increased prevalence of anemia in the children of rural area is associated with multiple nutrient deficiencies. Nutritional interventions, evaluation of predisposing risk factors and increased coverage of supplementation programme are recommended measures that can be adopted to control anemia in children.

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Williams, Marigold, and Skaidrite Roper. "Community-Based Respite Care for Disabled Children." Children Australia 10, no. 1-2 (1985): 1–4. http://dx.doi.org/10.1017/s0312897000015289.

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This article is an overview of community based respite care programmes operating in the metropolitan area of Sydney. The term “community-based respite care” in this article refers to a model where the care is given by other families within the community. The term “families” encompasses traditional two parent families, single parents and other caring adults. These families are identified as “host families” and “respite care” is defined as provision of short term relief from 2 hours to 2 weeks to disabled persons and their families on a planned basis or in emergency situations.The underlying philosophy of community respite care is that services to the disabled should be based on making available to them the same patterns and conditions of everyday life which most citizens enjoy.

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Mazúchová, Lucia. "Preventive programmes of CAN syndrome in children." Kontakt 14, no. 3 (September 27, 2012): 269–75. http://dx.doi.org/10.32725/kont.2012.030.

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Datteri, Edoardo, and Luisa Zecca. "Theoretical vocabularies and styles of explanation of robot behaviours in children." Research on Education and Media 9, no. 1 (June 1, 2017): 3–9. http://dx.doi.org/10.1515/rem-2017-0002.

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Abstract How do children describe and explain the behaviour of robotic systems? In this paper, some distinctions between different types of explanations, drawing from the philosophy of science literature, are proposed and exemplified by reference to an activity in which primary school children are asked to describe and explain the behaviour of a pre-programmed Braitenberg-like vehicle. The proposed distinctions are also discussed against other studies drawn from the related scientific literature. A qualitative study has provided insights to further refine the analysis described here, through the introduction of other sub-categories of explanation of robotic behaviours.

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Cassidy, Claire, and Gavin Heron. "Breaking into secure: Introducing philosophical discussions to young people in secure accommodation." Journal of Social Work 20, no. 3 (December 4, 2018): 287–306. http://dx.doi.org/10.1177/1468017318815399.

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Summary This article explores a unique project that introduced a 10-week programme of practical Philosophy with Children to young people living in secure accommodation. It aimed to gauge the extent to which young people in secure accommodation were able to engage in philosophical dialogue and to explore the challenges and opportunities in introducing practical philosophy to young people in secure accommodation. Transcripts of 10 philosophical dialogues were analysed and young people and staff working with them were also interviewed. Findings Following 10 weeks of Community of Philosophical Inquiry sessions, it was evident that the young people were not only able to engage in philosophical dialogue, but also they responded positively to the structures of the sessions. While it may seem counter-intuitive to teach young people to argue, the structures offered by Community of Philosophical Inquiry appear to have been positive in terms of providing young people with the freedom to express their ideas, engage collaboratively with one another, and self-regulate their behaviour. Applications Although secure accommodation can be described as a controlling environment, the model adopted in this study suggests that some forms of control, such as those offered in the practical philosophy sessions, may be liberating for young people in these contexts. This study offers those working with young people in secure accommodation a new perspective on young people’s thinking and a new approach for supporting young people in their care and as they transition to the wider world.

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Kiernan, Gemma, Michael Gormley, and Malcolm MacLachlan. "Outcomes associated with participation in a therapeutic recreation camping programme for children from 15 European countries: Data from the ‘Barretstown Studies’." Social Science & Medicine 59, no. 5 (September 2004): 903–13. http://dx.doi.org/10.1016/j.socscimed.2003.12.010.

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Worley, Emma, and Peter Worley. "teaching critical thinking and metacognitive skills through philosophical enquiry. A practitioner's report on experiments in the classroom." childhood & philosophy 15 (December 30, 2019): 01–34. http://dx.doi.org/10.12957/childphilo.2019.46229.

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Although expert consensus states that critical thinking (CT) is essential to enquiry, it doesn’t necessarily follow that by practicing enquiry children are developing CT skills. Philosophy with children programmes around the world aim to develop CT dispositions and skills through a community of enquiry, and this study compared the impact of the explicit teaching of CT skills during an enquiry, to The Philosophy Foundation's philosophical enquiry (PhiE) method alone (which had no explicit teaching of CT skills). Philosophy with children is also said to improve metacognitive (MC) skills but there is little research into this claim. Following observable problems with ensuring genuine metacognition was happening in PhiE sessions - on a reasonably strong understanding of what metacognition is – a method has been developed and trialed in this study to bring together, in mutual support, the development of critical thinking and metacognitive skills. Based on the work of Peter Worley and Ellen Fridland (KCL)The Philosophy Foundation ran an experimental study with King's College London in Autumn 2017 and Autumn 2018 to compare the impact of teaching CT skills and MC skills against classes which just have philosophical enquiry. The approach developed and used for the study employs the explicit teaching of some CT and MC skills within the context of a philosophical enquiry (as opposed to stand-alone teaching of these skills) and yields some positive findings both qualitative and quantitative. Both studies took place over one term (12 weeks) and a control and intervention group were used in each study. This report focuses on the second year of the study, with 220 ten and eleven-year-old children involved in eight classes across three state schools in South East London. Although there were limitations to the study the results indicate that the explicit teaching of these skills during a philosophical enquiry can help children use CT and MC skills more successfully than philosophical enquiry alone.

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Habin, Ronald. "Linkages between Work and Health of Parents and Children in the Florida Wages Program." Practicing Anthropology 22, no. 1 (January 1, 2000): 31–36. http://dx.doi.org/10.17730/praa.22.1.cg40267385377prt.

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The State of Florida implemented its welfare reform program entitled Work and Gain Economic Self Sufficiency (WAGES) in October, 1996. Key elements of the program are a two-year limit on cash benefits with a lifetime limit of four years. Within a year, that program's philosophy was emulated at the federal level, and within two years, the State reported that more than 60,000 families had moved off of welfare. This article attempts to discern whether these families are more likely to obtain ‘quality health care’ as a result of these changes.

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Broer, Tineke, Martyn Pickersgill, and Sarah Cunningham-Burley. "Neurobiological limits and the somatic significance of love: Caregivers’ engagements with neuroscience in Scottish parenting programmes." History of the Human Sciences 33, no. 5 (October 21, 2020): 85–109. http://dx.doi.org/10.1177/0952695120945966.

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While parents have long received guidance on how to raise children, a relatively new element of this involves explicit references to infant brain development, drawing on brain scans and neuroscientific knowledge. Sometimes called ‘brain-based parenting’, this has been criticised from within sociological and policy circles alike. However, the engagement of parents themselves with neuroscientific concepts is far less researched. Drawing on 22 interviews with parents/carers of children (mostly aged 0–7) living in Scotland, this article examines how they account for their (non-)use of concepts and understandings relating to neuroscience. Three normative tropes were salient: information about children’s processing speed, evidence about deprived Romanian orphans in the 1990s, and ideas relating to whether or not children should ‘self-settle’ when falling asleep. We interrogate how parents reflexively weigh and judge such understandings and ideas. In some cases, neuroscientific knowledge was enrolled by parents in ways that supported biologically reductionist models of childhood agency. This reductionism commonly had generative effects, enjoining new care practices and producing particular parent and infant subjectivities. Notably, parents do not uncritically adopt or accept (sometimes reductionist) neurobiological and/or psychological knowledge; rather, they reflect on whether and when it is applicable to and relevant for raising their children. Thus, our respondents draw on everyday epistemologies of parenting to negotiate brain-based understandings of infant development and behaviour, and invest meaning in these in ways that cannot be fully anticipated (or appreciated) within straightforward celebrations or critiques of the content of parenting programmes drawing on neuropsychological ideas.

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Kirmayer, Laurence J., and Ana Gómez-Carrillo. "Agency, embodiment and enactment in psychosomatic theory and practice." Medical Humanities 45, no. 2 (June 2019): 169–82. http://dx.doi.org/10.1136/medhum-2018-011618.

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In this paper, we examine some of the conceptual, pragmatic and moral dilemmas intrinsic to psychosomatic explanation in medicine, psychiatry and psychology. Psychosomatic explanation invokes a social grey zone in which ambiguities and conflicts about agency, causality and moral responsibility abound. This conflict reflects the deep-seated dualism in Western ontology and concepts of personhood that plays out in psychosomatic research, theory and practice. Illnesses that are seen as psychologically mediated tend also to be viewed as less real or legitimate. New forms of this dualism are evident in philosophical attacks on Engel’s biopsychosocial approach, which was a mainstay of earlier psychosomatic theory, and in the recent Research Domain Criteria research programme of the US National institute of Mental Health which opts for exclusively biological modes of explanation of illness. We use the example of resignation syndrome among refugee children in Sweden to show how efforts to account for such medically unexplained symptoms raise problems of the ascription of agency. We argue for an integrative multilevel approach that builds on recent work in embodied and enactive cognitive science. On this view, agency can have many fine gradations that emerge through looping effects that link neurophenomenology, narrative practices and cultural affordances in particular social contexts. This multilevel ecosocial view points the way towards a renewed biopsychosocial approach in training and clinical practice that can advance person-centred medicine and psychiatry.

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Hashim, Rosnani, and Hendon Alias. "Developing High-Order Thinking in Primary School Students through Qur’anic Stories and the Hikmah Pedagogy of Philosophical Inquiry." IIUM Journal of Educational Studies 8, no. 1 (October 7, 2020): 89–111. http://dx.doi.org/10.31436/ijes.v8i1.315.

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The Hikmah pedagogy (HP) is an offshoot of the Philosophy for Children Programme (P4C), a method used in teaching critical, creative and benevolent thinking based on philosophical inquiry. Slightly different from the original P4C invented by Lipman, HP emphasizes the Islamic perspectives of metaphysics, epistemology and values. Interest in this pedagogy has led Muslim scholars to develop Islamic-based stories to be used with it in the classroom. But to date, no studies involving HP have employed stories drawn from the Qur’an, the holy scripture for Muslims, for the purposes of teaching Islamic Education and improving the thinking of students within this subject. Hence, this study is an effort to fill this gap in knowledge and research on HP. The participants were 12 primary school children around the age of 10. Using the qualitative case study method with focus group discussion and participant observation in a natural setting as the main data acquisition strategies, the study explored the experiences of these primary schoolers as they discovered Qur’anic stories through HP. Over a period of eight weeks, they learned to ask high-order questions about the stories and engage in debates about the issues and core messages contained within them in a community of inquiry (COI). The objectives were to explore if the pedagogy could enhance their cognitive behaviours (i.e., HOTS) and to find out their views about the method. The findings pointed to the success of HP in improving the students’ HOTS, especially in the skills of inquiring and reasoning, their general mannerisms and interest in the Islamic Education subject. The students also felt that they had a voice in the learning process, and that their opinions were heard and accepted. Overall, the students enjoyed the method and welcomed it as a positive change in their learning of Islamic Education.

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Larmar, Stephen. "The Early Impact Program: Strengthening Child Competencies." Australian Journal of Guidance and Counselling 18, no. 2 (December 1, 2008): 128–40. http://dx.doi.org/10.1375/ajgc.18.2.128.

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AbstractChallenging behaviours in young children impact upon schools and families and can lead to more serious challenges in adolescence and adulthood. In the last decade, there has been an increasing trend towards the development of early intervention and prevention programs that serve to draw on child competencies to ameliorate some of the factors that may increase a child's susceptibility to ongoing challenging behaviours. This article reports on a recently evaluated program titled the Early Impact (EI) Program. Some of the unique features of the program are examined, including the home and school components of the intervention that emphasise the strength-based philosophy that underpins the program. A summary of key findings of a recent evaluation of the EI program are also presented that highlight the program's effectiveness and utility for early childhood practitioners working with at-risk children in regular school communities. Finally, recommendations for specific practices in the implementation of intervention programs as well as areas for future research are identified that would serve to extend the current body of knowledge focussing on effective early intervention and prevention frameworks for young children and their families.

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Mavroudis, Constantine, and Carl L. Backer. "The influence of Plato, Aristotle, and the ancient Polis on a programme for congenital cardiac surgery: the Virtuous Partnership." Cardiology in the Young 17, S4 (September 2007): 159–63. http://dx.doi.org/10.1017/s1047951107001254.

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AbstractThe problems that exist in maintaining a partnership in paediatric cardiac surgery are considerable. They relate to fairness in allocation of time for leisure, the apportioning of cases between the partners, internal competition between them, financial considerations, and promotion of the ego. In this review, we discuss our own experiences in maintaining a partnership over a period of more than 18 years, relating such a “virtuous partnership” to the writings of Plato and Aristotle, and setting it against the tenets of the ancient Greek polis.The polis, or city state, came to prominence in ancient Greece during the golden age of Pericles, this period seeing the initial evolution of Western philosophy, as well as numerous other scientific, artistic and architectural advances. The concept of the polis was to create a natural association with its citizens that nurtured all that is best in people, at the same time defining their character. In this respect, according to Plato, the person and the polis are mirror images. Aristotle then expanded this notion to incorporate the various forms of friendship, which he pointed out last only as long as the interrelated pleasure survives.Using these principles as the point of departure, we argue that cardiac surgeons should respect moral virtue in each other. Extending this process means that we should also respect, and celebrate, our relationships with affiliated physicians, nurses, perfusionists, administrators, and all concerned in the care of children with congenitally malformed hearts. In this way, we create a virtuous partnership for congenital cardiac surgery that promotes all that was good, as engendered in the ancient Greek polis.As we extend these observations to the modern world, we discuss some of the features that have permitted us to work so well together. One of the most important is a summoning and unwritten tenet that greets us as we enter the operating room, namely “check your ego at the door”. The operative choice should always be dictated by discussion, citations of literature, considered opinions, and relevance to the particular patient. Continuity of care should lead inexorably to the paediatric intensive care unit, where collegial relationships should be maintained with all those working therein. We need to recognize that there are various “captains of the ship”, who must work in harmony so as to bring the best possible care to our patients. We always endeavour to empower others to act on our behalf, based on their experience and training.Whether we have achieved our desired moral excellence, and produced the completed or perfected friendship, is for others to judge. From our stance, we believe we have created a favourable environment by hard work, unselfish attitudes, and celebration of our mutual accomplishments. We were not the first to forge this kind of professional association, and happily we will not be the last.

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Marques, Stela Maria Fernandes, and Regina Helena De Freitas Campos. "Considerações sobre a implementação de uma intervenintervenção de índole dialógica com crianças do ensino fundamental." @rquivo Brasileiro de Educação 2, no. 4 (October 19, 2015): 6. http://dx.doi.org/10.5752/p.2318-7344.2014v2n4p6.

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<p>Este texto apresenta um estudo realizado em duas escolas de ensino fundamental de Belo Horizonte. Em cada escola participaram do estudo uma turma do 5º ano, considerada mais agitada, e uma de suas professoras. O estudo consistiu na implementação de uma intervenção de carácter dialógico e filosófico em sessões inspiradas no programa Filosofia para Crianças, que notadamente melhora o pensamento, habilidades de comunicação e competência social. Pretendeu-se observar se a intervenção tinha algum impacto na atitude agitada dos alunos. Foram recolhidos dados por meio de observações e questionários antes e depois da intervenção. Os resultados foram comparados e analisados sob quatro ângulos: disciplina, autoestima, criatividade e opinião sobre aprender a pensar bem. Apenas a avaliação da criatividade mostrou mudança negativa. Considerando o debate uma ferramenta pedagógica poderosa, cogita-se sobre o aumento da sua utilização em sala de aula e seu impacto na socialização e comunicação e possíveis consequências para o rendimento escolar.</p><p> </p><p><strong>ABSTRACT</strong></p><p>This paper presents the results of a study conducted in two primary schools in Belo Horizonte, Brazil. In each school, one 5th grade class behaviourally challenging and one of its teachers participated in the study. Its aim was to involve pupils in a dialogic intervention, in sessions inspired in the Philosophy for Children programme, which knowingly boosts thinking, communication and social skills. We wanted to observe pupils´ response and ascertain whether the intervention changed their attitude of indiscipline. Data was collected through observations and before-and-after the intervention questionnaires. Results were compared and analysed under four parameters: discipline, self-esteem, creativity and opinions on learning to think better. All aspects showed improvement, except the evaluation of creativity. Considering that debates are powerful pedagogical tools, a discussion is presented involving a more prominent use of debate in the classroom, its contribution to the improvement of social and communication skills and possible impact on school attainment.</p><p><strong>Keywords</strong>: Dialogic intervention. Socratic dialogue. Philosophy. Debate. Metacognition. Learning to think.</p>

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Shamsiah Sani, Siti, Hafsah Taha, Rosfizah Md Taib, Abdul Halim Masnan, Che Nidzam Che Ahmad, Asmayati Yahaya, Sadiah Baharom, Saipolbahrin Ramli, and Sopia Md Yassin. "Parents’ Perspectives on Quality ECCE Curriculum: Instrument Development." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 1266. http://dx.doi.org/10.14419/ijet.v7i4.38.27802.

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The aim of the study was to develop and validate the Early Childcare and Education (ECCE) Curriculum Instrument for Parents (QECCECI-P) by examining parents’ perspectives on the quality of the ECCE curriculum in the Malaysian context. The items were developed based on the existing literature that examines curriculum programmes for young learners. The instrument was validated by ECCE curriculum experts. More than 350 parents who send their children to government- or non-government-funded preschools were involved in the study. The study shows that two factors are related to parents’ perspectives on the quality of the ECCE curriculum: curriculum content and philosophy and core principles. The items in this instrument have factor loading values ranging from 0.479 to 0.84. The items also have high internal consistency with the alpha reliability coefficient values for each factor, which are more than 0.9. The results indicate that the instrument is valid and reliable for measuring parents’ perspectives on the quality of the ECCE curriculum in the Malaysian context.

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Soukupová, Věra. "Integrating educational and teaching programs for children (and not only for them) with mild cerebral dysfunction and psychosocial problems." Kontakt 8, no. 1 (May 26, 2006): 81–88. http://dx.doi.org/10.32725/kont.2006.013.

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Tang, Dan Dan, Mogana Dhamotharan, and Mohd Nazri Abdul Rahman. "Unveiling Malaysian parents’ perspectives on existing quality of early childhood care and education." Perspectives of Science and Education 49, no. 1 (March 1, 2021): 318–28. http://dx.doi.org/10.32744/pse.2021.1.22.

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Introduction. Early childhood care and education is majorly concerning around the world. Malaysian government has formulated childhood care and education national policy and legal framework to protect the rights of childhood. However, the Education Blueprint of Malaysia acknowledged that serious problems still remain with the quality of education and the investment in education is not as high as expected. The objective of the study is to investigate parents' perspectives of quality ECCE programs with regard to center characteristics of environment, teachers, principals, curriculum as well as parent's communication and involvement opportunities. Materials and methods. Study has selected mix method approach where parent perspectives of existing quality of early childhood care and education (ECCE) in the selected states of Malaysia been obtained. The 629 questionnaires samples were distributed among the parent 's having a child in a pre-school and 22 parents took part in the focus group interviews, designed to elicit their perspectives of ECCE programs with regard to center characteristics, environment, teachers, principals, and curriculum as well as parent involvement and communication opportunities Results. Demographically results shows 60.8% female and 39.2% male participants have contributed with 32% age 31-35 years old, about 38.1% Malay followed by 32.2% Chines and 18% Indian ethnicity races were part of this study. The standard deviation analysis indicated that Parents’s perceptive on Centre Characteristics is (M=4.039, SD= 0.796) Parents’ Views on Environment (M=3.582, SD=0.953); Parents’ Views on Teachers and Principals (M=4.197, SD=0.731) Parents’ Views on Curriculum ((M=3.735, SD=0.771) and Parents’ Views on Parent Communication and Involvement Opportunities (M=4.171, SD=0.630). The overall statistical analysis shows parents’ perceptive is satisfactory on the quality of ECCE programmes. Conclusion. Study has concluded that parents have found ECCE programmes much effective where children not only enjoy but their learning improves. Parents have appreciated the quality of hygiene level and facilities in pre-school are up to the mark and standard but further can be improved. Quality of curriculum should have multilingual instruction and play based teaching and learning is suggested by the parent’s to improve.

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Palionienė, Alina, and Irena Kompauskienė. "EXTENSION OF THE POSSIBILITIES OF SCIENCE EDUCATION IN THE ESTABLISHMENT OF PRE-SCHOOL EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 5, no. 2 (August 20, 2008): 47–53. http://dx.doi.org/10.48127/gu-nse/08.5.47a.

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The exploratory activities from the early age are very important because then the stages of knowledge grow and develop, and also the basic elements of the discursive thinking appear together with them. According to V. Lamanauskas (2004), it is important to include every child from the very beginning into the active action of the nature study, and to evoke the desire to find, to know and to explore. The teachers of Lithuania conceive the importance of the exploratory activities and, according to the inventory of standards of pre-school teaching, have produced the programmes. Such programmes allow the individual teaching and apply principle and technologies of teaching (learning) to the chosen basis of teaching philosophy. The Pakruojis kindergarten “Saulute” seriously noticed the importance of peculiarities of the region and using the integrate opportunities in the nature teaching. The planning performs in view of the age of children, their needs, peculiarities of the group, selecting toys, methods, range of the material, etc. According to the environment, the planning of all teaching process performs: activities for all group, for small groups of the children and individual activities. The teaching process includes the principle of humaneness, integration, individual, the creation of the environment, the planning and the organisation of the teaching process. “The room of the nature” is an integrate axis that guarantees the natural teaching. Its tools are mobile, informative, different and numerous. In the “room” there are a lot of material about plants, animals and nature, games, corners of the light, the sand and relax, the library, the Internet, etc. Teachers organise the educational projects that show the peculiarities of the region; use the integrate activities with art, mental development and etc. It is important to collaborate with the school because common studies help to find the teaching (learning) gaps. In the article there is a project of the kindergarten “room” with activities of the nature study for one year. The equipment of the separate “nature room” guarantees wider, more creative, more informative space for the development of children`s understanding about the nature. Key words: principle of teaching, the integration of rooms for games and activities, peculiarity of the region, technologies of teaching (learning), natural environment of teaching.

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Mrosková, Slávka, Alena Schlosserová, Martina Reľovská, and Ľubomíra Lizáková. "School nutrition program about fruits and its impact on knowledge, fruit preference and fruit intake in 8-10 year old Slovak children." Kontakt 19, no. 3 (September 29, 2017): e205-e210. http://dx.doi.org/10.1016/j.kontakt.2017.06.001.

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BUTCHER, RAY. "FECAVA children exchange programme." Journal of Small Animal Practice 35, no. 7 (July 1994): 339. http://dx.doi.org/10.1111/j.1748-5827.1994.tb01709.x.

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Pospíšilová, Michaela. "Importance of preventive programmes and provisions focused on reducing the frequency of oral cavity diseases including dental traumatology in children at younger and older school age." Kontakt 15, no. 1 (March 15, 2013): 46–56. http://dx.doi.org/10.32725/kont.2013.007.

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Telegin, M. V. "Philosophy for Children? Philosophy for Children... Philosophy for Children!" Thinking: The Journal of Philosophy for Children 13, no. 4 (1998): 26–27. http://dx.doi.org/10.5840/thinking199814428.

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Kroll, Maureen. "Stress management programme for children." Early Child Development and Care 25, no. 2-3 (January 1986): 191–206. http://dx.doi.org/10.1080/0300443860250204.

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Prout, Alan. "Children 5-16 research programme." Children Society 12, no. 1 (February 1998): 60–65. http://dx.doi.org/10.1111/j.1099-0860.1998.tb00045.x.

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Pittson, Helen, and Louise Wallace. "Weight management programme for children." Primary Health Care 20, no. 5 (June 4, 2010): 16–21. http://dx.doi.org/10.7748/phc2010.06.20.5.16.c7808.

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Magonet, Jonathan. "Editorial." European Judaism 54, no. 2 (September 1, 2021): v—vii. http://dx.doi.org/10.3167/ej.2021.540201.

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2018 saw the fiftieth anniversary of the spontaneous founding of an interfaith initiative involving Jews and Christians in the unlikely location of Germany. Anneliese Debray, who was the director of a Catholic women’s adult education centre in Bendorf, near Koblenz, had the imagination and courage to set about creating programmes for encounter and reconciliation in the post-war world. The centre, the Hedwig Dransfeld Haus, became a meeting place for French and German and Polish and German families; for physically and mentally handicapped people together with ‘normal’ people; for the challenging task of ecumenical encounters between Catholic and Protestant Christians; for dialogue between Christians and Muslims; and eventually between Israeli and German young people. In that latter context the editor of this journal found himself visiting the centre and then, with two fellow rabbinic students at Leo Baeck College, attending an annual Catholic Bible study conference that summer. Our presence, our willingness to be there, and the rarity of such an opportunity for the participants, led to the desire to repeat the experiment the following year. Through incremental changes, the International Jewish-Christian Bible Week became an annual reality. After the death of Anneliese Debray, who had struggled for years to keep the Haus financially afloat, it went into bankruptcy. Nevertheless, what had been built had enough recognition and influence that it led to an invitation from Dr Uta Zwingenberger, who was responsible for Bible education in the Diocese of Osnabrück, to re-establish the Week in a new home, another Catholic adult education centre, Haus Ohrbeck, in the area of Osnabrück. There it continues to grow and flourish, hosting up to 130 people each year. Part of the impact, which makes it different from other more formal interfaith encounters, is the participation of families, with special programmes for children, so that the entire atmosphere is one of a normal human community.

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Prout, Alan. "Representing children: Reflections on the Children 5-16 Programme." Children & Society 15, no. 3 (2001): 193–201. http://dx.doi.org/10.1002/chi.667.

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Spowart, K. M., T. H. Williamson, G. N. Dutton, G. Murray, and R. Andrews. "Visual screening programme for preschool children." British Journal of Ophthalmology 80, no. 7 (July 1, 1996): 678. http://dx.doi.org/10.1136/bjo.80.7.678-a.

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Cristaudo, Wayne. "The Failed Programme of Analytical Philosophy." European Legacy 23, no. 1-2 (May 18, 2017): 172–77. http://dx.doi.org/10.1080/10848770.2017.1326660.

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Schuurman, Ineke. "Eurotra: the Philosophy Behind it." Meta 39, no. 1 (September 30, 2002): 176–83. http://dx.doi.org/10.7202/004059ar.

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Résumé La Communauté européenne a lancé un programme de recherche et développement portant sur le traitement des langues naturelles et plus spécifiquement sur la traduction automatique. Ce programme, Eurotra, s'est achevé à la fin de 1992. La première partie de cet article présente les fondements de ce programme et la deuxième, la philosophie sousjacente au projet.

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George, Rolf. "Bolzano's Programme and Abstract Objects." Grazer Philosophische Studien 53 (1997): 167–80. http://dx.doi.org/10.5840/gps1997539.

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Gross, S. W. "The Neglected Programme of Aesthetics." British Journal of Aesthetics 42, no. 4 (October 1, 2002): 403–14. http://dx.doi.org/10.1093/bjaesthetics/42.4.403.

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