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Littérature scientifique sur le sujet « Pedagogy of family »

Auteur : Grafiati

Publié le 9 mars 2023

Mis à jour le 10 mars 2023

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Articles de revues sur le sujet "Pedagogy of family"

Kusevic, Barbara. « What does family pedagogy deal with ? Position of family pedagogy in Croatian and foreign scientific space ». Zbornik Instituta za pedagoska istrazivanja 52, n^o 1 (2020) : 40–80. http://dx.doi.org/10.2298/zipi2001040k.

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The first part of the paper analyses the relation between family pedagogy and related non-pedagogical disciplines in the Croatian and foreign scientific space, as well as the position of family pedagogy within systematic pedagogy. The analysis is followed by the central part of the paper which is dedicated to a problematisation of the question based on what family pedagogy can consider itself part of pedagogy, i.e. what family pedagogy bases its pedagogical distinctiveness on. From the conclusion of the central part of the paper an overview of the possible application fields family pedagogy deals with is derived, which forms the final part of the paper.

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Yarov, T. K. « Partnership pedagogy : successful school-family interaction ». Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 1(11) (2020) : 177–80. http://dx.doi.org/10.31339/2413-3329-2020-1(11)-177-180.

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Hartrick, Gwen. « A Critical Pedagogy for Family Nursing ». Journal of Nursing Education 37, n^o 2 (février 1998) : 80–84. http://dx.doi.org/10.3928/0148-4834-19980201-07.

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Matyjas, Bożena. « Family pedagogy. Current issues and new research areas. » Studia z Teorii Wychowania XI, n^o 2(31) (20 août 2020) : 81–98. http://dx.doi.org/10.5604/01.3001.0014.3650.

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The article, based on theoretical and analytical research, discusses family pedagogy as one of pedagogical sub-disciplines. Family, the main research subject of family pedagogy, has been presented in many aspects and contexts, particularly as an educational environment that performs educational tasks and functions. Current issues of family pedagogy considered in the article include: transformation processes of modern family, educational function of the family and its conditions as well as threats to child raising. New research areas of family pedagogy comprise such categories as parenthood and childhood. They allow us to analyse the family and its functions from different perspective – in theoretical, empirical and methodological contexts.

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Rudiuk, T. V. « Family vocabulary and pedagogy (communicative-activity approach) ». Pedagogical sciences reality and perspectives, n^o 77 (2020) : 180–84. http://dx.doi.org/10.31392/npu-nc.series5.2020.77.40.

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Sánchez, Rafael. « Pedagogía y perfección humana / Pedagogy and human perfection ». Sophía 1, n^o 14 (30 juin 2013) : 52. http://dx.doi.org/10.17163/soph.n14.2013.03.

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Los diversos acontecimientos en el mundo actual, de manera particular, aquellos que tienen que ver con el lado negativo, punzante, sombrío, desconcertante, tenebroso, de las acciones humanas, suscitan perplejidad y plantean una pregunta inquietante: ¿a qué puede deberse el “desajuste” o “quiebre” que se percibe entre el desarrollo científico-técnico y la perfección humana? La pregunta remite de inmediato a la pedagogía y, por ende, a su estatuto epistemológico. No cabe duda del papel significativo e ineludible que tiene la pedagogía en la historia humana. En el presente artículo, se ahondará en el binomio pedagogía-perfección humana, a partir de cuatro vectores: persona humana; proceso de socialización: familia y sociedad; proyecto-historia; educación.

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Alimova, Kamola. « Problems Of Parental Cooperation In Special Pedagogy ». American Journal of Social Science and Education Innovations 03, n^o 05 (30 mai 2021) : 311–14. http://dx.doi.org/10.37547/tajssei/volume03issue05-56.

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The form and content of work with parents in the upbringing and development of a child with a speech impediment in the family, the level of their interaction with speech therapists (defectologists) and the problems observed in work with parents

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Cameron, Claire. « Social Pedagogy : What Questions Can We Ask About Its Value and Effectiveness ? » Children Australia 36, n^o 4 (1 décembre 2011) : 187–98. http://dx.doi.org/10.1375/jcas.36.4.187.

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Social pedagogy is a field of professional practice associated with the care and education of young children, support of young people, and with family support that has an established place in many continental European countries. It has attracted attention in the United Kingdom (UK) for its potential relevance to the policy ambition of improving the generally poor educational and social outcomes for young people in public care. In this article, I discuss some issues arising from the task of establishing the value, or effectiveness, of the social pedagogic approach. Using findings from cross-national studies, I argue that there are various problems with measuring the ‘effectiveness’ of social pedagogy, but that in countries where social pedagogy is well established and supported by a policy and cultural context, its role in supporting children and families is highly valued. I conclude by considering some implications for the introduction of social pedagogy into the UK.

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Kholboeva, Sitorabanu. « THE ESSENCE OF THE CONTENT OF PREPARING YOUTH FOR FAMILY RELATIONS IN HIGHER EDUCATION INSTITUTIONS ». Scientific Reports of Bukhara State University 5, n^o 3 (30 juin 2021) : 167–78. http://dx.doi.org/10.52297/2181-1466/2021/5/3/10.

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Introduction. The problem discussed in the article concerns family pedagogy, which has recently been separated from the pedagogical sciences as an independent scientific field. The object of the research is family development trends and its present state, the topic is the essence of family upbringing, this process mechanisms and their influence on personal development. Family pedagogy does not attempt to create a single rule that is binding on every family and clearly regulates the upbringing of children. It studies only those situations that are controversial and cause the young its difficulty. As all scientific knowledge, its conclusions can never fully replace wisdom and life experience. Preparing youth for family relationships cannot help but affect this aspect of pedagogical activity, more precisely on the preparation of youth for family relationships.

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Shorokhova, Irina Viktorovna. « ATTEMPT OF USING FAMILY ARCHIVES IN STUDENTS-HISTORIANS’ PROFESSIONAL TRAINING : SCIENTIFIC AND EDUCATIONAL POTENTIAL ». Pedagogy. Issues of Theory and Practice, n^o 2 (juin 2019) : 62–65. http://dx.doi.org/10.30853/pedagogy.2019.2.13.

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Thèses sur le sujet "Pedagogy of family"

Hoff, Christopher Russell. « Developmental Pedagogy in Marriage and Family Therapy Education ». Thesis, Loma Linda University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10161158.

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New practice domains are opening up for practitioners of family therapy in the medical, organizational, and human relations fields. In this new environment, family therapy educators and supervisors are required to cross the epistemological spaces of scientist-practitioner, postmodernism, and critical theory. These new possibilities require that family therapist educators become comfortable moving between multiple epistemologies. This poses increasing challenges that will require a hybridization of knowledge and practice approaches in MFT education.

Through focus groups consisting of 34 participants, all of who were in their first quarter of a Master’s degree program in Marriage and Family Therapy. We found a rich set of themes that reflect the experiences of students in their first quarter of learning multiple, potentially contradictory theories. The data that emerged reflect both the deep and varied student experiences that took place as they were introduced to multiple perspectives in their first quarter, as well as student desires that they would have liked to have had met during their experience. The results in each of these areas uniquely inform potential future MFT pedagogical practices.

Keywords: pedagogy, epistemology, family therapy, narrative analysis

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Stapleton, Megan Leigh. « The Vocal Pedagogy of the Behnke Family : The Behnke Method ». Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703363/.

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Emil Behnke was a highly esteemed vocal pedagogue of the late nineteenth century. Perhaps rare for the time, the art and science of teaching vocal methods of speech and singing was a Behnke family business, one that Emil shared with his wife and daughter, who were both named Kate. Indeed, Emil's daughter, Kate Emil Behnke, was equally regarded and valued in the field of vocal pedagogy, carrying her father's teachings into the twentieth century. Meanwhile, the elder Kate Behnke, wife to Emil and mother to Kate Emil, was responsible for administering and building upon her husband's innovative methods of speech therapy, establishing her own reputation as a speech healer. The Behnke family published no less than fourteen books, cumulatively. Largely forgotten today, the purpose of this document is to provide a comprehensive overview of the biography and the pedagogical methods and works of the Behnke family, and to contextualize these methods within the framework of trusted vocal pedagogy, both historic and current.

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Bernehäll, Claesson Inger. « Vardagens villkor för familjer med barn med funktionshinder : familjestöd ». Licentiate thesis, Stockholms universitet, Institutionen för individ, omvärld och lärande (IOL), 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144137.

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Meng, Nan. « Chinese Culture themes and Cultural Development : from a Family Pedagogy to a Performance-based Pedagogy of a Foreign Language and Culture ». The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345312833.

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Maphis, L. E., C. Smith, K. Hicks, Jodi Polaha, P. Cronin et W. T. III Dalton. « Improving Behavioral Health Consultation Skills for Serving Rural Populations : An Advanced Trainee’s Experience in Pedagogy and Practice ». Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6586.

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Szech, Laura Elisabeth. « On a path toward culturally sustaining pedagogy : how teachers experience race, culture, family, and family literacies in a professional development course ». Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6866.

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Public schools teachers in the U.S. strive to reach the needs of all students in the elementary classroom. However, teachers are increasingly expected to follow standardized curriculum. Culturally Sustaining Pedagogy (Paris, 2012) pushes toward individualized educational practices and against the assimilationism embedded in standardization. This study considers the ways in which nine women-identified teachers, one Black, two Latina, six white, who teach elementary school in a Midwestern university town, experience, discuss, and implement Culturally Sustaining Pedagogy in a professional development course, specifically through the lens of the following question: In a course on culturally sustaining pedagogy, how do teachers experience race, culture, families, and family literacies? Grounded in empirical research that considers teaching and learning through a sociocultural lens, and in the theoretical scholarship of Critical Discourse Analysis and Critical Pedagogy, the purpose of this qualitative, narrative inquiry is to describe teachers’ learning and responses to culturally sustaining pedagogical practices in order to understand this process and its implementation. Data for this qualitative inquiry were gathered over five months in a professional development course setting using the qualitative methods of observations, interviews, audio recordings, photographs, detailed field notes, and participant self-reflections. The data collected was analyzed through descriptive coding (Miles, Huberman, & Saldaña, 2014), narrative analysis (Schaafsma & Vinz, 2011), and Critical Discourse Analysis (Fairclough, 2015; Gee, 2014). Results from the study suggest that engagement in culturally sustaining practices is constrained by the standardizations of school, in addition to the discomfort and lack of knowledge of some teachers when talking about race and power in the elementary classroom. Findings also suggest that teachers’ explicit engagement with research and discussions regarding these constraints led to new culturally sustaining practices.

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Howell, Maxine Eudalee. « Towards a womanist pneumatological pedagogy : an investigation into the development and articulation of a theological pedagogy by, and for, marginalised African-Caribbean women ». Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5303/.

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This study offers a critical insight into the practice of theology and pedagogy with marginalised members of society with regards to what liberative praxis may mean as part of everyday living. Its characteristic feature is that it adopts a womanist approach to the process of constructing a new theological pedagogy in collaboration with British African-Caribbean women. In a manner suitable for the British context it centres the educational experiences and connected knowing of marginalised British Christian African-Caribbean women, as a resource for addressing complex issues in society. Accordingly, the experiences and wisdom of these Black women passionate about justice, freedom, spiritual development and relationships provide the raw material for this articulation of a liberative Spirit-led pedagogy. A process described as ‘womanistization’. The result is a broad and inclusive approach to research and biblical hermeneutics. The researcher and researched engage in dialogue as open and honest ‘candid participants’ employing their experiential imagination and wisdom to re-read scripture and translate their renewed faith into liberative action.

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Adriasola, Orellana Stefanía. « Regnbågen har många färger, så låt oss se dem alla ! : Om förskolepedagogers attityder, normer och värderingar kring regnbågsfamiljer ». Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21052.

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The purpose of this study is to find out which attitudes, norms and values exists about lesbian, gay, bisexual, and transgender (LGBT) families in preschools. Based on five qualitative interviews with teachers that work at a LGBT-certified preschool and one that is active in their work with norm critical pedagogy. To be able to fulfil my purpose of this study I concentrated on why these teachers believed that it was of importance to counter society’s heteronormativity, to prevent discrimination and mistreatments towards children and their LGBT parents in preschool. I wanted to find out what the teachers thoughts were on the concept of what a family is and how the diversity of families is shown in the preschools material and pedagogy. When I analysed the results of my qualitative interviews I used queer theories that include heteronormativity and norm critical pedagogy. The interviews of the teachers showed that they thought it was of great importance to work with a norm critical pedagogy because they did not believe that society’s heteronormativity could or should rule in preschools. The assumption that the majority, to not say all of the children, come from nuclear families does not agree with the reality of many children in our society. To assume such thing can lead to discrimination and obscureness. The results of my study show that by reviewing your own norms and perceptions of normality, will allow you to work with a norm critical approach. It also gives you an awareness that will help you as an educator to make sure that more children and families feel that they are acknowledged and respected. The active choice of methods and materials in the preschool helps the teachers to ensure that the children can be seen and reflected on a daily basis. By questioning heteronormativity in preschool, teachers offer children more opportunities and presents different realities. It also helps them to develop measures to analyse the norms and not just assume that there is only one right way to live.

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Nygren, Cecilia. « "Först rättar jag till luggen" : Nioåringars berättelser om sina literacypraktiker ». Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-354754.

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Sammanfattning Syftet med denna studie är att ta del av och göra en analys av tio elevers berättelser om sina literacypraktiker. Den teoretiska ingången i studien är ett sociokulturellt perspektiv vilket medför en förståelse av lärande som något som människan gör i samspel med andra i olika sociala, materiella och kulturella kontexter (Säljö, 2014a). Utifrån denna förståelse syftar undersökningen till att närmare undersöka specifika aspekter av goda läsares literacypraktiker, samt hur dessa kan förstås i relation till olika sociala, materiella och kulturella kontexter i barnens liv. Studien är av kvalitativ ansats och utgår från djupintervjuer genomförda med tio elever bedömda att ha en god läsförståelse. Elevernas medverkan baseras på resultat från både muntliga och skriftliga normerade test (Lundberg, 2001; Järpsten & Taube, 2010; Skolverket, 2015). Av det huvudsakliga resultatet framgår att samtliga elever använder sig av både medvetna och omedvetna literacypraktiker. Till de medvetna literacypraktikerna hör att läsa långsamt, läsa om ord och innehållet i texten samt att utgå från bilderna. De omedvetna literacypraktikerna är att skapa inre bilder, koppla texten till egna erfarenheter, leva sig in i karaktären samt omvandla text till rörliga bilder. Av studien framgår också att föräldrarna kommunicerar ett engagerat förhållningssätt till skolan och skolkunskaper. Detta görs i form av andra läroböcker som föräldrarna förser sina barn med vilket även visar sig i gemensamma utmaningar i olika skolämnen samt läsprojekt i form av bokklubbar. Nyckelord: Literacypraktiker, family literacy, årskurs 3, läsförståelse, goda läsare

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Nordlund, Rebecca, et Anna Ringqvist. « ”För att barnen ska bli intresserade, måste jag vara engagerad” : En studie om hur pedagogers förhållningssätt till böcker och läsning påverkar resultaten inom projektet Bokstart på fem förskolor ». Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-428039.

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Syftet med denna studie är att undersöka hur pedagoger arbetar med projektet Bokstart och hur pedagogers förhållningssätt till litteratur i allmänhet och till Bokstartprojektet i synnerhet påverkar utlåning av böcker i förskolornas kapprumsbibliotek. Studien syftar även till att undersöka hur vårdnadshavarna på förskolorna upplever projektet samt vilken information de fått om Bokstart. Materialet i studien samlades in genom intervjuer med pedagoger samt enkäter till vårdnadshavare. Materialet har därefter analyserats och diskuterats med utgångspunkt i centrala teoretiska begrepp, dessa begrepp är literacy, family literacy, pedagogers förhållningssätt samt att vi tagit stöd i Bronfenbrenners utvecklingsekologiska modell och Vygotskij och det sociokulturella perspektivet där det sociala är centralt. Studiens resultat visade att det finns ett samband mellan pedagogernas attityder till projektet och hur framgångsrikt projektet förefaller på förskolorna och hos vårdnadshavare. I studien framkommer det att pedagogerna arbetar på varierande sätt för att informera vårdnadshavare om projektet Bokstart och att de uppmuntrar barn och vårdnadshavare i varierande grad och på olika sätt att använda kapprumsbiblioteken. Resultaten tyder på att pedagogernas attityder till projektet Bokstart, litteratur i allmänhet och dess funktion och betydelse har avspeglingar i hur pedagogerna arbetar med detta i förskolorna. Studiens resultat visar hur mycket en pedagogs eget intresse och attityd till projektet Bokstart och kapprumsbiblioteken kan påverka vad barnen har för möjligheter och förutsättningar att nyttja projektet. Vidare kan detta ha betydelse för barnets fortsatta utveckling inom läs- och språkutveckling som är det specifika området för denna studie och en central del av denna utveckling är betydelsen av samarbeten mellan hem och förskola. Studiens resultat går i linje med tidigare forskning som visar att pedagogers förhållningssätt till läs- och språkutveckling har en betydande roll för hur framgångsrik undervisningen blir (Celebi Oncu & Unluer, 2014, Gustafsson & Mellgren, 2002). För att kunna ge barnen förutsättningar för goda literacy-erfarenheter krävs ett gott samarbete mellan hem och förskola (Asworth Wolery, 1999).

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Livres sur le sujet "Pedagogy of family"

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

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

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

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

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

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

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

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

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

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

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

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

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

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Chapitres de livres sur le sujet "Pedagogy of family"

Ebrahim, Hasina, et Manjula Waniganayake. « Honoring family diversity ». Dans Challenging the Intersection of Policy with Pedagogy, 140–54. Abingdon, Oxon ; New York, NY : Routledge, 2019. : Routledge, 2019. http://dx.doi.org/10.4324/9780429454035-11.

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Hedges, Helen, Maria Cooper et Tamar Weisz-Koves. « Recognising and responding to family funds of knowledge ». Dans Rethinking Play As Pedagogy, 107–20. Abingdon, Oxon ; New York, NY : Routledge, 2019. : Routledge, 2019. http://dx.doi.org/10.4324/9780429454042-9.

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Fox, Darrell. « Theory : Eco Systems, Resiliency and Social Pedagogy ». Dans Family Group Conferencing with Children and Young People, 71–92. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71492-9_6.

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Mthethwa-Sommers, Shirley, et Otieno Kisiara. « Culturally responsive pedagogy and school-based family counseling ». Dans School-Based Family Counseling With Refugees and Immigrants, 279–90. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003097891-22.

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Murphy, Colette. « Vygotskian Perspectives on Play and Learning, Home-School Family Pedagogy ». Dans Encyclopedia of Educational Innovation, 1–7. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2262-4_15-1.

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Drushel, Bruce E. « “Modern” Is as Modern Does : Modern Family and the Disruption of Gender Binaries ». Dans Mapping Queer Space(s) of Praxis and Pedagogy, 169–82. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64623-7_9.

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Blaze Miller, Alexander. « Chrysostom’s Pedagogy of Christian Fatherhood : Reorienting the Christian Family in a Non-Christian Society ». Dans Love, Marriage and Family in Eastern Orthodox Perspective, sous la direction de Theodore Grey Dedon et Sergey Trostyanskiy, 135–54. Piscataway, NJ, USA : Gorgias Press, 2016. http://dx.doi.org/10.31826/9781463237028-013.

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Lovatt, Daniel, Maria Cooper et Helen Hedges. « Enhancing Interactions : Understanding Family Pedagogy and Funds of Knowledge “on Their Turf” ». Dans Interactions in Early Childhood Education, 99–112. Singapore : Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4879-1_8.

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Lee, Alison, Roger Dunston et Cathrine Fowler. « Seeing is Believing : An Embodied Pedagogy of ‘Doing Partnership’ in Child and Family Health ». Dans Professional and Practice-based Learning, 267–76. Dordrecht : Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4774-6_17.

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Vandenbroeck, Michel, et Valerie Bauters. « Family Day Care : The Trilemma of Professionalisation, Sustainability and Fairness in Flanders, France and Germany ». Dans Policy and Pedagogy with Under-three Year Olds : Cross-disciplinary Insights and Innovations, 177–89. Singapore : Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2275-3_12.

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Actes de conférences sur le sujet "Pedagogy of family"

Abdullaeva, M. D., et SH I. Nurmatova. « The role of parents in parenting in the family ». Dans Scientific trends : pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-02-2020-01.

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Lockard, Louise. « The Dine Family Resource for Culturally Responsive Curriculum and Pedagogy ». Dans 2022 AERA Annual Meeting. Washington DC : AERA, 2022. http://dx.doi.org/10.3102/1880289.

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Sundayana, I. Made, I. Dewa Rismayanti, Putu Dewi, Muhith Abdul, I. Putu Santika et Lutfi K. « Family Support and Family Economic Status With Depression Level on Patients End Stage Renal Disease ». Dans Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-2-2019.2286502.

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Petrovic, Jelena, et Dragana Dimitrijević. « EMOTIONAL EDUCATION IN 20th CENTURY SERBIAN PEDAGOGY ». Dans SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.111p.

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Emotional education, although recognized in pedagogical science as a relatively young scientific concept, has always been a significant aspect of educational activity. The development of this aspect of educational activity was especially intense at the beginning of the 20th century, only to become a subject of scientific research in the 1980s. The aim of this paper is to investigate the development of the concept of emotional education in Serbian pedagogy, and the relation of Serbian educators to this educational concept. The method of theoretical analysis with content analysis technique was used in the paper. The main works of the most influential Serbian educators of the 20th century and the most important textbooks used in the education of pedagogues and teachers throughout the 20th century were analyzed. The point of analysis was emotional education viewed from the perspective of contemporary definitions of emotional education: as a pedagogical action that involves understanding and appreciating emotions in the process of education, developing self-awareness, self-discipline and independence, and helps children achieve positive interpersonal relationships. Despite the opinion that emotional education was under-represented during the 20th century, we found out that Serbian educators did pay attention to this aspect of education, but they didn’t consider it as a special phenomenon, but within the already defined scientific concepts of moral education and family pedagogy. Finally, we found that they understood it in accordance with their pedagogical orientations and social needs.

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Pieter, Jan, et Putu Victoria M. Risamasu. « The Partnership of Family, Schools and Community (Three Education Centers) as a Means of Forming Catholic Religious Characters ». Dans 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France : Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.025.

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Ivan, Adrian. « THE FAMILY BACKGROUND AND THE POLITICS OF EDUCATION IN ROMANIA IN THE CONTEXT OF RELIGIOUS PEDAGOGY RIGHT ACCREDITATION ». Dans 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/34/s13.081.

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Mcbride, Charles. « There Goes the Neighborhood : How a NZE Passive House Changed the Culture of a Community ». Dans 2020 ACSA Fall Conference. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.aia.fallintercarbon.20.34.

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In 2019 a small, single-family house was sold to a family excited to be part of a trailblazing and strangely controversial project. While many net zero energy (NZE) and/or Passive House examples have now been completed across the US, small communities, especially in the flyover country of the upper Midwest, have proudly doubled down against the “unknown” of these new models, reinforcing traditional project delivery and the absence of energy codes. This project and initiative not only serves as an example for students and evolving pedagogy, but also has become a touchstone in the community, challenging the preconceptions of modern design, neighborhood investment, homebuilding practice, and the public image of a university grappling with an evolving “design culture.” The complexities of any architectural project are numerous but often predictable. Like any student design-build project, this house dealt with its share of delays and changes. And like any grant-funded project, it dealt with additional oversight, reviews and red tape. Now in its final phase, the project begins post-occupancy monitoring. Teaching the homeowners about building performance blends the pragmatics of understanding equipment with the global responsibility and mission of NZE and passive house. An early decision to work within an existing, walkable neighborhood lead unexpectedly to a very public debate on neighborhood design. These and other lessons are a reminder that architectural practice requires teaching your client, and often, your community. This paper will focus on the larger impact that the house continues to have on both the community and university. This includes the cultural challenges of meeting design expectations, the potential of infill as a community revitalization tool, and convincing a skeptical public that energy consciousness and evolving construction techniques have real value. It will also discuss how these issues, understood and accepted as given within the design and academic community, are still radically new in this (and many) regions across the country. A discussion of pedagogy and community design are balanced with quantitative energy data, impact, and continuing observation.

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Colić, Vana. « POZITIVNE I NEGATIVNE STRANE PET METODIČKIH PRISTUPA U RANOM MATEMATIČKOM OBRAZOVANJU ». Dans Metodički aspekti nastave matematike. University of Kragujevac, Faculty of Education in Jagodina, 2021. http://dx.doi.org/10.46793/manm4.302c.

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There is a tendency today, both in the world and in our country,for children education to start early. In this context, mathematics education begins early as well, even before children start school, wherein different approaches are used. This paper presented five methodical approaches in early mathematics education, highlighting the good and bad sides of each one – the method of Maria Montessori, the method of the Russian author Nikolai Zaitsev, the system of de- veloping games designed by the Nikitins, the Waldorf pedagogy and the increas- ingly popular Suan Pan method. Most of these approaches are applied within institutionalized forms of early education, with the exception of the system of developing games that the Nikitins have designed for use in family conditions. Some of the approaches have had a very significant impact on the development of curricula in preschool institutions, such as the views of Maria Montessori and Waldorf pedagogy, while other approaches are less known and represented in practice. It is considered as very important to know different theories and ap- proaches while working with children, so that the practical pedagogical work is scientifically based. Nevertheless, the integration of various approaches into a single concept is not simple, as some of these theories are not only different, but also contradictory. This only confirms the need and necessity for early education, including mathematical education, to be interdisciplinary, taking into account knowledge in various fields of science, as well as interactive, including all partici- pants in the child’s development, children, experts and parents.

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Chattopadhyay, Satya. « STIMULATING DISCUSSION IN ONLINE ENVIRONMENT : A CASE STUDY ». Dans eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-052.

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As a Jesuit institution, the mission of our University is "cura personalis" or education of the whole person, and significant emphasis is placed on the Socratic learning which focuses on questions raised between individuals. These interactions: the questions and answers are the basis for developing critical thinking skills that are seminal to Jesuit (Ignatian) pedagogy. Online courses allow us to reach out to a larger audience, and often to those who otherwise cannot enroll in regular classes due to family and/or work place commitments. This case study covers business students enrolled in a core marketing course, in the third year of their program. Data is collected on three different options that were implemented for the on-line discussion forum, which is a requirement for the web based, asynchronous learning course. For the first option there are no prompts for the forum, and students are asked to pose questions in the forum and answer them. For option 2, students are provided a prompt (by the instructor). For option 3, each student must first post a question related to the class topic being covered, and base it on a current business situation taken from a business publication. All students must then respond to two or more questions posed by their classmates. The data collected on the three options relate both to the quality and the quantity of the student discussions via rubrics that are communicated to the students in the syllabus. Analysis of the data using SPSS software supports option 3 as the alternative yielding the best results.

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Wilson, Jani. « Rōpū Whānau : A whakawhiti kōrero research methodology ». Dans LINK 2022. Tuwhera Open Access, 2022. http://dx.doi.org/10.24135/link2022.v3i1.181.

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Kapahaka is not simply the song and dance of Aotearoa’s Indigenous people. Deeply steeped in mātauranga Māori, kapahaka is a way of simultaneously exemplifying Māori histories, the present, and the future; meanwhile it is a community-focused cultural practice, methodology, and pedagogy. Contemporary kapahaka – both competitive and for entertainment – fosters, develops, validates, and celebrates the Māori world, the language, and our ‘ways’: arguably the fundamental building blocks of Māori ‘popular culture’. The research project Kia Rite! Kapahaka for Screens, from which this presentation is a tiny proportion, will focus on the influence and impact of screen production on the art’s ebbs and flows, and the conflicts between maintaining ‘traditions’ and exploring innovation in and towards the future. Over the last century, the kapahaka art-form has evolved exponentially, and as the wider project will explore, in large part as a response to the advancement of screen technologies. An important strand in Kia Rite! will investigate the kapahaka audience. It employs a refined iteration of Rōpū Whānau, a focus group methodology where closely linked relations will be asked to respond to archival through to contemporary kapahaka footage as a generational screen audience study. Exploring responses to screened kapahaka in this way revisits a whakawhiti kōrero-based audience study method designed to reflect and embody the fundamental whakataukī ‘he aha te kai o ngā rangatira? He kōrero’ (what is the food of chiefs? It is talk.) Rōpū Whānau was developed to move beyond the ‘safety in numbers’ focus group methodology to more of a ‘safety within the whānau’ format. By inviting participants from the same family, a duty to protect the under 18s and inherently control researcher behaviours provides an extra layer of a kind of ‘Māori ethics’. This critical presentation brings forward the fundamental elements of Rōpū Whānau and unpacks how it has been used in various research projects in the past. This is to plot the way forward for Indigenous community-led research methodologies, and encourages the consideration of Indigenous research approaches.

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