11 resultados para Childrearing
Resumo:
This article examines how a sample of first-time mothers in the UK constitute childhood in general, and their own children in particular, in and through their talk about the mundane practices of child-care. The data analysed are drawn from a longitudinal qualitative interview study which followed a sample of mothers from late pregnancy until their babies were two years old. The analysis explores links between mothers representations of childhood and the actualities of their child-rearing practices. The extent to which both the representations of childhood and the practices of individual mothers are consistent or contradictory, and change or remain constant over time, is also examined.
Resumo:
Dissertao apresentada na Escola Superior de Educao de Lisboa, para obteno do grau de Mestre em Cincias da Educao - Especialidade Interveno Precoce
Resumo:
Trabalho apresentado em XIII Congreso Internacional Galego-Portugus de Psicopedagoxa, rea 5 Familia, Escuela y Comunidad. Universidad da Corua, 2 de Setembro de 2015.
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Measuring school efficiency is a challenging task. First, a performance measurement technique has to be selected. Within Data Envelopment Analysis (DEA), one such technique, alternative models have been developed in order to deal with environmental variables. The majority of these models lead to diverging results. Second, the choice of input and output variables to be included in the efficiency analysis is often dictated by data availability. The choice of the variables remains an issue even when data is available. As a result, the choice of technique, model and variables is probably, and ultimately, a political judgement. Multi-criteria decision analysis methods can help the decision makers to select the most suitable model. The number of selection criteria should remain parsimonious and not be oriented towards the results of the models in order to avoid opportunistic behaviour. The selection criteria should also be backed by the literature or by an expert group. Once the most suitable model is identified, the principle of permanence of methods should be applied in order to avoid a change of practices over time. Within DEA, the two-stage model developed by Ray (1991) is the most convincing model which allows for an environmental adjustment. In this model, an efficiency analysis is conducted with DEA followed by an econometric analysis to explain the efficiency scores. An environmental variable of particular interest, tested in this thesis, consists of the fact that operations are held, for certain schools, on multiple sites. Results show that the fact of being located on more than one site has a negative influence on efficiency. A likely way to solve this negative influence would consist of improving the use of ICT in school management and teaching. Planning new schools should also consider the advantages of being located on a unique site, which allows reaching a critical size in terms of pupils and teachers. The fact that underprivileged pupils perform worse than privileged pupils has been public knowledge since Coleman et al. (1966). As a result, underprivileged pupils have a negative influence on school efficiency. This is confirmed by this thesis for the first time in Switzerland. Several countries have developed priority education policies in order to compensate for the negative impact of disadvantaged socioeconomic status on school performance. These policies have failed. As a result, other actions need to be taken. In order to define these actions, one has to identify the social-class differences which explain why disadvantaged children underperform. Childrearing and literary practices, health characteristics, housing stability and economic security influence pupil achievement. Rather than allocating more resources to schools, policymakers should therefore focus on related social policies. For instance, they could define pre-school, family, health, housing and benefits policies in order to improve the conditions for disadvantaged children.
Resumo:
Despite recent scholarship that has suggested that most if not all Athenian vases were created primarily for the symposium, vases associated with weddings constitute a distinct range of Athenian products that were used at Athens in the period of the Peloponnesian War and its immediate aftermath (430-390 BCE). Just as the subject matter of sympotic vases suggested stories or other messages to the hetaireia among whom they were used, so the wedding vases may have conveyed messages to audiences at weddings. This paper is an assessment of these wedding vases with particular attention to function: how the images reflect the use of vases in wedding rituals (as containers and/or gifts); how the images themselves were understood and interpreted in the context of weddings; and the post-nuptial uses to which the vases were put. The first part is an iconographic overview of how the Athenian painters depicted weddings, with an emphasis on the display of pottery to onlookers and guests during the public parts of weddings, important events in the life of the polis. The second part focuses on a large group of late fifth century vases that depict personifications of civic virtues, normally in the retinue of Aphrodite (Pandemos). The images would reinforce social expectations, as they advertised the virtues that would create a happy marriagePeitho, Harmonia (Harmony), and Eukleia (Good Repute)and promise the benefits that might result from adherence to these valuesEudaimonia and Eutychia (Prosperity), Hygieia (Health), and Paidia (Play or Childrearing). Civic personifications could be interpreted on the private levelas personal virtuesand on the public levelas civic virtues especially when they appeared on vases that functioned both in public and private, at weddings, which were public acknowledgments of private changes in the lives of individuals within the demos.
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Identifying parental practices contingent to the behavior of children is important to support interventions. This study compares parental disciplinary practices with the behavior of children in a clinical group with behavioral problems (n = 27) and of a group of children without behavioral problems (n = 26). The criterion to assign children in the clinical and non-clinical groups was obtained from the Child Behavior Checklist (CBCL). Information concerning parents-children interaction was obtained through the application of the Parental Educative Social Skills Interview Script (RE-HSE-P), which evaluates positive and negative educational practices, context, behavioral problems and children's social skills. Qualitative and quantitative analyses (Mann Whitney's test) were used in the groups' comparison. The results indicate that behaviors that differentiate between the clinical and non-clinical groups are mainly those related to positive educational practices and children's social skills.
Resumo:
This research aims to describe the effects of an intervention program focusing on parenting practices of mothers of babies by comparing pre- and post -test (intragroup comparison) performed with groups of adolescent mothers and adult mothers (intergroup comparison). Participants were 40 mothers, 20 adolescents and 20 adults. To collect data we used the Parenting Styles Inventory for Mothers of Babies (IEPMB), applied before and after the intervention, which is characterized for ten weekly meetings on topics related to the cycle of human development and parenting practices. The results showed significantly better educational practices for adolescent mothers compared to adult mothers especially in the first evaluation conducted. The intervention group was effective for most participants, adults and adolescents, who improved their parenting practices or remained appropriate. It discusses the importance of interventional groups to improve parenting practices of mothers of babies.
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While the numbers are slowly rising, Hispanic students continue to be disproportionately underrepresented in all levels of higher education, including doctoral education. There are many factors that may contribute to the low numbers of Hispanic doctoral students; for Hispanic women, one of these factors may be the perceived conflict between cultural expectations of childrearing and doctoral education. For Hispanic students who hold strong cultural values, this conflict may prevent enrollment in, or result in attrition from, doctoral education. As the number of Hispanic college enrollment increases, we will see more students trying to navigate between the collectivistic value of childrearing and the individualistic value of pursuing higher education. Thus, it is important to understand the needs of these students to aid in recruitment and retention of student-parents in all levels of higher education. This paper explores the barriers and supportive factors for current Hispanic doctoral student-parents. Suggestions are made to increase support which will allow these individuals to successfully complete a doctoral education, while attending to the responsibilities of parenting.
Resumo:
Research into the etiology of social phobia has lagged far behind that of descriptive and maintaining factors. The current paper reviews data from a variety of sources that have some bearing on questions of the origins of social fears. Areas examined include genetic factors, temperament, childrearing, negative life events, and adverse social experiences. Epidemiological data are examined in detail and factors associated with social phobia such as cognitive distortions and social skills are also covered. The paper concludes with an initial model that draws together some of the current findings and aims to provide a platform for future research directions. (C) 2004 Elsevier Ltd. All rights reserved.
Resumo:
Lide selon laquelle les enfants sont des sujets part entire de considrations de justice nest pas trs conteste. Les enfants ont des intrts qui leur sont propres et ont un statut moral indpendant de leurs parents: ils ne sont ni la proprit de ces derniers ni une simple extension de leur personne. Pourtant, les travaux des plus grands thoriciens de la justice en philosophie politique contemporaine ne contiennent pas de discussion systmatique du statut moral et politique des enfants et du contenu de nos obligations leur gard. Cette thse contribue remdier cette omission travers lexamen de quatre grandes questions principales. (1) Quelles sont les obligations de justice de ltat libral envers les enfants ? (2) Quels types de politiques publiques en matire dducation des enfants sont moralement lgitimes ? (3) Jusqu quel point est-il moralement acceptable pour les parents de dlibrment forger la vision du monde de leurs enfants ? (4) Quels critres moraux devraient guider llaboration de politiques en matire dducation morale dans les coles ? Cette thse est constitue de quatre articles. Le premier, Political Liberalism and Childrens Education, aborde les questions du fondement normatif et des implications du principe de neutralit ducative ou anti-perfectionnisme ducatif. Selon ce principe, il nest pas lgitime pour ltat libral de dlibrment promouvoir, travers ses politiques publiques en ducation, une conception particulire de la vie bonne. Larticle dfend les ides suivantes. Dabord, ledit principe est exclusivement fond sur des raisons de justice envers les parents. Ensuite, lanti-perfectionnisme libral nest pas, pour autant, mauvais pour les enfants, puisquune vaste gamme dinterventions politiques dans la vie familiale et lducation des enfants sont, de manire surprenante, justifiables dans ce cadre thorique. Le deuxime article, On the Permissibility of Shaping Childrens Values, examine la question de savoir si les parents ont un droit moral de forger dlibrment lidentit, la conception du monde et les valeurs de leurs enfants. Larticle dveloppe une critique de la conception anti-perfectionniste des devoirs parentaux et propose un nouvel argument libral lappui dun droit parental conditionnel de forger lidentit de leurs enfants. Larticle introduit galement une distinction importante entre les notions dducation comprhensive et denrlement comprhensif. Le troisime article, Common Education and the Practice of Liberal Neutrality: The Loyola High School Case , dfend trois thses principales travers une analyse normative de laffaire juridique de lcole Loyola. Premirement, il est lgitime pour ltat libral dadopter un modle dducation commune fort. Deuximement, la thse selon laquelle la neutralit comme approche ducative serait impossible est injustifie. Troisimement, il existe nanmoins de bonnes raisons pour ltat libral daccommoder plusieurs coles religieuses qui rejettent le modle de la neutralit. Le quatrime article, Which Moral Issues Should be Taught as Controversial?, critique la fois le critre pistmique dominant pour dterminer quels enjeux moraux devraient tre enseigns aux jeunes comme controverss, et la fois la manire dont le dbat sur lenseignement des enjeux controverss fut construit au cours des dernires annes, dun point de vue substantiel et mthodologique. Larticle propose une manire alternative daborder le dbat, laquelle prend adquatement en compte la pluralit des objectifs de lducation et un ensemble dautres considrations morales pertinentes.
Resumo:
Lide selon laquelle les enfants sont des sujets part entire de considrations de justice nest pas trs conteste. Les enfants ont des intrts qui leur sont propres et ont un statut moral indpendant de leurs parents: ils ne sont ni la proprit de ces derniers ni une simple extension de leur personne. Pourtant, les travaux des plus grands thoriciens de la justice en philosophie politique contemporaine ne contiennent pas de discussion systmatique du statut moral et politique des enfants et du contenu de nos obligations leur gard. Cette thse contribue remdier cette omission travers lexamen de quatre grandes questions principales. (1) Quelles sont les obligations de justice de ltat libral envers les enfants ? (2) Quels types de politiques publiques en matire dducation des enfants sont moralement lgitimes ? (3) Jusqu quel point est-il moralement acceptable pour les parents de dlibrment forger la vision du monde de leurs enfants ? (4) Quels critres moraux devraient guider llaboration de politiques en matire dducation morale dans les coles ? Cette thse est constitue de quatre articles. Le premier, Political Liberalism and Childrens Education, aborde les questions du fondement normatif et des implications du principe de neutralit ducative ou anti-perfectionnisme ducatif. Selon ce principe, il nest pas lgitime pour ltat libral de dlibrment promouvoir, travers ses politiques publiques en ducation, une conception particulire de la vie bonne. Larticle dfend les ides suivantes. Dabord, ledit principe est exclusivement fond sur des raisons de justice envers les parents. Ensuite, lanti-perfectionnisme libral nest pas, pour autant, mauvais pour les enfants, puisquune vaste gamme dinterventions politiques dans la vie familiale et lducation des enfants sont, de manire surprenante, justifiables dans ce cadre thorique. Le deuxime article, On the Permissibility of Shaping Childrens Values, examine la question de savoir si les parents ont un droit moral de forger dlibrment lidentit, la conception du monde et les valeurs de leurs enfants. Larticle dveloppe une critique de la conception anti-perfectionniste des devoirs parentaux et propose un nouvel argument libral lappui dun droit parental conditionnel de forger lidentit de leurs enfants. Larticle introduit galement une distinction importante entre les notions dducation comprhensive et denrlement comprhensif. Le troisime article, Common Education and the Practice of Liberal Neutrality: The Loyola High School Case , dfend trois thses principales travers une analyse normative de laffaire juridique de lcole Loyola. Premirement, il est lgitime pour ltat libral dadopter un modle dducation commune fort. Deuximement, la thse selon laquelle la neutralit comme approche ducative serait impossible est injustifie. Troisimement, il existe nanmoins de bonnes raisons pour ltat libral daccommoder plusieurs coles religieuses qui rejettent le modle de la neutralit. Le quatrime article, Which Moral Issues Should be Taught as Controversial?, critique la fois le critre pistmique dominant pour dterminer quels enjeux moraux devraient tre enseigns aux jeunes comme controverss, et la fois la manire dont le dbat sur lenseignement des enjeux controverss fut construit au cours des dernires annes, dun point de vue substantiel et mthodologique. Larticle propose une manire alternative daborder le dbat, laquelle prend adquatement en compte la pluralit des objectifs de lducation et un ensemble dautres considrations morales pertinentes.
