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Este trabajo de grado es el resultado de una investigación sociológica, que tiene como actor principal los estudiantes de 15 a 18 años, que se encuentran inmersos en las prácticas artístico-culturales de la Institución Educativa CASD de la sede Hermógenes Maza, a partir de los ensayos y de los eventos culturales realizados en la ciudad y el departamento, la cual será tomada desde la perspectiva de diversos autores sociológicos, con el fin de analizar las opiniones de los estudiantes y maestros de las prácticas, por medio de observaciones y de entrevistas semiestructuradas, para así comprender y exponer la influencia que tienen las prácticas y los maestros en la configuración identitaria de los jóvenes. This undergraduate work is the result of sociological research, which has as its main actor the students aged 15 to 18, who are immersed in the artistic and cultural practices of the CASD Educational Institution of Hermógenes Maza, from the rehearsals and cultural events held in the city and department, which will be taken from the perspective of various sociological authors, in order to analyze the opinions of students and teachers of the practices, through observations and semi-structured interviews, in order to understand and expose the influence that have the practices and teachers in the identity configuration of young people. Sociólogo http://unidadinvestigacion.usta.edu.co Pregrado

Text in Turkish ; Abstract: Turkish and English Includes bibliographical references (leaves: 52-61) xi, 98 leaves Amaç: Bu araştırmanın temel amacı, 4-6 yaş aralığındaki çocukların bağlanma stilleri ile duygu düzenleme becerileri arasındaki ilişkinin incelenmesidir. Yöntem: Araştırmanın çalışma grubunu, 4-6 yaş aralığındaki çocuklardan okul öncesine devam edenler oluşturmaktadır. İstanbul’da bulunan özel ve devlet okullarından 60 okul öncesi çağındaki çocuk çalışmaya alınmıştır. Araştırmanın tüm verileri Sosyodemografik Özellikler ve Bilgi Formu, Okul Öncesi Öz Düzenleme Ölçeği ve Güvenli Yer Senaryoları Testi ile toplanmıştır. Verilerin analizinde Güvenli Bağlanma Düzeyi ve Duygu Düzenleme Becerisi arasındaki ilişkiyi ölçmek için Pearson analizi duygu düzenleme becerileri ve bağlanma stilleri arasındaki ilişkiyi test etmek için bağımsız T testi ve diğer bağımsız değişkenlerin bağlanma stilleri sınıflamasına göre ilişkisini incelemek için ki kare analizi uygulanmıştır. Bulgular: Araştırma sonucuna göre Güvenli Bağlanma Düzeyi ile Duygu Düzenleme Becerisi arasında pozitif yönde anlamlı bir ilişki bulunmuştur (p

This study looked at how six infants in a group child care setting produced and appreciated humor. With the use of multiple qualitative methods, participant and non-participant observations, journal writing, videotaping, interviewing, and document review this study looked at children’s humor as indicated through their smiles and laughter. Findings of this study suggest that there are two theories that best describe young children’s humorous behavior, namely the Theory of the Absurd and Empowerment Theory. The Theory of the Absurd includes events that are out of the ordinary and violate children’s existing schemata. It emphasizes the incongruity of an event through funny gestures or positions, the incongruous use of materials and actions. Empowerment Theory describes young children’s ability to violate the expectations of their caregivers and use humor to empower themselves. It highlights a different form of incongruity which has to do with the violation of expectations, intentionally or otherwise. ABSTRACT FROM AUTHOR]; Copyright of International Journal of Early Years Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) 13 1 43 53

Problema. Vienas svarbiausių veiksnių, nulemiančių ankstyvąją vaiko asmenybės raidą, – jo tėvai ir jų bendravimas tarpusavyje bei su auginamu vaiku. Šiame kontekste dažnai akcentuojami ir tyrinėjami du reiškiniai – tėvų naudojamas auklėjimo stilius ir tėvų konfliktai, jų dažnumas, intensyvumas bei sprendimo būdai. Tačiau daug mažiau dėmesio literatūroje skiriama priežastims, lemiančioms vieno ar kito auklėjimo stiliaus ar konfliktų sprendimo strategijos pasirinkimą ar dominavimą šeimoje. Manoma, kad didžiausią reikšmę čia gali turėti tėvų asmenybės savybės. Tyrimo tikslas. Šiame darbe nagrinėjama tėvų, auginančių ikimokyklinio amžiaus vaikus (3–7 metų), savidiferenciacijos sąsajos su jų taikomais auklėjimo stiliais ir naudojamomis konfliktų poroje sprendimo strategijomis. Metodika. Tyrime dalyvavo 92 tiriamieji (19 vyrų ir 73 moterys), kurių vaikai lanko ikimokyklinio ugdymo įstaigas (darželius). Tyrime naudotas savidiferenciacijos klausimynas (Skowron, Friedlander, 1998), bendravimo modelių klausimynas (Christensen, Sulloway, 1985) ir auklėjimo stilių klausimynas (Robinson, Mandleco ir kt., 1995). Rezultatai. Gauti rezultatai atskleidė, kad savidiferenciacija teigiamai siejasi su konstruktyvių konfliktų poroje sprendimų strategijų naudojimu bei autoritetingu auklėjimo stiliumi. Taip pat nustatyta neigiama savidiferenciacijos koreliacija su autoritarinio auklėjimo stiliaus ir reikalavimo–atsitraukimo strategijos, sprendžiant konfliktus poroje, naudojimo laipsniu. Sudarytas... [toliau žr. visą tekstą] Background. Family and emotional environment are among the most important factors influencing development of children personalities. Their mental health during pre-school years and later is strongly influenced by the patterns of interactions that parents follow when communicating with each other and with children. The literature leaves no doubt that parenting styles and interpersonal conflict management strategies applied by the parents are important factors in this context. However, there is a lack of research on the influence of parents’ personalities on the choice of parenting style and conflict management strategy. In this paper, the role of parents’ self-differentiation (Bowen, 1978) in the communication with their spouse and pre-school child was addressed. The aim of this research was to examine the link of self-differentiation of parents raising pre-school children (3-7 years) to their parenting style and conflict management strategies. Methods and materials. Participants of the research were 92 parents (19 men and 73 women) of preschool children. Participants were asked to fill out the questionnaire, consisting of socio-demographic questions, Skowron, Friedlander (1998) Differentiation of Self Inventory (Cronbach alpha = 0,833), Communication Patterns Questionnaire (Cronbach alpha = 0,882), (Christensen, Sulloway, 1985), Questionnaire of Parenting Styles (Cronbach alpha = 0,707) (Robinson, Mandleco, 1995). Results and conclusions. The results of this study revealed... [to full text]

[spa] Este trabajo busca una aproximación al estudio de la familia desde un enfoque innovador y participativo en donde se ponen a dialogar las voces de los participantes del estudio con los aportes derivados de las diversas teorías filosóficas, sociológicas, psicológicas, pedagógicas y éticas para dibujar un mapa teórico-conceptual y metodológico desde el cual se pueda construir y re-construir nuevas formas de comprender la realidad humana. La investigación se apoya en el Paradigma Sociocrítico, desde una perspectiva Hermeneútica Crítica en la que se pretende comprender las distintas voces que se conjugan en la apreciación de la realidad familiar dentro de una sociedad abierta y plural. Expertos de distintas disciplinas (Filosofía, Sociología, Psicología, Pedagogía, Antropología) y universidades españolas y americanas (Universitat de Barcelona, Universidad Autónoma de Barcelona, Universidad Complutense de Madrid, Universidad Ramón Llull, Universidad de Girona, Universidad de Sevilla, Universidad de Illinois, Universidad Central de Chile, Universidad de Navarra), así como directoras y profesoras del nivel de P5 de la Educación Parvularia, padres/ madres de familia, niños/as de cinco a seis años de dos instituciones barcelonesas (el CEIP Pau Casals y el CEIP Els Pins), serán los protagonistas de este estudio, aportando su reflexión y experiencia. Por la amplitud del estudio, se ha diseñado el documento en tres partes. En la primera parte se ofrece en tres capítulos, una aproximación téorico conceptual al concepto de cultura, familia, aprendizaje ético y ciudadanía democrática, desde distintas disciplinas (Filosofía, Psicología, Sociología, Antropología, Pedagogía, Política). En el primer capítulo, se realiza una nueva conceptualización a partir de la noción de "cultura familiar"; en el segundo capítulo nos detendremos en el análisis del aprendizaje ético y la configuración de la personalidad ética del niño/a durante la primera infancia, especialmente la franja comprendida entre los cinco y los seis años y, en el tercer capítulo, nos interesa analizar la noción de ciudadanía y democracia a partir de las concepciones modernas que han resaltado el papel de la ética en la conformación de las comunidades políticas. En la segunda parte, se desarrollan dos capítulos. El cuarto capítulo presenta las pautas metodológicas que vertebran esta investigación desde el planteamiento del problema hasta la definición de los objetivos, población, instrumentos y técnicas de recolección de la información, categorías de análisis y criterios de rigor científico que se consideran. El quinto capítulo ofrece la descripción, análisis e interpretación de los datos recogidos en las distintas consultas realizadas a los expertos, directoras, profesoras (Apartado A), padres/madres de familia, niños/as (Apartado B). En este proceso se utilizan dos sistemas informáticos el Programa NVivo (versión 3.1) para el análisis de los datos cualitativos y el Programa SPSS (versión 11.0) para los datos cuantitativos. En la tercera parte se incluyen el capítulo de conclusiones de este trabajo, así como se ofrecen algunas líneas sobre la prospectiva de la investigación. Finalmente se ofrecen las referencias bibliográficas en este primer volumen y, en el segundo volumen se presentan los anexos que complementan la información detallada a lo largo de este proceso investigador. Para la realización de este trabajo se obtuvo una beca familiar de estudios otorgada por la Universidad de Costa Rica, así como el apoyo complementario de la Organización de Estados Iberoamericanos (O.E.I.) para participar en el Programa de Doctorado Educación y Democracia de la Universitat de Barcelona.Además, para optar a la mención de Doctorado Europeo se llevó a cabo una estancia de tres meses en la Universidad de Glasgow (Escocia), bajo la tutoría de Jim Conroy de la Facultad de Educación, para trabajar de manera específica sobre el tema de Ciudadanía democrática., [eng] The present investigation attempts to show the influence of the family culture on the ethical learning process of children between 5 and 6 years old, as a basis for the construction of a democratic citizenship. We have focused on these first years, because there are multiple evolutionary studies confirming the importance of affective links in the basis* of cognitive, social and affective development of children, and even of adults in later phases, such as the motivation of achievement, social competition, and responsibility, among others. Most of the investigation was carried out in Catalunya, specifically in the Province of Barcelona, because it represents a diverse and pluralistic society shared by different family cultures, whose description will contribute elements which will be useful in understanding the complex reality that makes each family group unique. The study has been organized from a critical hermeneutical perspective, trying to understand the different points of view that are combined in the appreciation of the family reality within an open and pluralistic society. Twenty-five experts in different fields (such as Philosophy, Sociology, Psychology, Pedagogy and Anthropology) from nine universities (seven from Spain and two foreign universities) will participate, using the Delphi Method, as well as two directors and two P5-level educators from Nursery Schools. In addition, twenty-five fathers and mothers will contribute stories from their day-to-day life, and participate in consultations about the model of ethical personality; twenty-six children between 5 and 6 years old attending the educational centres from the Distrito Horta Guinardó (CEIP Pau Casals and CEIP Els Pins) will share their points of view through the Human Figure Test. All of them will be the main actors of this work, contributing their considerations and experience. For development this research I had haven support of University of Costa Rica and the Organization of Iberoamerican States (O.E.I), and stayed in the University of Glasgow with Dr. Jim Conroy (Faculty of Education) for work about Democracy citizenship, because a would like to complete the neccesary for the European Degree.

This study has two goals. One is to begin to explicate the educational theories and practices of Charlotte Mason and the other is to determine whether or not her educational theories and practices are still useful in a 21st Century American School. The first goal is addressed in six essays that discuss major educational tenets of Mason’ s educational philosophy. The second goal is studied through a case study on The Children’s Community School. The six essays based on major tenets of Mason’s educational theories and practices begin with the principle, "children are born persons," which permeates all of her beliefs about teaching and learning. "Children are born persons" means that children change from within and not from without and, therefore, are discoverers of knowledge not vessels to be filled. Rousseau believed that children come with a good nature, but Mason contended that they come with a nature that is both good and evil, as all humans. Therefore children need to be educated to attenuate the evil nature. That is the second tenet. The third tenet is a discussion of authority and docility. If children have a good and evil nature then authority is necessary. However, since children are persons, they have a right to an education and they have a right to self-authority. The fourth essay discusses Mason’s beliefs about the sacredness of a child’s personality. In the fifth essay on pedagogy the discussion is concentrated on Mason’ s use of narration as an instructional tool. The last essay is on curriculum and includes a discussion of Mason’s views on curriculum and the use of the narrative in the curriculum. All of the essays bring to the discussion the thinking of other educational thinkers both past and present. At the end of each essay is the story of the implementation of Mason’s educational theories and practices at The Children’s Community School. The data collection for this case study is defined by Mason’s educational principles discussed in each essay. Data were collected on site at the school through observations, interviews and documents. All interviews were transcribed. Data from transcriptions, observations, and documents were then coded by the six major tenets discussed in the essays. Connections were examined between the theory of Mason and the practice in The Children’s Community School. Ed. D.

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