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2. Family Policy in the US, Japan, Germany, Italy and France: Parental Leave, Child Benefits/Family Allowances, Child Care, Marriage/Cohabitation, and Divorce. A Briefing Paper Prepared by the Council on Contemporary Families.
- Author
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Henneck, Rachel
- Abstract
Within the last 50 years, the work-family-household arrangements upon which social policy systems in industrial nations were formulated have disappeared. This briefing paper examines how social policies of the United States, Japan, Germany, Italy, and France have responded. The paper is presented in two major sections. The first section describes family policies in each country concerning parental leave, child benefits/family allowances, child care, marriage/cohabitation, and divorce. The second section discusses the mixed effects of maternity leave on womens employment, the lack of a relationship between fertility and maternity leave and fertility and cash benefits, and factors that complicate the relationship between countries' social spending and child poverty. Job-protected maternity leave is described as the most basic entitlement reflecting public acknowledgment of the economic necessity of working motherhood. Analyses suggest that fertility rates do not seem responsive to cash benefits or other policies, such as extended maternity leave, that function as wages for motherhood. In countries where child care provisions are not widely available, lengthy paid leaves have the effect of bringing women into the home for long periods of time. The most important role of cash benefits is to reduce child poverty, as illustrated by patterns in the U.S., France, and Germany. The paper concludes by asserting that Western European nations family policy can be divided into two types, one in which the social welfare system provides a comprehensive array of universal family benefits and services, and the other in which benefits are nonuniversal and accompanied by higher child poverty rates. The United States fits neither of the European patterns and is characterized by several contradictions contributing to the lack of political support for families. (Contains 98 references.) (KB)
- Published
- 2003
3. Proceedings of International Conference on Studies in Education and Social Sciences (Antalya, Turkey, October 20-23, 2023). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Muhammet Demirbilek, Mahmut Sami Ozturk, Mevlut Unal, Muhammet Demirbilek, Mahmut Sami Ozturk, Mevlut Unal, and International Society for Technology, Education and Science (ISTES) Organization
- Abstract
"Proceedings of International Conference on Studies in Education and Social Sciences" includes full papers presented at the International Conference on Studies in Education and Social Sciences (ICSES) which took place on October 20-23, 2023, in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICSES invites submissions which address the theory, research, or applications in all disciplines of education and social sciences. The ICSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC. The month of the conference on the cover page (November) is incorrect. The correct month is October.]
- Published
- 2023
4. Juridification and Regulative Failures. The Complicated Implementation of International Law into National Schools
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Ronny Freier, Ulrike Thams, and Wieland Wermke
- Abstract
This paper starts with the increasing discussions on juridification in education. Concerning theorizing on such processes, we examine the poor implementation of the UN Convention on the Rights of Persons with Disabilities Convention on the Rights of Persons with Disabilities, CRPD (2008) in the school sector of Germany. The paper considers the reasons for this failed endeavor by analyzing the complex, multilevel relations between policy and law in different national and historical contexts. With this, aspects of juridification as a process in education policy can be illuminated. In this regard, we suggest crucial aspects regarding juridification in public education: a focus on regulative failures in juridification processes, juridification's contexts, the mandate for putting it into action, the allocation of resources, and finally, its objective and subjective rights dimensions, i.e. how an individual can claim rights within the machinery of public education.
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- 2024
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5. Comparing Pupils and Teacher's Reflections on iRead Tablet-Based Literacy Games in a German Elementary School
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Knorr, Nancy and Berkling, Kay
- Abstract
iRead is an EU Project involving literacy games in Spanish, German, Greek, and English for L1 and L2 acquisition. Content is selected dynamically from a large database using linguistic rules based on the player profile. The teacher can view pupils' progress based on automated game sequences or assign games manually. This project strives to understand how teaching with new technology is incorporated into the classroom. The authors interviewed both teachers and children about their points of view and compared their answers at the end of the project. Results indicate that pupils had a much deeper understanding of their learning than was apparent from the teachers' point of view. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]
- Published
- 2020
6. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (18th, Virtual, October 13-15, 2021)
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International Association for Development of the Information Society (IADIS), Sampson, Demetrios G., Ifenthaler, Dirk, and Isaías, Pedro
- Abstract
These proceedings contain the papers of the 18th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2021), held virtually, due to an exceptional situation caused by the COVID-19 pandemic, from October 13-15, 2021, and organized by the International Association for Development of the Information Society (IADIS). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. The CELDA 2021 Conference received 68 submissions from more than 21 countries. Out of the papers submitted, 34 were accepted as full papers for an acceptance rate of 50%; 16 were accepted as short papers, and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher: Dr. David Scaradozzi, Department of Information Engineering, Università Politecnica delle Marche, Italy. [Individual papers are indexed in ERIC.]
- Published
- 2021
7. The Legitimation of Quality Physics Education for Street-Connected Children and Street Youth
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Fischer, Matthias and Welzel-Breuer, Manuela
- Abstract
Worldwide, there are millions of children and youth living on the streets. While this is accepted as a sad reality when it comes to developing countries, many people are unaware that street youth also exist in Western countries, such as Germany. In both developing and developed countries young people on the streets face a plethora of challenges that make it difficult for them to access quality schooling. However, one of the demands of the SDG "Quality Education" is that children and youth in precarious living situations should be guaranteed access to all levels of education. In order to fulfill this goal different projects, for example street schools, are founded. Nowadays these projects often include physics education in their curriculum. This study has two goals. First, the life of street-connected children in developing countries and street youth in Germany is compared through an extensive literature review. Differences and similarities between these two groups and their reasons for leaving home are elaborated. Secondly, the question is answered to what extent physics education is necessary for street-connected children and street youth and consequently should be part of educational projects for them.
- Published
- 2021
8. Free Spaces and 'Pedagogical Protection': On the Asylum Theory of Ortwin Henssler and Its Implications for Education
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Jun Yamana
- Abstract
This paper attempts to reinterpret asylum theory (1954) propounded by Ortwin Henssler (1923-2017) as a free-space theory of education, as a way of grasping the problematic nature of 'pedagogical protection.' The theoretical potential of Henssler's thought has been more appreciated, accepted, and developed in Japan than in his native Germany. First, I outline Henssler's theory of asylum and show how his theory has been received and developed in Japan, especially in the fields of historical researches. Secondly, I discuss the possibility of reading Henssler's thought of asylum as a theory of 'pedagogical protection.' Thirdly, I consider whether it is possible to interpret 'free space' in education based on the model of asylum. Finally, I delineate some prospects for and challenges involved in connecting the theory of asylum to the theory of education.
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- 2024
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9. Proceedings of the International Conference on Educational Data Mining (EDM) (11th, Raleigh, North Carolina, July 16-20, 2018)
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International Educational Data Mining Society, Boyer, Kristy Elizabeth, and Yudelson, Michael
- Abstract
The 11th International Conference on Educational Data Mining (EDM 2018) is held under the auspices of the International Educational Data Mining Society at the Templeton Landing in Buffalo, New York. This year's EDM conference was highly competitive, with 145 long and short paper submissions. Of these, 23 were accepted as full papers and 37 accepted as short papers. This year's conference features three invited talks: Tiffany Barnes, Professor at North Carolina State University in Raleigh, North Carolina; Jodi Forlizzi, Geschke Director of the HCI Institute and Professor at Carnegie Mellon University; and Jim Larimore, Chief Officer of Center for Equity in Learning at ACT, Inc. Together with the "Journal of Educational Data Mining" ("JEDM"), the EDM 2018 conference supports a "JEDM" Track that provides researchers a venue to deliver more substantial mature work than is possible in a conference proceeding and to present their work to a live audience. Three such papers are featured this year. The papers submitted to this track followed the "JEDM" peer review process. The main conference invited contributions to an Industry Track in addition to the main track. The EDM 2018 Industry Track received ten submissions of which six were accepted, a tangible improvement over last year, with only four submissions total, all of which were accepted. This expansion of the industry track represents an intentional goal to better connect industry researchers with the academic research community. The EDM conference continues its tradition of providing opportunities for young researchers to present their work and receive feedback from their peers and senior researchers. The doctoral consortium this year features 14 such presentations, more than double compared to the prior year. In addition to the main program, there are four workshops: (1) Educational Data Mining in Computer Science Education (CSEDM); (2) Proposal Policy & EDM: Norms, Risks, and Safeguards; (3) replicate.education: A Workshop on Large Scale Education Replication; and (4) Scientific Findings from the ASSISTments Longitudinal Data.
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- 2018
10. Focus Your Young Visitors: Kids Innovation--Fundamental Changes in Digital Edutainment.
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Sauer, Sebastian and Gobel, Stefan
- Abstract
With regard to the acceptance of human-computer interfaces, immersion represents one of the most important methods for attracting young visitors into museum exhibitions. Exciting and diversely presented content as well as intuitive, natural and human-like interfaces are indispensable to bind users to an interactive system with real and digital parts. In order to overcome the obstacles to attracting the young, the authors have taken an interdisciplinary approach to the fields of multimedia, media design,TV/movie or literature, and especially myths, to develop narrative "edutainment" applications for children. Similar to Hollywood, production content and dramaturgic scripts are generated by authoring tools and transmitted by multimodal interfaces enhanced by natural conversation forms. These concepts are enhanced by interaction design principles, methods and appliances; such as Kids Innovation or Momuna.This paper describes both existing technologies and new innovative methods and concepts of interactive digital storytelling and user interaction design to establish immersive edutainment applications and appliances using multimodal user interfaces. These approaches merging into Dino-Hunter as innovative game-oriented mobile edutainment appliances are discussed within the environment of mobile application scenarios for museums and their young visitors. Includes 13 figures. (Contains 18 references.) (Author)
- Published
- 2003
11. Children's Conceptual Knowledge of Triangles Manifested in Their Drawings
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Maier, Andrea Simone and Benz, Christiane
- Abstract
When asked to draw different kinds of triangles, children reveal many creative ways to express variety. In this paper, the drawings of 81 children in the age between 4 and 6 will be examined and illustrated what kind of understanding of the concept "triangle" precedes the drawings. Therefore, different categories of the children's drawings were generated and also compared to their explanations of a triangle, which sometimes might not be in agreement with their drawings. [For the complete proceedings, see ED597799.]
- Published
- 2014
12. The Detrimental Role of Punitive Parenting in Psychological Well-Being of Children with Learning Disabilities: A Longitudinal Study
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Yotyodying, Sittipan, Wild, Elke, and Schwinger, Malte
- Abstract
In accordance with self-determination theory, this paper examined whether punitive parenting (child and parent reports) would predict psychological well-being (i.e., self-esteem, affect, life satisfaction) of children with learning disabilities over time. We analysed data from 300 German children with learning disabilities who were surveyed in Grades 3 and 4 and their parents (N = 300), who were surveyed only once in Grade 3. Cross-sectional results in Grade 3 demonstrated negative associations between children's perceived punitive parenting and all child well-being outcomes, whereas parent report of punitive parenting was not associated with any well-being outcomes. In terms of longitudinal relations, children's perceptions of greater punitive parenting in Grade 3 resulted in greater negative affect in Grade 4. Results and implications of this paper are discussed.
- Published
- 2021
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13. Insecure Identities: Unaccompanied Minors as Refugees in Hamburg
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Schroeder, Joachim
- Abstract
This paper analyses the financial circumstances and social income of nearly one hundred unaccompanied minors who have come to Hamburg as refugees from various regions of Africa. It is based on extensive qualitative surveys, analysing their objective conditions of life and in particular their legal situation. A wide range of interview material and participative observations were used to obtain information on biographic courses and school and vocational careers of the young refugees over a period which extended to ten years in some cases, giving very detailed insights into their "hidden lives". [For complete volume, see ED567040.]
- Published
- 2012
14. Re-Engaging Incarcerated Children and Young People with Education and Learning Using Authentic Inquiry in Italy, Spain, Germany and the UK
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Shafi, Adeela Ahm, Middleton, Tristan, and Jones, Chris
- Abstract
Children and young people who come into conflict with the law tend to be disengaged with education and learning. This paper reports on research from an EU Erasmus+ project in Spain, Italy, Germany and the UK. The research focused on the impact of Authentic Inquiry (AI) on learners in custodial or youth justice settings and the impact on educators and their pedagogy. Quantitative data (from 82 educators and 73 young people), demonstrated the young people could be re-engaged with education and learning as evidenced in the change in Learning Power profiles. Qualitative data (from 16 educators and 14 young people) showed the greatest impact to be on the emotional component of engagement. The AI had an impact on educators as learners by improved Learning Power profiles and on their pedagogical approach. Ways to embed the approach into education in youth justice settings in the different country contexts are discussed.
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- 2023
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15. Reading Ability and the New Technology--Developments in Germany.
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Krueger, Susanne and Schmitt, Rita
- Abstract
This paper begins by examining various aspects of children's and young people's reading ability and the new media, including children's media use and ownership, as well as multicultural aspects. The way public libraries see their role in the teaching of media skills is then considered, including well-developed reading ability as a prerequisite of media skills competence, providing media access and teaching media skills, and library policy positions; the statistics on the library provision of new media with special reference to service for children and young people are also discussed. The following principles of media education activity in children's libraries are summarized: a play-centered approach; an activity-centered approach with emphasis on the child's own actions; the integration of all media forms; and the presentation of the library's media range. It is noted that the variety of media skills teaching activities in children's libraries far outshines actual media provision, and several practical examples are provided, including the creation of special links lists for children in the Internet, creative activities for getting to know new media forms, and creative activities for new media production. (MES)
- Published
- 1999
16. Effects of a Computerized STOP & LIST Intervention to Foster Text Production Skills in Students Who Struggle with Composition Writing
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Nobel, Kerstin and Grünke, Matthias
- Abstract
Most students who struggle with writing have particular trouble with planning a text. They do not find themselves sufficiently able to generate content and organize the ideas they wish to address into a coherent order. STOP & LIST is a well-proven strategy that has the potential to help students mold an internal representation of the text in their minds before composing it. However, teaching such a technique in diverse classroom environments is challenging. We thus developed a computerized version of a STOP & LIST intervention geared toward providing each student with sufficient practice opportunities and individualized feedback to acquire ample text-planning skills. In our randomized experiment, we involved 30 fourth graders with severe difficulties in expressive writing. We provided 15 students with seven 90-minute training sessions using our software, and the other 15 continued to participate in regular classroom activities. Our results speak to the high effectiveness of the intervention. The children obviously benefitted greatly from the treatment. Our program produced an effect size of about one and three quarters standard deviations. We end the paper with a critical discussion of the results and some practical implications of the findings.
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- 2020
17. How Playful Learning Can Help Leapfrog Progress in Education
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Brookings Institution, Center for Universal Education, Winthrop, Rebecca, Ziegler, Lauren, Handa, Rhea, and Fakoya, Foluyinka
- Abstract
Humans are born with the natural ability to gain skills through play. Children learn about social norms, roles and responsibilities, and language through curiosity-driven, playful interactions and activities. Learning through play harnesses the power of children's imagination and inspires active engagement with the material. The Center for Universal Education at Brookings, is studying innovations that strive to improve education. If the education sector stays on its current trajectory, half of all youth around the world entering the workforce in 2030 will lack basic secondary-level skills they need to thrive--from literacy and numeracy to critical thinking and problem solving. It is believed that leapfrogging, or rapid nonlinear progress, is needed to change this trajectory. Education that allows students to leap forward in learning should incorporate experimentation and iteration, helping students make meaning of what they are learning, and engage with others in doing so. These types of student-centered, playful learning experiences are an essential component to leapfrogging in education because without them young people will not be able to develop the full breadth of competencies and skills they need to thrive in a fast-changing world. This paper is the first in in a series of Leapfrogging in Education snapshots that provide analyses of a global catalog of education innovations. Of the nearly 3,000 innovations captured in the catalog, two-thirds involve playful learning, which represents the largest category of innovations that were recorded. [Support also provided by the BHP Foundation.]
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- 2019
18. The role of mentoring in the schooling of children in residential care.
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Garcia-Molsosa, Marta, Collet-Sabé, Jordi, and Montserrat, Carme
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ACADEMIC achievement ,CAREGIVERS ,FOCUS groups ,INTERPERSONAL relations ,MENTORING ,REPORT writing ,RESEARCH funding ,ROLE models ,TEACHERS ,QUALITATIVE research ,SOCIAL capital ,PILOT projects ,OCCUPATIONAL roles ,THEMATIC analysis ,RESIDENTIAL care ,UNDERGRADUATES ,STAKEHOLDER analysis ,ADOLESCENCE ,CHILDREN - Abstract
Copyright of European Journal of Social Work 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.)
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- 2021
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19. Supporting the Child's Development by Developing the Group Dynamics Experiences from the Supervision of Educators.
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Buttner, Christian
- Abstract
This report, the third annual study of primary program implementation, outlines case study observations of learning groups and of teachers relations to groups. The learning atmosphere of a learning group is determined by presence of conducive or disruptive elements, input of children, and relation of the group to the teacher, in addition to good pedagogical practice. In order to advance children's development, good working relations with individual children and with the whole learning group are needed. Group work generally only takes into account the way children in a learning group are composed into the group, without considering the group as a social system. A supportive relationship is important to improved group learning and to instructor's relationship with groups. After an initial discussion of learning groups, experiences of individual teachers are described. Supervision groups and group-experience groups are mentioned, including how supervision, self-experience, and theory can become three interlinked elements of child development. (BGC)
- Published
- 1996
20. The Child's Right To Play.
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Morris, Beverley
- Abstract
This paper argues that play is an important and fundamental educational process and that the child's right to play should be respected. The paper also comments on the 1990 Tokyo International Conference on the Child's Right to Play. Several issues related to children's play, both in and out of school, are discussed. The focus is on the state of children and play in New Zealand, but examples from several other countries are also provided. The issues discussed concern: (1) the space reserved for children's play; (2) the importance of playmates in the process of learning social skills; (3) the role of adults in children's play; (4) the child's right to play in safety; (5) dangers of crossing the street in traffic; (6) sexual abuse; (7) play as a therapeutic process for sick or hospitalized children; (8) toy-lending libraries; (9) concerns about war toys; (10) racism and sex stereotyping; (11) computer games; and (12) the importance of creative play. (GLR)
- Published
- 1991
21. On the Use of Prediction Analysis in Cognitive-Developmental Research: Examples from Childhood and Old Age.
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Lindenberger, Ulman
- Abstract
This paper describes four research examples of the use of prediction analysis in research. The aim of prediction analysis is to compare a rule as specified by a theory with a reference rule. The first example of prediction analysis in this paper concerns a study of 120 first, second, and third graders' performance on length and weight problems. Results showed that children would not be able to solve a weight problem at a given level if they did not solve the length task of the same and all lower levels. In the second example, the hypothesis that a certain amount of attentional capacity is a necessary condition for attaining certain forms of reasoning was tested and supported. In the third example, children solving a transitivity task were divided into two subpopulations: (1) an operational subpopulation, in which children infer judgments on the basis of premise relations; and (2) a nonoperational population, in which children infer judgments in some other way. The hypothesis that only the combination of these two populations produces stochastic dependence was supported. Data from the fourth study, whose 80 subjects had a mean age of 81 years, showed that it may not be meaningful to recode a continuous variable into two or more categories in order to apply prediction analysis. (SH)
- Published
- 1991
22. Children's Rights: Monitoring Issues.
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Ghent Univ. (Belgium). Children's Rights Centre., Verhellen, Eugeen, and Spiesschaert, Frans
- Abstract
A number of research seminars were organized to clarify the fundamental principles underlying local, regional, and international efforts to establish a structure for monitoring and promoting children's rights. This book contains papers presented at these seminars by experts on child advocacy, promotion of children's interests by children, and children's knowledge and views. The 14 papers presented are: (1) "The Search for the Achilles Heel: Monitoring of the UN Convention on the Rights of the Child and Its Implications for the States Parties" (Eugeen Verhellen); (2) "Working for the Rights of Children in Norway" (Malfrid Grude Flekkoy); (3) "Activities of the German Society for the Protection of Children: Establishing the Office of the Child Commissioner in the Federal Republic of Germany" (Walter Wilken); (4) "'Baby Kissing' or a Real Policy for Children?" (Ludwig Salgo); (5) "French Public and Private Initiatives Contributing to the Implementation of the Convention on the Rights of the Child in France" (Jean-Pierre Rosenczveig with Annie Bouyx); (6) "Out of the Mouths of Babes," on the difficulties of implementing the Convention on the Rights of the Child (Judith Ennew and Virginia Morrow); (7) "Do the Rights of the Child Bring Childhood from the Periphery to the Centre of Society?" (Marjatta Bardy); (8) "Ways of Presenting Children's Lives and Activities" (Jens Qvortrup); (9) "Policy for Children: The Situation in Norway" (Per Egil Mjaavatn); (10) "Children or Youth Town Councils" (Evelyne Lebault); (11) "The Conference 'Voices of the Children,' A Participation Project of and for Children" (J. J. Voeten); (12) "Children's Express: By Children for Everybody" (Robert Clampitt); (13) "Working Children: Leading the Struggle to Obtain and Defend Their Own Rights" (Nelly Torres); and (14) "The United Nations of Youth" (Jeroen Keppens). (TJQ)
- Published
- 1994
23. Childhood and Happiness in German Romanticism, Progressive Education and in the West German Anti-Authoritarian 'Kinderladen' Movement in the Context of 1968
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Baader, Meike S.
- Abstract
The subject of this paper is the construction of childhood as a time of happiness in different historical periods. It first analyses the construction of childhood as a time of happiness in the German romantic period in the eighteenth century. Secondly, the paper discusses the construction of happy mothers and children in "The Century of Childhood" (1900) by the Swedish writer Ellen Key and thirdly, the idea of happy children in educational programmes within the movement of 1968 in West Germany, especially in the so called "Kinderladen" and within the alternative milieu of the 1970s and 1980s, also inspired by the US psychotherapist Jean Liedloff and her famous book "In Search of Happiness Lost" (1977). The paper focuses on differences and similarities in the construction of the happy childhood. It shows that the discussion about children's happiness is part of the history of childhood and plays a decisive role in the pedagogical thought concerning childhood. The several discoveries of childhood in modern history were often connected with the idea of childhood as a happy time. In the twentieth century the discourse about children's happiness is linked with the history of the psychological self and his education. A tendency to psychologise the self is an impact of the discourse. (Contains 53 footnotes.)
- Published
- 2012
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24. The Barriers and Facilitators to the Implementation of Interventions for Children with Visual Impairments, Their Parents/Guardians or Educators: A Systematic Scoping Review
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Yesilkaya, Eda, Best, Paul, Byrne, Bronagh, and Marshall, Gerry
- Abstract
A body of research indicates the importance of interventions for promoting the development and progress of children with visual impairments. However, the research available on suitable interventions for this population is relatively sparse. The purpose of this review is to identify, collate and appraise the available research evidence on implementation barriers and facilitators of interventions for children with visual impairments, their parents/guardians or educators. A systematic scoping search of peer-reviewed literature (including grey literature) was conducted from 15 June 2016 to 7 August 2016 and 2 May 2019 to 5 May 2019. Initial searches identified 6802 papers with 15 meeting the inclusion criteria. Three additional articles were identified through hand searching giving a final total of 18 included studies. The methodological quality score of the studies was variable with 61% scored in the average quality range. Sensory strategies, a family-centred approach, in-service training and routines-based activities were identified as implementation facilitators. Barriers were a lack of adaptive equipment and training for parents and professionals, complicating factors associated with the child's disability and an absence of specialists in interventions. Effective intervention strategies differ for this targeted population which requires individualised applications associated with teacher and parent/guardian training. For health or education professionals who work with children with visual impairments, the outcomes of this review suggest that a detailed assessment and identification of the individualised needs of children and their families, coupled with carefully designed and tested support practices to meet their individualised needs as well as promoting integrated working between health and care services, can optimise the positive implications for future practice. Along with this, future consideration should be given to the identification of the needs of children with visual impairments and additional disabilities in order to facilitate the adjustment of intervention strategies for this group.
- Published
- 2021
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25. Patterns of Cross-National Variation in the Association between Income and Academic Achievement
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Chmielewski, Anna K. and Reardon, Sean F.
- Abstract
In a recent paper, Reardon found that the relationship between family income and children's academic achievement grew substantially stronger in the 1980s and 1990s in the United States. We provide an international context for these results by examining the income-achievement association in 19 other Organisation for Economic Co-operation and Development countries using data from the Progress in International Reading Literacy Study and the Programme for International Student Assessment. First, we calculate and compare the magnitude of "income achievement gaps" across this sample of countries. Second, we investigate the association between the size of a country's income achievement gap, its income inequality, and a variety of other country characteristics. We find considerable variation across countries in income achievement gaps. Moreover, the U.S. income achievement gap is quite large in comparison to this sample of countries. Our multivariate analyses show that the income achievement gap is positively associated with educational differentiation, modestly negatively associated with curricular standardization, and positively associated with national levels of poverty and inequality.
- Published
- 2016
26. Parental Gender Concepts, Attitudes, and Role Division and Gender Development in Five- to Ten-Year-Old Boys and Girls.
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Trautner, Hanns Martin
- Abstract
The impact of parents as socialization agents for the gender development of their children is controversial in the literature. This study tested the assumption that parental socialization influences found to be of importance for one kind of variation in gender development are not necessarily the same as those that are of relevance to explain another kind of variation. A longitudinal study was conducted with 44 boys and girls, ages 5 to 10, and their parents. For the children, data were collected on the development of different components of gender typing; their mothers and fathers completed a questionnaire on gender role socialization. Results showed that although the gender concepts and preferences of most children reflected the typical gender roles of the adult world that were experienced by the children, the observed age changes in the gender typing of boys and girls and the differences between boys and girls in their gender development did not correlate with parental gender concepts and the parents' role division of household chores. However, the individual differences in the rigidity-flexibility of gender concepts and in the gender role preferences within the groups of boys and girls were related to the individual parents' gender concepts and attitudes, especially in mother-son dyads. No relationship was found between the individual parents' gender role behaviors and the inter-individual differences of children's gender typing. Results support the assumption that the impact of parental socialization influences varies systematically with the kind of variation to be explained. (Contains 12 references.) (Author/EV)
- Published
- 1996
27. Parents' Attitudes towards Inclusive Education in Day Care Facilities
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Lohmann, Anne, Wulfekühler, Heidrun, Wiedebusch, Silvia, and Hensen, Gregor
- Abstract
Parents' attitudes towards inclusive education in day care facilities in the city and rural district of Osnabrueck in Germany were assessed by conducting a written survey (N = 809). In the survey, parents indicated their perceptions of advantages and risks of inclusion for children with and without special needs. The interviewed parents perceived more advantages than risks for both groups of children. The results of the assessment varied depending on the kind of child care facility. The paper concludes with recommendations for future research and about how institutions should develop to adequately go about the implementation of inclusive education.
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- 2019
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28. An International Perspective on Regulated Family Day Care Systems
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Davis, Elise, Freeman, Ramona, Doherty, Gillian, Karlsson, Malene, Everiss, Liz, Couch, Jane, Foote, Lyn, Murray, Patricia, Modigliani, Kathy, Owen, Sue, Griffin, Sue, Friendly, Martha, McDonald, Grace, Bohanna, India, Corr, Lara, Smyth, Lisa, Morkeseth, Elisabeth Ianke, Morreaunet, Sissel, Ogi, Mari, Fukukawa, Sumi, and Hinke-Rahnau, Jutta
- Abstract
Despite emerging evidence of the contributors to high-quality family day care, a comprehensive comparison of international family day care systems has not been undertaken. The aim of this paper is to compare regulated family day care (FDC) in Australia, Canada, England and Wales, Germany, Ireland, Japan, Norway, New Zealand, Sweden, and the USA, using standard information about FDC usage and each country's structural characteristics, regulatory approach, quality assurance indicators, supervision and support, and sector challenges. A template was developed by representatives of the International Family Day Care Organisation, including academics, FDC providers, and FDC educators and management staff. The paper demonstrates that, although the existing body of published research is sufficient to provide clear guidance for developing and maintaining quality FDC, this knowledge is not always being applied in current practices. Three practices, each pertaining to several countries, are of concern: (a) minimal requirements for being a regulated FDC provider, (b) minimal quality assurance guidelines, and (c) minimal provider supports. There is great potential to learn from countries that have a high level of success in providing high-quality FDC and strong support for providers and families. (Contains 6 tables.)
- Published
- 2012
29. The Impact of Familial Activities on the Verbal and Non-Verbal Skills of Children of Turkish Immigrants in Germany
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Becker, Birgit
- Abstract
A vast array of studies has demonstrated that stimulating activities within the family (e.g., reading to child, singing together) positively affect children's development in various domains. However, this influence is less established for children of immigrants. This paper analyses the impact of familial activities on non-verbal cognitive skills and German-language skills of six-year-old children of Turkish immigrants in Germany. It is argued that not only the frequency of familial activities but also the language use during these activities needs to be considered in immigrant families which has rarely been done in the previous literature. Not taking into account the language use during these activities might be especially problematic in the domain of verbal skills. The empirical results show that the frequency of stimulating familial activities is positively associated with children's verbal and non-verbal skills. In contrast, the language use during these activities only affects children's language skills but not their non-verbal cognitive skills. It is concluded that the language use during familial activities needs to be taken into account in the case of verbal skills.
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- 2013
30. Persisting Inequalities: Childhood between Global Influences and Local Traditions
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Buhler-Niederberger, Doris and Van Kreiken, Robert
- Abstract
This article analyses the central themes running through the collection of papers in this special issue of Childhood, which were all given as papers at the XVI Durban World Congress of Sociology, 23-29 July 2006. These themes encompass the ways in which global processes of social change combining modernity with tradition have become important for both the perception of childhood and for children's real lives. They also include the ways in which those processes intertwined with social inequalities of gender, generation and socioeconomic status among children and between children and other age groups. The article goes on to provide an outline of the ways in which more general theoretical concerns in the sociology of childhood globally are related to local situations, to a variety of practical settings, to the conceptual concerns in different sociological fields and other social science disciplines in South Africa, Ethiopia, Taiwan, Germany, Sweden, and Italy.
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- 2008
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31. Adventure Therapy with Grieving Children
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Renner, Hans-Georg
- Abstract
This paper describes practical examples of Adventure Therapy in the accompaniment of grieving children and adolescents in Germany. The article shows possible ways for colleagues, also in other countries, and wants to encourage professional companions to approach Adventure Therapy, as well as to stimulate exchange.
- Published
- 2012
32. The Bubble-Wrap Generation: Children Growing Up in Walled Gardens
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Malone, Karen
- Abstract
Children in middle class Australia, and many western countries around the world experience restricted opportunities to engage in free play in their neighbourhood streets and parks. The impact of this has been a drastic decrease in children's independent mobility and environmental play. Recent research has focused on the physical environment of neighbourhoods' in an attempt to understand how they might be designed to encourage children's play and increase their environmental learning. This paper explores these same issues but from a different perspective. That is, to explain some of the changes in childhood environmental behaviours I explore children and parent relationships, in particular, the phenomena of 'bubble-wrapping' children to appease the anxieties of some middle class parents. I acknowledge when making these claims that parenting is a complex and highly individual enterprise with many variables, therefore this paper is only seeking to draw attention to a broad pattern of behaviour of a select group within society. I will conclude with an overview of some of the key attributes and competencies that are being lost when children lack independent mobility in their neighbourhoods and will subsequently argue why opening the front gates of our middle class suburbs is important to enhance children's environmental learning. (Contains 5 figures and 2 notes.)
- Published
- 2007
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33. Interventions on Parenting Styles of Hearing Parents Parenting Children with a Hearing Loss: A Scoping Review
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Davids, Ronel S., Roman, Nicolette V., and Schenck, Catherina J.
- Abstract
Many studies on parenting styles with children with disabilities exist; however, few investigate parenting styles of hearing parents whose children have a hearing loss. The aim of this review is to explore the limited previous literature on interventions targeting this phenomenon. Data was extracted from search engines, Ebscohost (Academic Search Complete, MedLine, PsycARTICLES, SocIndex, Greenfile, Masterfile Premier), Science Direct and Springer Link. Just five studies were found to address issues relating to parenting styles in this demographic, which is surprisingly few. Studies reviewed in this paper were conducted in the United Kingdom Israel, Germany and South Africa. These five articles describe interventions that provide hearing parents with specific knowledge and skills to parent children with a hearing loss. The findings of those studies are explained here, with the purpose being to provide direction for much needed further research into this topic.
- Published
- 2018
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34. Does Ethnic Bias Affect Kindergarten Teachers' School Entry Recommendations?
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Becker, Birgit and Tuppat, Julia
- Abstract
Background: Ethnic educational inequality is present in almost all Western societies. One possible explanation for the persisting disadvantages of children from immigrant family backgrounds is discrimination. Individual ethnic discrimination has been reported in the form of ethnic bias in school teachers' evaluations and recommendations. Children of immigrant families tend to be disadvantaged with regard to both school teachers' evaluations of their competencies as well as to recommendations of further steps in their educational career. Purpose: The aim of this research paper is to analyse whether ethnic bias is also present at earlier stages of the educational career, in kindergarten teachers' recommendations. The study, conducted in Germany, investigated (a) whether kindergartens' recommendations of school entry (early, regular or delayed school entry) differed with respect to whether the child had a Turkish migration background or was a child of German origin and (b) whether these potential differences can be explained by children's individual skill levels and family background characteristics. Design, sample and methods: The research was carried out from a quantitative secondary analysis, using data from the longitudinal project "Preschool education and educational careers among migrant children", conducted in Germany since 2006. The sample consists of 742 children, with around half of the sample being children of Turkish origin and half being children of German origin, and their parents. Parents were interviewed and children's individual skills were tested using standardised instruments from the Kaufman Assessment Battery for Children. The effect of Turkish origin on kindergarten teachers' school entry recommendations is analysed, controlling for children's social background, individual skills (non-verbal cognition, German language, mathematics) and children's social behaviour, using a stepwise multinomial logistic regression analysis. Results: The analysis indicated that, although kindergarten teachers' school entry recommendations differed according to a child's ethnic background, there was no ethnic bias evident. Children of Turkish origin were significantly less frequently recommended for early school entry than children of German origin and significantly more often for delayed school entry, but these differences vanished when the parents' educational level was controlled and disappeared when children's individual skills and social behaviour were additionally considered in the model. Conclusions: We conclude that, in the sample studied, there was no ethnic bias in kindergarten teachers' school entry recommendations. The disadvantage of children of Turkish origin as compared to the children of German origin can be fully explained by differences in parental educational level and children's individual skills and social behaviour. The remaining effect of social background, however, should be studied further to clarify whether this effect captures other characteristics such as unobserved skills of the children and differences in parental engagement.
- Published
- 2018
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35. Emotion as a Means of Dramaturgy. (Summary of Prix Jeunesse Seminar, Munchen, Federal Republic of Germany, June 18-20, 1979).
- Abstract
This collection of seminar papers is concerned with the presentation of emotions on the screen, the emotional impact of such presentations on young children, and the use of children's televised drama to foster the development of emotional sensitivity. Also considered are differences in the violence depicted on Japanese and American television, and areas in which researchers and producers can cooperate to reach common objectives. Two of the papers present analyses of a children's cartoon serial named "Heidi" and the real-life film titled "Big Henry and the Polka Dot Kid." One of the analyses is an interaction analysis of social behavior and the other is a psychological analysis. Other papers present a developmental view of the impact of television on children's emotions; a discussion of the differences between real drama and kitsch; a description of the use of children's television drama in the East German television organization to develop and educate children's emotions; a comparison of pain, aggression, and identification with aggressors and victims on television in Japan and America, accompanied by a discussion of possible reasons for the differing crime trends in the two countries; and an outline of emerging areas for cooperation between educators and television producers. A brief summary of the main points of the group discussions in the seminar is provided, along with a list of the participants and their addresses. (Author/SS)
- Published
- 1979
36. Cross-Language Analysis and Second Language Acquisition. Volume 1. Jyvaskyla Cross-Language Studies, No. 9.
- Author
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Jyvaskyla Univ. (Finland). Dept. of English. and Sajavaara, Kari
- Abstract
A collection of 17 papers, most presented at the Fifth International Conference on Contrastive Projects in June 1982 in Finland, includes: "Present Trends in Contrastive Linguistics,""Contrastive Linguistics in Bulgaria,""Communicative Competence in Foreign Language Teaching: A Project Report,""From Traditional Contrastive Linguistics Towards a Communicative Approach: Theory and Applications within the Finnish-English Cross-Language Project,""Estonian-English Contrastive Studies,""Report on the English-Hungarian Contrastive Linguistics Project,""A Plea for Contrastive Psycholinguistics", "Language Variation and the Death of Language Teaching,""Grammatical Models and Contrastive Analysis,""Applied Contrastive Linguistics: In Search of a Framework", "Some Psychological Aspects of Contrastive Pragmatics or, In Search of a Cognitive Contrastive Analysis of Social Interaction (CCASI),""A Translation-Based Model of Contrastive Analysis,""Contrastive Pragmatics and the Foreign Language Learner's Personality,""Immigrant Children in Germany: Their Grammatical Ablities in English as a Foreign Language,""Understanding Idioms in First and Second Language Acquisition: A Preliminary Analysis,""The Learning of Coventional Syntagms by Finnish Comprehensive School Pupils," and "On Simplification: Simple and Simplified Language in Examination Papers." (MSE)
- Published
- 1983
37. Pluralism on the Screen: Children's Broadcasting in Germany.
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Harmgarth, Friederike and Reus, Gunter
- Abstract
Children's broadcasting in Germany (public and private television as well as radio) is traditionally educational broadcasting that aims to show and explain the world to children, and seeks to motivate them to discover and use their creativity and imagination. It occurs in different types of programs and employs a variety of literary and journalistic forms to reach its goals. A typical German educational television program, "The Show with the Mouse," represents some of the characteristic features of German educational television: (1) a mixture of literary and journalistic forms; (2) a figure children can identify with integrates the mixture of the show; (3) the journalistic reports explain topics in a playful way; (4) a lot of time, money, and technical equipment are devoted to the production of the explanatory films and documentaries; and (5) most of the films and variety shows are produced in Germany or in cooperation with other European countries. Children's broadcasting includes literacy programs, journalistic programs and programs that mix both elements. The old, public service television system has to compete with the new private channels. Competition between shows produced for children and those initially meant for adults (such as the American program "Knightrider") is the rule, not the exception. The strength of the German tradition in educational broadcasting and the competition for the audience has resulted in considerable pluralism and variety of programming. (A chart of the types of educational programming in television and radio is attached.) (RS)
- Published
- 1991
38. Behavioural Effects of a Short School-Based Fruit and Vegetable Promotion Programme
- Author
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Mittmann, Silke, Austel, Anja, and Ellrott, Thomas
- Abstract
Purpose: The purpose of this paper is to investigate the effects of the Cancer Society of Lower Saxony's school-based nutrition education programme "5-a-day for kids", designed to increase children's fruit and vegetable consumption. Intervention: the programme included three parts (each 45 minutes): education-based classroom session; food knowledge in a local supermarket; and practical vegetable snack preparation. Additional promoting information materials for parents were provided. Design/methodology/approach: A pre-/post-test research design was used for the evaluation. In total, 1,376 pupils (age 7-14, 51 per cent female), their parents and 69 teachers of 35 schools in Lower Saxony participated in the study. The fruit and vegetable intake was measured with the KiGGS-Food Frequency Questionnaire. Findings: A Wilcoxon signed-rank test was used to determine the change in fruit and vegetable consumption over three measurements (baseline, one month, three months). No significant positive effect of the intervention was observed with the applied method for the daily intake of fruit and vegetables, neither at month 1 nor at month 3. Research limitations/implications: A 135?min school-based intervention does not seem to increase children's fruit and vegetable consumption. To enhance its effectiveness, the programme may be improved by adding a longitudinal classroom component, extensive parental involvement and/or distribution of free fruit/vegetables every day. Originality/value: This is the first evaluation of a 5-a-day-intervention in Germany.
- Published
- 2016
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39. Enjoyment of Learning and Learning Effort in Primary School: The Significance of Child Individual Characteristics and Stimulation at Home and at Preschool
- Author
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Richter, David, Lehrl, Simone, and Weinert, Sabine
- Abstract
The present paper was written under the auspices of the interdisciplinary research group "Educational Processes, Competence Development, and Selection Decisions at Preschool and Primary School Age (BiKS)" (FOR 543), funded by the German Research Foundation (DFG). The surveys were conceptualised and supervised as part of the developmental psychology sub-project (headed by S. Weinert) and the primary education sub-project (headed by H.-G. Roßbach). We would like to thank the German Research Foundation for funding the research group and the participating children, parents, early years educators, teachers, assistants, and members of staff for their commitment and cooperation.
- Published
- 2016
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40. SARS-CoV-2 Seroprevalence in a Berlin Kindergarten Environment: A Cross-Sectional Study, September 2021.
- Author
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Bernhard, Julian, Theuring, Stefanie, van Loon, Welmoed, Mall, Marcus A., Seybold, Joachim, Kurth, Tobias, Rubio-Acero, Raquel, Wieser, Andreas, and Mockenhaupt, Frank P.
- Subjects
SCHOOL environment ,CROSS-sectional method ,IMMUNIZATION ,RESEARCH funding ,STATISTICAL sampling ,INTERVIEWING ,BLOOD collection ,IMMUNOGLOBULINS ,QUESTIONNAIRES ,DESCRIPTIVE statistics ,COLLEGE teachers ,FAMILIES ,ODDS ratio ,RESEARCH ,MEDICAL masks ,SEROPREVALENCE ,DATA analysis software ,CONFIDENCE intervals ,COVID-19 ,CHILDREN - Abstract
SARS-CoV-2 serology may be helpful to retrospectively understand infection dynamics in specific settings including kindergartens. We assessed SARS-CoV-2 seroprevalence in individuals connected to kindergartens in Berlin, Germany in September 2021. Children, staff, and household members from 12 randomly selected kindergartens were interviewed on COVID-19 history and sociodemographic parameters. Blood samples were collected on filter paper. SARS-CoV-2 anti-S and anti-N antibodies were assessed using Roche Elecsys. We assessed seroprevalence and the proportion of so far unrecognized SARS-CoV-2 infections. We included 277 participants, comprising 48 (17.3%) kindergarten children, 37 (13.4%) staff, and 192 (69.3%) household members. SARS-CoV-2 antibodies were present in 65.0%, and 52.7% of all participants were vaccinated. Evidence of previous infection was observed in 16.7% of kindergarten children, 16.2% of staff, and 10.4% of household members. Undiagnosed infections were observed in 12.5%, 5.4%, and 3.6%, respectively. Preceding infections were associated with facemask neglect. In conclusion, two-thirds of our cohort were SARS-CoV-2 seroreactive in September 2021, largely as a result of vaccination in adults. Kindergarten children showed the highest proportion of non-vaccine-induced seropositivity and an increased proportion of previously unrecognized SARS-CoV-2 infection. Silent infections in pre-school children need to be considered when interpreting SARS-CoV-2 infections in the kindergarten context. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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41. Losing a Language in Childhood: A Longitudinal Case Study on Language Attrition
- Author
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Flores, Cristina
- Abstract
This paper is based upon a longitudinal study of L2 attrition in a bilingual child who grew up in an L2 migration background (Germany) and moved to the country of origin (Portugal) at the age of nine, experiencing a "dominance shift from the L2 to the L1." The study aims to analyze the effects of language loss in L2 German. Data collection started 3 weeks after the child's immersion in the Portuguese setting and ended 18 months later. Results show first effects of language attrition after 5 months of reduced exposure to German; 18 months later the informant showed severe word retrieval difficulties and was unable to produce complete sentences in her L2. The findings thus confirm the conclusions of other studies on child language attrition, which attest to strong effects of attrition when the loss of contact with the target language occurs in childhood.
- Published
- 2015
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42. Professionalisation in Early Childhood Education: A Comparative View of Emerging Professional Profiles in Germany (Bremen) and Greece
- Author
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Vrinioti, Kalliope
- Abstract
In this article, a comparative approach is applied to two programmes of study for the education of early childhood pedagogues. One of the terms of our comparison is the University of Bremen's Bachelor of Arts degree in "subject related educational sciences," while the other is the programme offered by Aristotle University of Thessaloniki's Department of Preschool Education Sciences. The comparison of the two universities' programmes of study endeavours to sketch and compare the professional profiles that emerge from these two programmes of study. This was undertaken through an investigation of the types of courses, their means of organisation, their cohesion, and the connection between courses and students' practical training. It seems that the "Bremen-profile" gathers more of the characteristic traits of the type of profession we have adopted as our model in this paper than the "Thessaloniki-profile." (Contains 5 tables.)
- Published
- 2013
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43. Friedl Dicker-Brandeis and Her Work in Terezin: Children, Art, and Hope
- Author
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Spitz, Ellen Handler
- Abstract
The author's focus in this essay is to advocate for the arts by bearing witness to their power during times of great trouble. If art can help children exist under conditions of irrational hatred, racism, terror, and mass murder--under conditions so dire that life's fundamental necessities of food, shelter, and family love are withheld and perception shut down so that stimuli are warded off for purposes of survival--then surely art, as well as (at least occasional) access to untrammeled perception and free play, deserves a place in children's lives during times of peace, when relative measures of health and safety prevail. This essay recounts the life and work of an artist-teacher, Friedl Dicker-Brandeis, who devoted herself in the last years of her life to children who were about to die (as was she); children who lived amidst cruelty, sickness, and death; children who had lost almost everything they knew. She taught them art and gave them hope. (Contains 2 figures and 14 notes.)
- Published
- 2012
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44. The Idea of Infancy and Nineteenth-Century American Education
- Author
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Watras, Joseph
- Abstract
Writing in 1962, Phillippe Aries argued that an initial step in the movement to establish schools for children in Europe took place during the sixteenth and seventeenth centuries when moralists and artists began portraying children as different from adults. According to Aries, the portrayal of childhood as a unique period enabled the family and the school to separate children from society. Whether Aries accurately described the process in Europe, American educators embraced the idea that childhood was a distinct stage under different circumstances and with different effects. An important difference is that American educators did not accord children special status and, subsequently, build schools. Before American educators decided that childhood differed from adulthood, they had built schools and enrolled children across the country. Another piece of evidence that American educators built schools and enrolled children across the country before they decided that childhood differed from adulthood is that the popular models of curriculum treated children as miniature adults and prepared them for the life as adults. In short, this paper suggests that Aries's assertion that the discovery of childhood led to the spread of formal schooling did not match the many different factors present in America during the nineteenth century. On a practical level, the rise of schooling followed an increase in the size and number of cities. On a theoretical level, evolutionary theory was important.
- Published
- 2012
45. The Discursive Construction and (Ab)uses of a 'German Childhood' in Primers during the Time of National Socialism 1933-1945
- Author
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Heinze, Carsten
- Abstract
Recent studies on primers from the time of the Third Reich in Germany show surprisingly little evidence of ideologisation. In comparison with other textbooks, national socialist contents were found to be present to a very limited degree. Rather than presenting the ideology, the books encouraged identification of the children with the presented image of the "German child" and thus with their own "Volksgemeinschaft" (ethnic community). This paper will investigate the reasons and context for these findings. In addition, it will analyse the image of the "German child" presented to the children and the underlying concept of moratorium. Furthermore, this study will show the continuous and effective use of the concept of the child's "power of innocence" ("Macht der Unschuld", Doris Buhler-Niederberger) as well as the aestheticisation of violence as a basis for the discursive construction of the image of the "German child". (Contains 4 figures and 33 footnotes.)
- Published
- 2012
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46. Does Parental Employment Affect Children's Educational Attainment?
- Author
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Schildberg-Hoerisch, Hannah
- Abstract
This paper analyzes whether there exists a causal relationship between parental employment and children's educational attainment. We address potential endogeneity problems due to (i) selection of parents in the labor market by estimating a model on sibling differences and (ii) reverse causality by focusing on parents' employment when children are aged 0-3. We use data from the German Socioeconomic Panel that provide information on household income, parental employment, and time spent with child care. Our approach disentangles income and time effects of parental employment. Overall, we find little support that parental employment affects children's educational attainment. Controlling for household income, we can rule out that having a mother who works one hour more per week lowers the probability of high secondary track attendance by more than 0.1%. (Contains 7 tables and 4 figures.)
- Published
- 2011
- Full Text
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47. 'Merci a tous et a toutes de votre propagande, si pleine de charme et de sourires': On Tour with the Socialist Travelling Colony 'Gentse Volkskinderen' (1898-1915)
- Author
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Vanobbergen, Bruno and Simon, Frank
- Abstract
At the end of the nineteenth century Aime Bogaerts, a Socialist primary school teacher at a Ghent municipal school and from 1901 on the chief editor of the Socialist newspaper "Vooruit", began a new educational initiative: "the children of the popular classes from Ghent" ("De Gentsche Volkskinderen"). Children from the working class were invited to sing, to dance, to recite, to do gymnastics and to play theatre. At the same time, short and longer holiday trips to France, the Netherlands, Switzerland, England and Germany were organised. In this paper, based on written primary sources and visual sources, Bogaerts's "Gentsche Volkskinderen" will be analysed from a double "child at risk" perspective. First, there is the child at risk on a political-ideological level. With his initiative Bogaerts wanted to convince working-class parents to withdraw their children from the activities organised by the Liberal workers' societies as he strongly disagreed with the central Liberal idea of "moralising the workers by enlightening them". Second, there is the child at risk on an educational level. Bogaerts wanted to put forward a rationalistic educational project. This double analysis will reveal an interesting educational paradox: integral rationalistic educated children appear as Socialist propaganda tools. (Contains 3 figures and 82 footnotes.)
- Published
- 2011
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48. Inclusion through Access to Outdoor Education: Learning in Motion (LIM)
- Author
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Brodin, Jane
- Abstract
Learning in Motion (LIM) was a European project involving seven partners in five countries: Sweden, Finland, Latvia, Germany and Greece. The project focused on inclusion and access to outdoor education and was financed by the European Commission within the framework of the Socrates-Grundtvig Programme. The aim of the project was to explore if and how outdoor education can be used for physical and sensitivity training of children, adolescents and adults with intellectual disabilities and to develop, examine and disseminate ideas on this topic. There is a shortage in the literature of outdoor education for persons with intellectual disabilities. Our starting point is that persons with disabilities have the same rights to education as other citizens, and participation and equal opportunities are the keywords for all. The team members from the five participating countries used different methods to collect data. The Swedish data collection included both typical and atypical children and adolescents and adults with intellectual disabilities and was based on literature reviews, interviews with some of the participants and on questionnaires answered by 163 administrators responsible for disability issues in the municipalities. The other partners focused exclusively on activities with adults with intellectual disabilities, except for the Greek contingent, who worked with adults with mental illness. This paper is mainly based on the Swedish studies. The result showed that inclusion is still a faraway concept, especially for many adults with intellectual disabilities. The results also showed that the municipalities were interested in increasing outdoor education for the target group but the main obstacles were a lack of educated staff and the present financial climate. (Contains 1 table.)
- Published
- 2009
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49. Differential Diagnosis of Selective Mutism in Bilingual Children
- Author
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Toppelberg, Claudio O., Tabors, Patton, Coggins, Alissa, Lum, Kirk, and Burger, Claudia
- Abstract
Early diagnosis of selective mutism (SM) is an important concern. SM prevalence is higher than initially thought and at least three times higher in immigrant language minority children. Although the DSM-IV precludes diagnosing SM in immigrant children with limited language proficiency (as children acquiring a second language may normally undergo a "silent period"), specific diagnostic boundaries are not clear. The specific focus of this article is, therefore, the exact circumstances in which a language minority child should be diagnosed with SM.
- Published
- 2005
50. 'Dancing Cannot Start Too Soon': Spiritual Education in the Thought of Jean Paul Friedrich Richter
- Author
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Pridmore, John
- Abstract
Johann Paul Friedrich Richter (1763-1825) adopted the pen-name "Jean Paul" in honour of Jean Jaques Rousseau. His "Levana or the doctrine of education" ("Levana oder Erziehlehre") was once a standard text and required reading in teacher education. Outside Germany the name of Jean Paul is now little known and the seminal educational text for which he was famous is rarely read. This neglect of Jean Paul is undeserved. What Jean Paul owed to Rousseau is apparent, but his work is rich in insight of his own. Three principles undergird Jean Paul's understanding of spiritual education ("geistige Erziehung"). Jean Paul insisted that spiritual education is essentially counter-cultural, that it is promoted by play and that it is grounded in love. Such education can never be at home in a curriculum which, however lofty are its stated objectives, is ultimately politically controlled. Jean Paul's insistence that play is "constitutive" of education needs to be heeded in an educational culture in which the playful is always at risk of displacement by what the government of the day deems to be of greater consequence. The heart of Jean Paul's understanding of education can be expressed succinctly, "We love to teach and we teach to love". (Contains 2 notes.)
- Published
- 2004
- Full Text
- View/download PDF
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