When we talk about education, we usually mean planned influences that are exerted on the student to develop all his potential on the one hand. On the other hand, the question arises whether there are ...unintended influences in the education process, whether their outcome is positive or negative, and whether pedagogy also deals with such spontaneous, unintended processes. Therefore, the goal of this research was to examine and analyze the views of pedagogues, associate and scientific-teaching professions on the nature of the influence that is realized within the framework of education. The sample has the characteristics of a deliberate and convenient sample, and it is composed of pedagogues with associate and scientific-teaching titles from two public universities in the Republic of Srpska. The paper used the method of theoretical analysis and descriptive statistics, and of the techniques, the survey technique. The results show that pedagogues, associate, and scientific-teaching professions under education imply a synthesis of intentional and unintentional influences on the student, only a small number of pedagogues consider that the term functional education is inadequate for what it represents and do not give suggestions for its redefinition. The pedagogues think that the (un)intentionality of education is still a current and open question of pedagogy, but not a fundamental one. In the context of the environment, they believe that the family community is a synthesis of intentional and unintentional influence, and the same integrations are not renounced in the institutional environment as well as in the educational activities that took place even in the pre-civilization period. The results can serve as an initial investigation of the phenomenon of (un)intentionality in education and serve as a basis for further quantitatively and qualitatively larger research, but also for the theoretical foundations of all those who in any way discuss the theoretical issues of general pedagogy.
Our topic is the investigation of the influence of parents and coaches of youth soccer children on the children's sports performance, what is the role of coaches in teams of different youth age ...groups (according to the physiological effects of children), the relationship between coaches and parents, the relationship between coaches and players, the control and development of the most talented players. With our chosen topic, we set myself the goal of examining whether the support and help of parents or coaches has a greater effect on the child's sports performance. We chose this topic because we would like to help during the coaching career in the future, and we also consider it important to develop the skills of young Hungarian football talents, in which parents and coaches have an important and outstanding role. In our article, we would like to reveal what are the outstanding factors that most influence a player's performance on the field, and to what extent coaches and parents contribute to this. We think that it is important for both sides to see their role in the development of football talent. We would also like to examine to what extent parents contribute to the advancement of their child's soccer career, whether they recognize the factors in which they should help their child progress in soccer. After all, in our opinion, without parental support, it will be more difficult for the player to progress, who will also be more balanced emotionally, which also has a significant impact on his sports performance, if the parent monitors and encourages him during his football career. Do soccer coaches consider their relationship with their students important? What is the role of football coaches in the different youth age groups, what is the focus? To what extent does the role and education of parents influence their children's performance, football coaches, how can they cooperate with parents and players? How can football coaches keep under control and develop the most talented child?
Odgoj vjere ima svoje specifičnosti i zakonitosti. U ovom se radu taj odgoj promatra pod vidom proročkog odgoja, počevši od obiteljskog odgoja duhovnosti preko socijalne i političke dimenzije odgoja. ...Proročka dimenzija odgoja vjere u ovom je radu analizirana u tri koraka. U prvom se predstavljaju neki temeljni elementi odgoja vjere u obiteljskom kontekstu. Polazeći od definicija odgoja vjere, preko obitelji kao temeljne odgojne zajednice u kojoj se događa vjera, analizira se izgradnja stava vjere kao proces koji obuhvaća cjelovitu osobu. Očitovanja vjerničkog stava obilježena su kulturnim i povijesnim naslijeđem te društveno-kulturnim uvjetima, koji su nerijetko i zapreke na putu vjere. Zbog toga se u drugom poglavlju iscrpno analiziraju komponente, uvjeti i pretpostavke ranoga duhovnog odgoja djeteta u obitelji. U trećem dijelu propituju se i naznačuju neki najznačajniji elementi proročkog odgoja, osobito u dimenziji osobnog, socijalnog i političkog odgoja.
This work discusses social community and an individual in the context of physical systems. It also considers the presence of the entropy-balancing principle of an open system ̶ the exchange of energy ...and information with the environment, in their dominant characteristics. It also specifies the features of liberal societies in concrete terms, and with regard to them, determines justification of their characterization as an open organization. The work discusses the way in which an individual is psychologically formed in a liberal social environment. Based on the above, the (im)possibility of human educational structuring in the contemporary context of Western society is determined.
The article posits (in section 1.1) a perspective of general education (allgemeine Pädagogik, almen pædagogik). In section 1.2, I look into the claim that the educational programs of pedagogical ...professionality as well as research related to schooling in Denmark is currently marked by a deficit of the dimension of Tradierung, recreation of tradition (Vejleskov & Winther-Jensen, 2017; Laursen, 2018; Prange, 2000). In section 2 the article unpacks the pedagogical theory of Klaus Prange (1939–2019) as a plausible remedy for this challenge. Prange’s theory is introduced with a special focus on his distinction between a) the ‘inter-generational handing-over of tradition’ (in german the Tradierung of ‘upbringing’) and b) the transformative dimension of an open becoming (inherent in the concept of ‘learning’). The implications of this are explicated. In section 3, Prange’s theory is contrasted with Erling Lars Dale’s concept of ‘pedagogical professionality’ (Dale, 1998). By means of this comparison, Prange’s exhortation is highlighted to prevent a technical pragmatism from dominating the concept of pedagogical competence. A central key for Prange in his pedagogical attempt to avoid the slide of educational programs into organizational competencies of technical pragmatism is presented (in section 4.1) with an emphasis on his concept of Erziehende Unterricht (upbringing by means of teaching). As an elaboration of this part of Prange’s argument, the article constructs (in section 4.2) the concept of the ‘pedagogical culture-figure’. A concept which functions as a further remedy for the identified deficit of Tradierung.
The purpose of the paper is to test a model of practice-oriented training of pedagogical university students for the organization of upbringing practices. The study uses the methods of the ...theoretical (literature analysis, comparison, generalization, modeling) and empirical (pedagogical experiment, praximetric methods) levels and statistical processing of experimental data. The study is carried out in three stages. At the first stage, the state of the problem of practice-oriented training of teachers for upbringing work in pedagogical theory and practice is analyzed and a model of practice-oriented training of pedagogical university students for the organization of upbringing practices is developed. The second stage involves experimental approbation of the developed model. At the third stage, the obtained results are systematized, generalized, processed, and reported. The results of the study dive evidence of an increase in the level of pedagogical university students’ readiness for the organization of upbringing practices. The materials of the paper can be useful for scholars and teachers in educational organizations.
The aim of this paper is to explain the characteristics of a family with adolescent member, what distinguishes it from the previous developmental stage of the family, as well as what model of ...upbringing facilitates and what model complicates the development of adolescents and their entry into the world of adults. The author explains what is the key to the proper upbringing of adolescents in the family, what are the obstacles along the way, what characteristics of the family offer the best opportunities for the adolescent for proper development. The relationship between parent and child in early development is a model of later close emotional relationships, by which the child forms an image of himself and the world, learns how to modulate emotions, how to cope with the demands of the environment. Based on the results of the research, the author concludes that even in adolescence, parents remain significantly more important in relation to the peer group, if the relationship between adolescents and parents is close. The author concludes that the general well-being of adolescents requires close emotional relationships with both parents and peers, and the absence of any of these two socialization factors can significantly hinder the proper development of adolescents. The two key words that define good parenting and proper adolescent upbringing are an adequate balance between support and independence.
The article substantiates a theoretical model of children's value orientations in various educational organizations. The following correlation is shown: between the traditional spiritual and moral ...values of the peoples of Russia and the common Russian basic (constitutional) values, which represent the common, conventional content of the former. It has been noted that the formation of personal value orientations is a process determined by the purpose and objectives of education in accordance with the needs of the individual, the family, Russian society, taking into account its worldview and cultural diversity and the current social situation of children's development in terms of digital socialization. We have substantiated the targets guidelines for the results of children upbringing based on the Russian basic values as invariant settings, vectors of upbringing activities in educational organizations. The structural content of the values orientation model is defined: target-value, content, organizational blocks. In each block the invariant and variable components are identified and characterized. The necessity of designing upbringing programs on a single value basis of the Russian basic constitutional values, taking into account the peculiarities of educational organizations of different types, levels, and kinds of education, is revealed. The development of a set of exemplary work programs of upbringing for various educational organizations has been updated. The development and testing of such programs at the Institute of the Study of Childhood, Family and Education of the Russian Academy of Education are reported.
В статье обоснована теоретическая модель формирования ценностных ориентаций детей в различных образовательных организациях. Показана корреляция традиционных духовно-нравственных ценностей народов России и общих российских базовых (конституционных) ценностей, которые представляют общее, конвенциональное содержание первых. Отмечено, что формирование ценностных ориентаций личности – это процесс, детерминированный потребностями личности, семьи, российского общества с учетом его мировоззренческого и культурного разнообразия и современной социальной ситуации развития детей, обусловленной цифровой социализацией. Обоснованы целевые ориентиры результатов воспитания детей на основе российских базовых ценностей как инвариантных установок, векторов воспитательной деятельности в образовательных организациях. Определено структурное содержание модели формирования ценностных ориентаций детей: ценностно-целевой, содержательный, организационный блоки. В каждом блоке охарактеризованы инвариантные и вариативные компоненты. Выявлена необходимость проектирования программ воспитания на единой ценностной основе российских базовых конституционных ценностей с учетом особенностей образовательных организаций разного типа, уровня, вида образования. Актуализирована разработка комплекса примерных рабочих программ воспитания для различных образовательных организаций. Сообщается о разработке и апробации таких программ в Институте изучения детства семьи и воспитания РАО.
En la siguiente investigación se entregan antecedentes preliminares para la reflexión en torno a la construcción discursiva y las proyecciones de los anarquistas del sur de Chile respecto de su ...concepción de ‘masculinidad’, poniéndola en relación, al mismo tiempo, con sus planteamientos sobre ‘paternidad’, ‘maternidad’ y ‘crianza’ a partir de la revisión y análisis del periódico anarcosindicalista Vida Nueva, editado en la ciudad austral de Osorno entre los años 1934 y 1942. Se plantea que los anarquistas del sur de Chile, si bien buscaron poner en cuestión y tensionar los roles de género, ampliando las discusiones en torno a la situación de menoscabo de las mujeres en la sociedad local, no lograron romper con el orden socio-cultural, y reprodujeron, por el contrario, sus conservadoras lógicas a través de sus concepciones sobre las paternidades, maternidades y crianza. De este modo, reforzaron el rol de ‘padre-hombre-proveedor’ y le atribuyeron a las mujeres mandatos (inamovibles) desde una concepción biologicista y tradicional / conservadora.
Developmental Dyslexia – it's (not) a Problem Famuła-Jurczak, Anita; Perzanowska, Klaudia
Journal of Vasyl Stefanyk Precarpathian National University,
04/2023, Volume:
10, Issue:
1
Journal Article
Peer reviewed
Open access
In the process of supporting a child's development, parents play a very important role, in creating their closest developmental environment. It is the parents who are largely responsible for the ...further development and achievements of the child, but they also play an important role in the process of recognizing educational difficulties and supporting the child in overcoming them. However, in order for them to be able to carry out their tasks, it is necessary for them to have knowledge. Because an increasing number of children are diagnosed with developmental dyslexia – currently, it is estimated that they constitute one-third of students at individual levels of education - but also more and more assistance programs are being created, it is necessary to educate parents in this area. The article presents theoretical assumptions concerning developmental dyslexia. The methodology of research conducted among parents of children with developmental dyslexia was presented. Due to the specific nature of the disorders, only parents whose children were diagnosed with dyslexia were included in the research sample. The selection of the sample was significant because it is these parents who are responsible for creating developmental conditions for the child. The article presents the results of research conducted among parents of primary school students in the Lubuskie Voivodeship. The research was aimed at finding out the extent of their knowledge about developmental dyslexia. Attempts were made to reconstruct parents' knowledge of common beliefs, causes, symptoms, and forms of assistance provided to students with developmental dyslexia. The presented research results are the basis for further reflection on the directions of pedagogical education of parents and indicating their role in supporting the comprehensive development of the child. Expanding parents' knowledge can bring measurable benefits for the child's development and further education.
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