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Bremner, Andrew J. "Object representation and early childhood." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398104.
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Matthews, John Sydney. "Expression, representation and drawing in early childhood." Thesis, Goldsmiths College (University of London), 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590572.
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Using detailed longitudinal studies of 43 children, the thesis describes the onset and development of important modes of expression and representation, in children 0 - 5 years of age, and focuses especial attention on one of those modes - drawing. The study shows that the beginnings of drawing, far from being haphazard, meaningless scribblings are, on the contrary, highly intentioned acts which have structure and organisation. Whilst not extensive, the main findings of the present research are supported by other recent studies made independently but in parallel to that of the present author. The work shows that drawing development cannot be accounted for solely in terms of imitation of cultural models, nor in terms of motorskills development alone. Rather, the present account shows that infants use mark-making and drawing as one member of a family of early symbolic modes which they spontaneously generate to form descriptions of reality. The study traces drawing development from its origin in early infancy - in the actions the infant performs upon objects in the physical environment, and also in the actions performed within an interpersonal, psychological environment formed between infant and caregiver. Using detailed micro-analysis of recorded observations (video, film and stillJj1otographic techniques were employed, as well as continuous transcription of these in longhand-journals) a description of drawing development is constructed which shows the child moving through a series of modes of representation, each having its own internal infra-structure and powerful meanings for the child. The study shows that at every level, from the earliest mark-making, to the graphic descriptions of objects and events, the child is generating powerful representational and expressive modes which many research paradigms and methodologies have missed but which in fact play an essential part in the developnent of cognition and affect. The important implications of this for education are considered.
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Raneri, April. "SOURCE REPRESENTATION AND FRAMING IN CHILDHOOD IMMUNIZATION COMMUNICATION." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3522.
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Research has indicated a strong interest in knowing who is being represented and how information is being represented in the communication about childhood immunization. This study uses a two-part analysis to look at source representation and framing in childhood immunization communication. A quantitative analysis of articles from the New York Times and USA Today were examined for their source representation, their use of fear appeals, through the Extended Parallel Processing Model (EPPM), and the use of frames, through the application of Prospect Theory. A qualitative semiotic analysis was conducted on 36 images that appeared on www.yahoo.com and www.google.com to find common themes for who is being represented and how information is being portrayed through the images. Results found a high prevalence of representation from the Center for Disease Control and Prevention, other governmental agencies and views from health/medical professionals in both the articles and images.M.A.
Nicholson School of Communication
Sciences
Communication MA
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Broderick, Jane Tingle, and Seong Bock Hong. "Inquiry-based Early Childhood Curriculum Development: Using Materials to Facilitate Representation." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/4210.
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Konesko, Patrick M. "Representing Childhood: The Social, Historical, and Theatrical Significance of the Child on Stage." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1365154777.
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Yang, Hyeunjin. "Personal stories to visual representation : ‘The stories of Zili’." Thesis, University of Kalmar, School of Communication and Design, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-712.
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I represented a person’s stories and memories of childhood through the material called glass, and found a method to approach personal stories.
To do this, the medium to express my conception that is express of the personal experience and extreme situation on glass was based. The most significant point of study was realizing the nature of emotions and meanings within a person’s life. As well as special instruments and to analyze whether it is an appropriate expression.
Accordingly with this, I collected individual stories from Zili and tried to comprehensively understand the cause behind. For that I approached different cases of psychology theory to compare. After I analyzed the colour and object that relate to memories or the person. Expression of artefact I created from foundational theory through my perspective. I represented in magnification of memories as an expression on glass artefacts for respect of peoples diversity life.
This led me to make more concrete context in practical work and theoretical tool as well.
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Broderick, Jane Tingle, and Seong Bock Hong. "Inquiry Curriculum Development: Transferring Personal Representation Experiences to Working with Children." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4212.
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Petersen, Nabeel. "The representation of children and childhood in the Children's Amendment Act (41 of 2007)." University of the Western Cape, 2011. http://hdl.handle.net/11394/5394.
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Magister Artium (Development Studies) - MA(DVS)Until fairly recently studies of children as actively engaged in the production of meaning making in their social lives has been overlooked, ignored or received marginal attention within the contemporary social sciences (Caputo 1995). There has since however been considerable growth in literature dedicated to extending our understanding of childhood (Hardman 1973; Caputo 1995; Waksler 1996; Morss 2002; Korbin 2003; Sawyer 2002). This has resulted in an emergent sense of legitimacy and focus on the role of children "as active and creative social actors" in society, particularly in the field of anthropology of children (Reis, 2006) and the establishment of the 'new' sociology of childhood. The point of departure for these emergent theoretical frameworks concern the traditional devaluing of childhood and children's perspectives in favour of "...a recurring set of dominant ideas within political and academic domains that draws a generational boundary between adults and children, in the process restricting children to subordinate and protected social roles" (Wyness 200:1 in Smith 2009:253). According to James & James (2004:76 in Smith 2009:252) law is a centrally important mediating influence in the social construction of childhood as vulnerable passive bystanders. This resonates with Moses who states that the rights prioritised for children within the South African Constitution are "protection-oriented conceiving children as vulnerable citizens rather than citizens with agency" (2008:329). Furthermore, according to Moses (2008:333) the conception of children in South African policy and that which underlies national service delivery, belies or contradicts perceptions of children as "active, meaning-makers, employing a range of coping strategies". This research therefore explores the representation of children and childhood within the Children‘s Amendment Act (41 of 2007); that is whether they are displayed as "active, meaning-making" citizens or passive vulnerable bystanders; and seeks to contrast that representation with the reality of children's worldviews, decision-making capabilities in their social lives in an attempt to highlight children as citizens with agency. The study used a qualitative exploratory approach which employed a range of qualitative research tools. Data was collected through a policy analysis, research workshops and focus 2 group discussions. Purposive sampling was used to compile a child sample composed of nine girls and ten boys. A social constructionist framework was used to thematically analyse the data. The results suggest that there are two general representations of children and childhood within the Act (41 of 2007); namely "the vulnerable child" and "the child as citizen and agent". The study offers recommendations for further research and improvements for service provision directed toward children, child welfare and childcare.
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Huntley-Fenner, Gavin. "The representation of objects, non-solid substances, and collections in infancy and early childhood." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11886.
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Hall, Anne Elizabeth. "Scenes from childhood a representation of childhood musical experience in selected works by E.T.A. Hoffmann, Jules Verne, George du Maurier and Michel Leiris /." Full text available online (restricted access), 2000. http://images.lib.monash.edu.au/ts/theses/Hall.pdf.
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Broderick, Jane Tingle, and Seong Bock Hong. "Inquiry-based Early Childhood Curriculum Development: Using Materials to Facilitate Representation, National Association for the Education of Young Children." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4221.
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Zhang, Haoyue. "EGGS UNDER THE RED FLAG AND BEYOND: THE CINEMA OF THE FIFTH GENERATION AND ITS REPRESENTATION OF CHILDHOOD." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1420.
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In this dissertation, I considered five representative images of childhood that the Fifth Generation filmmakers created throughout a thirty-five year period of post-Maoist social transition in China since the beginning of the market reform and opening policy in 1978. To look at evolving childhood through their films is to position the construction of childhood under the prism of the most prominent and controversial cinematic transformation. On the one hand, the Fifth Generation’s shift towards incorporated production, theatrical narration, sentimental style, and generally conservative ideology, signals and constitutes their transition into the paradoxes of “market-socialism;” on the other hand, it maps out the fluctuation and signification of three discourses of capitalism, socialism and Confucianism through evolving images of the child and childhood. I expect this original work that bridges Chinese film studies with childhood studies to unfold a thorough and dynamic scroll, through which I can tap into China’s social transition toward authoritarian neoliberalism, and reveal the discursive mechanism where propaganda of communist regime and re-mobilized Confucian values negotiate and compete with global capitalist orders over the construction of childhood. This dissertation claims that the significance of childhood lies in its capability to fight against a homogenized and hostile environment as both a fundamental humanist domain, and a political, critical and imaginative weapon in commercialized Chinese society.
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Broderick, Jane Tingle, and Seong Bock Hong. "Using the Cycle of Inquiry System:Training and Measuring Levels of Representation and Inquiry Among Pre-service and In-service Teachers." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/4208.
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Milward, Sophie Jane. "Learning to act as a team : developmental onset, underlying processes and pre-requisites of co-representation in early childhood." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5651/.
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Co-representation has been argued to be a mechanism in adult joint action that allows participants in a joint task to co-ordinate their actions with a partner. Substantial evidence for this mechanism has come from tasks such as the joint Simon task (Sebanz, Knoblich & Prinz, 2003), which show interference from a partner’s task on one’s own performance. The following studies aim to use this mechanism as a measure of children’s joint action abilities and a way of directly comparing adult and child behaviours. Chapter 1 presents three studies which suggest a developmental onset of co-representation effects at around 4 years old. Chapter 2 attempts to uncover what type of representations may be formed in joint tasks at this age. Chapter 3 presents an individual differences study, suggesting that both Inhibitory Control and explicit Theory of Mind, but not Working Memory, play an indirect role in avoiding interference from co-representation. These findings contribute to the Joint Action Development literature, by demonstrating at least one way in which adult and child joint action may not be comparable. They also shed light on the adult co-representation literature, by highlighting cognitive skills that may interact with co-representation in order to reduce potential interference.
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Han, GiBaeg. "Adult Attachment Patterns, Mental Representation of Self, and Faith: Mediators of Childhood Trauma and Affect-Behavior Regulations in Adulthood." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33158/.
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The purpose of this study was to investigate psychological mechanism by which four intra- and inter-personal characteristics of an individual (anxious and avoidant adult attachment patterns, images of self, and religious faith) mediate the relationship between childhood trauma and each of three affect-behavior regulation problems in adulthood (symptoms of depression, disordered eating behaviors, and substance abuse). A total of 401 college student participants completed a packet of 18 surveys including 10 surveys used in the present study. Structural equation modeling was used to test each of three hypothesized structural models (Depression, Eating Disturbances, and Substance Abuse). A series of multi-group analyses conducted to test if each of three hypothesized models is invariant across gender indicated no significant difference between females and males. Thus, the data were combined across gender to test for mediated effects in each of three hypothesized models. The results indicated: (a) for the hypothesized model for depression, anxious attachment patterns, avoidant attachment patterns, and negative self-images, but not religious faith, fully mediated the relationship between childhood trauma and symptoms of depression; (b) for the model for eating disturbances, anxious attachment and negative images of self, but not avoidant attachment and religious faith, fully mediated the association between childhood trauma and disordered eating behaviors; and (3) for the mode for substance abuse, anxious attachment and poor religious faith, but not avoidant attachment and negative self-images, fully mediated the relationship between childhood trauma and substance abuse. The findings of the present study have noteworthy implications for treatment. When clients who suffer from symptoms of depression, disordered eating behaviors, and/or substance abuse report a history of repetitive abuse and neglect by primary caregivers in childhood, clinicians need to assist clients in: (a) understanding an association of childhood maltreatment with affect-behavior regulation problems; (b) being aware of an impact of abuse and neglect by attachment figures in childhood on negative mental representations of self, insecure attachment patterns in close relationship, and poor religious faith; and (c) most importantly, deepening an understanding of how their negative images of self, anxious and avoidant adult attachment patterns, and/or poor religious faith and practices, rather than parental abuse and neglect in childhood itself, directly predict their presenting symptoms of depression, disordered eating behaviors, and/or substance abuse problems. In doing so, it is crucial for clinicians to provide clients with secure and comforting therapeutic atmosphere, focus on building trusting working relationship with clients, and be aware of how clients' transference and clinicians' own counter-transference interact with each other and influence therapeutic process and effectiveness. Several important limitations of the present study and implications for future studies were discussed.
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Retra, José. "Music is movement : a study into aspects of movement representation of musical activities among preschool children in a Dutch music education setting." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3189.
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Musical activities are at the centre of Music on the Lap, a Dutch approach to early childhood music education. The present study takes an in-depth look at the role of movement in these musical activities and thereby focuses on the representation of musical elements through movement. This study has among its aims the raising of more awareness for the conscious use of movement in early childhood music education. Departing from an embodied approach within an interpretative design, the premise of the current study is that movement should be considered an important form of kinaesthetic representation through which preschool children can come to understand and learn different aspects of music. The musical movement responses of children aged 18 to 36 months in a regular Music on the Lap setting were investigated. The musical movement behaviour of the children, during specific musical activities, was captured on DVD and the individual responses of 27 children were analysed. Interviews with the participating teacher provided important additional information. Through microanalysis of the children’s movements, the study arrived at a theoretical interpretation: movement responses to music can be considered enactive symbols, creating direct and indirect representations of musical characteristics. To further musical learning the movements should be firmly based in a temporal framework of aural and verbal connotations in order to stimulate purposeful movement responses. This temporal framework should be structured by the teacher through a process of appropriate movement models and verbal guidance to arrive at meaningful movement actions, which can consequently generate implicit and explicit musical kinaesthetic and musical representational knowledge. In this process the children are actively participating to construct with body and mind their own musical knowledge.
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Babocsai, Lysett. ""Out of sight - Out of mind?" object representation in early childhood with focus on the ability to individuate moving objects /." [S.l. : s.n.], 2008. http://nbn-resolving.de/urn:nbn:de:bsz:16-opus-89695.
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Braga, Simone de Souza. "A vida que se escreve: a representação da infância nas memórias de Graciliano Ramos, Oswald de Andrade, José Lins do Rego e Cyro dos Anjos." Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=4871.
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Esta tese tem por objetivo investigar as memórias de infância na escrita autobiográfica de Graciliano Ramos, Oswald de Andrade, José Lins do Rego e Cyro dos Anjos, privilegiando as estratégias de autorrepresentação adotadas pelos autores nas obras Infância, Um homem sem profissão - sob as ordens de mamãe, Meus verdes anos e A menina do sobrado. Tal abordagem tem como objeto de reflexão os elementos que são relevantes para a configuração de uma identidade narrativa na escrita autobiográfica. Das diferentes formas de autofiguração retiramos as estratégias textuais. As estratégias a que recorre uma escrita de si em certo espaço, em certo tempo e em certa linguagem. Estabelecemos os procedimentos comuns na retórica de nossos autores, tais como a primeira lembrança, a elaboração da crônica familiar, os pais, os lugares da memória, a época de escola e a cena de leitura. Nossa perspectiva se apresenta como uma indagação sobre os procedimentos usados na construção da identidade, considerando que as cenas selecionadas pelo escritor elaboram a autoimagem que ele deseja construirThis dissertation investigates the childhood memories in autobiographical writings of Graciliano Ramos, Oswald de Andrade, Jose Lins do Rego and Cyro dos Anjos, focusing on the self-representation strategies adopted by the authors in the works Infância, Um homem sem profissão - sob as ordens de mamãe, Meus verdes anos and A menina do sobrado. This approach has as an object of reflection the elements that are relevant to the configuration of a narrative identity in autobiographical writing, the strategies that a writing centered on one's self resorts to in a certain area, in a certain time and in a certain language. We have established the common procedures in the rhetoric of our authors, such as the first memory, the family romance creation, the parents, the places of memory, the school days and the reading scene. Our perspective is presented as an inquiry on the procedures used in identity construction, taking into account that the scenes chosen by the writer elaborate the self-image that he wants to build
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Lopes, Francisca Rodrigues. "Representações da infância no cinema: ficção e realidade." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/4412.
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Previous issue date: 2012-06-15This research examines the representations that the film has made childhood, from the analysis of a corpus of films that have children as protagonist. Based on the instigation of Aumont and Marie when they say that the film camera is an "eye full of intentions," we face the challenge of explaining how the film has "looked" the child, watching in which scenes of child s life he has captured their images and in which scenarios it is shown. Working with the hypothesis that the "look" of the cinema for children is anchored in cultural conceptions, with all that this involves, a literature search was conducted on two fronts: one on the film, which selected authors like Machado, Knigth, Metz, Costa and others, and the other relating to childhood, which included authors such as Aries, Heywood and Rousseau, among others. The corpus consisted of five films, here regarded as exemplary: Cinema Paradiso (Nuovo Cinema Paradiso, Giuseppe Tornatore, Italy, 1988), Ashes Angela's (Angela's Ashes, USA, 1999), Toy prohibited (Jeux Interdits, René Clément, France, 1952), Life is Beautiful (La vita bella, Roberto Benigni, Italy, 1997) and The White Balloon (Badkonake sefid, Jafar Panahi, Iran, 1995). The theoretical and methodological references mobilized in the analysis of the corpus sought support in authors of the cinema as area, as mentioned above, but also in Freudian psychoanalysis, the theories about the history of the child in the West, including that of Aries, as well as the classical philosophies of education, then the Rousseau s included, Benjamin's philosophy of playing, and in works of relevance around the cinematic language. The results points to the necessary reflection on not only the language of cinema and its relationship with the child's world, but to understand that the representations made by the cinema of childhood are cultural representations, and provide other educational opportunities beyond those conventionally introduced by formal education
Esta pesquisa examina as representações que o cinema tem feito da infância, a partir da análise de um corpus constituído de filmes que têm a criança como protagonista. Partindo da instigação de Aumont e Marie quando afirmam que a câmera cinematográfica é um olho cheio de intenções , enfrentamos o desafio de explicitar como o cinema tem olhado a criança, observando em que cenas da vida infantil ele tem capturado suas imagens e em que cenários as tem representado. Trabalhando com a hipótese de que o olhar do cinema para a infância está ancorado em concepções culturais, com tudo o que isso envolve, foi realizada uma pesquisa bibliográfica em duas frentes: uma relativa ao cinema, que selecionou autores como Machado, Knigth, Metz, Costa e outros, e a outra referente à infância, que contemplou autores como Ariès, Heywood e Rousseau, dentre outros. O corpus foi constituído por cinco filmes, aqui considerados exemplares: Cinema Paradiso (Nuovo Cinema Paradiso, Giuseppe Tornatore, Itália, 1988), As cinzas de Ângela (Angela s Ashes, EUA, 1999), Brinquedo proibido (Jeux Interdits, René Clément, França, 1952), A vida é bela (La vita bella, Roberto Benigni, Itália, 1997) e O Balão branco (Badkonake sefid, Jafar Panahi, Irã, 1995). Os referenciais teóricos e metodológicos mobilizados na análise do corpus buscaram apoio em autores da área de cinema, como os já mencionados acima, mas também na psicanálise freudiana, nas teorias sobre a história da criança no Ocidente, entre as quais a de Ariès, bem como nas filosofias clássicas da educação, aí incluídas a rousseauísta, na filosofia benjaminiana do brincar, e em obras de relevância em torno da linguagem cinematográfica. Os resultados apontam para a necessária reflexão acerca não apenas da linguagem do cinema e de suas relações com o mundo infantil, mas para a compreensão de que as representações da infância feitas pelo cinema são representações culturais, e oferecem outras possibilidades pedagógicas para além daquelas convencionalmente estabelecidas pela educação formal
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Oliveira, Cristiane Kessler de. "O PIM mudou nossas vidas? as representações sociais e o impacto do programa "primeira infância melhor" nos modos de viver e de pensar das famílias atendidas." Universidade do Vale do Rio dos Sinos, 2011. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3187.
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Este estudo problematiza e analisa os impactos do Programa Primeira Infância Melhor nos modos de viver e de pensar das famílias atendidas. Desenvolvido pela Secretaria da Saúde do Rio Grande do Sul em parceria com Prefeituras Municipais do Estado, o PIM trabalha com famílias em situação de vulnerabilidade social, que tenham gestantes e crianças de até seis anos de idade. A presente pesquisa analisa as representações sociais veiculadas nesses espaços, buscando responder às seguintes questões: Quais as representações de infância para as famílias atendidas pelo PIM no município de Santo Antônio da Patrulha? As famílias, a partir das orientações e do acompanhamento recebidos, modificam a maneira de lidar com suas crianças, de interagir com estas e de se comunicar? Quais as representações do PIM para as famílias? O caminho investigativo traçado desenvolveu-se a partir de dados coletados em entrevistas semiestruturadas com seis famílias atendidas pelo Programa e três Visitadoras, responsáveis por este acompanhamento. O referencial teórico centra-se nos conceitos de representações sociais de Serge Moscovici, de habitus de Pierre Bourdieu e de mediação, de Lev Vygotsky. Os resultados da investigação revelaram que o Programa é representado, para as famílias, como apoio, informação, cuidado, estimulação, vínculo e brincadeira. Revelou também mudanças nas representações de infância dessas famílias que, a partir do PIM, passam a valorizar mais o vínculo e a brincadeira. Foram observadas, ainda, mudanças nas representações do papel de mãe, como o fato de estas passarem a considerar a importância do tempo com a criança em detrimento da organização da casa.
This study both problematizes and analyzes the impacts of the Early Childhood Program (PIM) on the ways of living and thinking of families served by the Program. Developed by the Health Department of Rio Grande do Sul together with city halls, PIM works with socially vulnerable families in which there are pregnant women and children up to six years old. This research analyzes the social representations spread in those spaces, in an attempt to answer the following questions: What are the childhood representations of the families served by PIM in Santo Antonio da Patrulha County? Regarding the guidance and follow-up provided by the Program, do the families change the way they deal, interact and communicate with their children? Which are the families representations of PIM? The investigation path has developed from data collected through semi-structured interviews with six families served by the Program and three Visitors who are in charge of the follow-up. The theoretical basis focuses on the concepts of social representations by Serge Moscovici, habitus by Pierre Bourdieu, and mediation by Lev Vygotsky. The results have shown that the Program is represented to the families as support, information, care, stimulus, connection and play. Changes in those families‟ childhood representations have also been noticed. Through PIM, the families have given more value to connection and play. Furthermore, changes in the representations of the mothers role have been noticed, since mothers began to regard the time spent with children as more important than keeping the house tidy.
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Cardoso, Laís de Almeida. "A infância revisitada: um estudo sobre o protagonismo infantil na literatura brasileira ao raiar do século XX." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8156/tde-04082017-192107/.
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O objetivo da presente pesquisa foi estudar as representações da infância na literatura brasileira em uma época marcada por importantes transformações políticas, sociais e econômicas, não somente no Brasil, mas em todo o mundo a primeira metade do século XX. Desse período, compreendido mais especificamente entre 1920 e 1945, elencamos para o estudo quatro textos que apresentam perfis de diferentes protagonistas infantis: o conto Negrinha, de Monteiro Lobato, integrante da coletânea homônima publicada em 1920, e os romances Menino de engenho, de José Lins do Rego (1932), Capitães da Areia, de Jorge Amado (1937) e Infância, de Graciliano Ramos (1945). Enquanto o conto lobatiano precede a eclosão do Modernismo, os três romances analisados fazem parte do chamado movimento regionalista nordestino, que se estabeleceu especialmente durante a década de 1930 e apresentou como principais novidades a liberdade temática e o vigor estilístico na prosa literária. O intervalo de tempo escolhido, localizado entre o prenúncio e o fim do movimento modernista, revelou outra interessante coincidência: ao mesmo tempo que de um lado diferentes autores dedicavam-se a escrever sobre a infância brasileira, de outro se constituía por meio das obras infantis do próprio Monteiro Lobato uma literatura infantil genuinamente brasileira. Tomando os estudos sociológicos de Gilberto Freyre acerca das relações sociais e da constituição da família brasileira nos séculos anteriores ao período estudado, tivemos também como interesse durante a pesquisa buscar nos textos de ficção traços da infância descrita pelo sociólogo e vestígios de uma sociedade patriarcal e escravocrata. E, por fim, a partir de um breve estudo biográfico de cada um dos autores estudados, procuramos estabelecer ainda algumas relações entre infância, juventude, memória e criação. Como resultado de nossa análise, constatamos que, apesar das diferenças entre estilos e contextos que permeiam as quatro narrativas, alguns temas são recorrentes em todas elas, promovendo diálogos possíveis. Vestígios da escravidão, castigos corporais a que as crianças são submetidas, contraposição entre liberdade e sujeição e a despedida da infância são alguns deles. Considerando-se também o cenário sociocultural em que as obras foram concebidas e as histórias de vida de seus autores, é possível concluir que, mais que retratos esparsos de crianças construídas de papel e tinta, os textos, em seu conjunto, trazem-nos importantes reflexões sobre a infância no Brasil nesse período situado na primeira metade do século XX.This study aims to analyze representations of childhood in Brazilian literature during the first half of the 20th century, more specifically between 1920 and 1945, a period in which substantial changes occurred in politics, economics, and society worldwide. For this purpose, I explored connections between four Brazilian literary pieces that present children as main characters, as follows: a short story by Monteiro Lobato, Negrinha (1920), and three novels Menino de engenho (Plantation Boy, 1932) by José Lins do Rego, Capitães da Areia (Captains of the Sand, 1937) by Jorge Amado, and Infância (Childhood, 1945) by Graciliano Ramos. Whereas Negrinha precedes the advent of Modernism, the remaining fictional works encompass examples of the Brazilian Regionalist Movement, which emerged during the 1930s, highlighting innovations in literary prose, such as thematic freedom and stylistic vigor, also portraying hardships of population in the Brazilian interior backlands. The time frame outlined in this study reveals a remarkable coincidence while some Brazilian authors were devoted to write about Brazilian childhood, Monteiro Lobato publishes his groundbreaking masterpieces which determines the rise of childrens literature in Brazil. This research also addresses sociocultural aspects of patriarchy and slavery in the literary pieces studied, taking into account the extensive sociological studies by Gilberto Freyre about Brazilian cultural and social heritage which was shaped by a high degree of miscegenation amidst Portuguese settlers, native Brazilians, and African slaves. Upon brief analysis of the authors biographies, this study also examines relationships between childhood, youth, memory, and creation. Ultimately, this research demonstrates that despite the differences amid writing styles and contexts in which the four narratives were written, some of the themes are recurrent, including physical punishment of children, farewell to childhood, historical legacy of slavery, and contrasts between freedom and subservience. To conclude, these works are more than childrens portraits crafted on paper and ink the results of this analysis reveal that the literary pieces studied are closely related and intertwined, therefore it will certainly provide valuable insights into childhood in Brazil in the early 20th century.
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Ramos, Anne Carolina. "Cultura infantil e envelhecimento : o que as crianças têm a dizer sobre a velhice? : um estudo com meninos e meninas da periferia de Porto Alegre." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2006. http://hdl.handle.net/10183/8929.
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A presente dissertação busca compreender os saberes que as crianças têm sobre a velhice. As crianças são entendidas aqui como sujeitos sociais comuns, que produzem cultura – ao mesmo tempo em que também são produzidas sócioculturalmente – nas interações com os seus pares e com outros grupos culturais e etários. Esta pesquisa foi desenvolvida com um grupo de 16 meninos e meninas, moradores da periferia de Porto Alegre. Através da metodologia adaptada de Grupo Focal, as crianças desenharam, escreveram e discutiram sobre os marcadores identitários da velhice, evidenciando diferentes representações acerca dos idosos. Os dados coletados foram organizados em categorias analíticas de acordo com o método hermenêutico-dialético proposto por Minayo (1998). Sendo o corpo um produto histórico e cultural, as crianças nos permitem conhecer, por meio de seus saberes, os investimentos – sempre localizados, provisórios e situados – que fazemos sobre o corpo-velho, saberes que falam das relações desse corpo com outros corpos, das relações existentes entre os avós e os netos, os velhos e o amor, entre o idoso, o trabalho e a aposentadoria. As análises apontam para uma forte relação de diferenciação entra a juventude e a velhice, na qual a primeira é vista como a identidade – sempre desejável, posição não-problemática, central –, enquanto a segunda é concebida como a diferença. As vozes das crianças se instauram como polifônicas, trazendo fragmentos dos discursos dos avós, assim como de outras pedagogias culturais, como a televisão.The present work aims at understanding the children’s knowledge about aging. The children, in this context, are seen as ordinary social beings who produce culture – at the same time that they are also produced in social and cultural terms – in the interactions with their pairs as well as other cultural and generational groups. This research was developed with a group of sixteen boys and girls who live on the outskirts of Porto Alegre. Through the adopted methodology of the Focal Group, the children drew, wrote and discussed about the identity markers of aging, highlighting different representations of elderly people. The collected data were organized in analytic categories according to the hermeneutics dialectics method proposed by Minayo (1998). Being the body a historical and cultural product, children allow us to learn, through their knowledge, about the investments – always located, provisional and situated – we make about the old-body. This children’s knowledge speaks about the relations of this body with other bodies, the existing relations between grandparents and grandchildren, between elderly people and love, and, between elderly people, work and retirement. The analyses point out a strong relation of differentiation between the youth and the old age, in which the first is seen as the identity – always desirable, non-problematic position, central – while the second one is conceived as the difference. The children’s voices are established as polyphonic, bringing fragments of their grandparents’ speeches, as well as other cultural pedagogies, such as television.
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Platzer, Maria Betanea. "Crianças leitoras entre praticas de leitura." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251672.
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Orientador: Norma Sandra de Almeida FerreiraTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: O presente trabalho visa a investigar o envolvimento de crianças com a leitura em seu cotidiano por meio de suas práticas e representações. Algumas questões são apresentadas neste estudo: De que forma ocorre o encontro entre objetos de leitura e seus leitores? Movido por quais expectativas, interesses e necessidades dos leitores? Quais modalidades de leitura são praticadas e escolhidas pelas crianças? Em que medida e de que forma a leitura é mediada por outros leitores? Quais apropriações e rituais são mais freqüentes e presentes para essas crianças? Para tanto, apoiamo-nos em pesquisas acadêmicas desenvolvidas no campo da leitura, especialmente sob a perspectiva da História Cultural. Os dados foram coletados por meio de diversos procedimentos metodológicos, dentre eles, questionários distribuídos a aproximadamente 60 crianças entre 10 e 11 anos de idade, residentes no município de Araraquara, interior de São Paulo; desse total, posteriormente, entrevistamos 10 crianças. Diferentes temáticas puderam ser contempladas por meio deste estudo, tais como: impressos que circulam e leituras que se repetem entre as crianças, envolvendo suas finalidades; rituais de leitura; apropriação de diferentes gêneros textuais; relação leitura e tecnologia digital e, ainda, leitura não-consagrada. As práticas aqui investigadas revelam a trajetória de envolvimento com a leitura por crianças (e suas respectivas famílias) que trazem um universo de significados, experiências e vivências, muitas vezes, distantes daquelas legitimadas, por exemplo, pelo cânone escolar. Acreditamos que um olhar mais atento às práticas de leitura cotidianas pode levar à revisão da premissa de que crianças de menor poder aquisitivo - foco central de nossas investigações - não lêem, buscando assim a revisão do conceito de leitura. Por outro lado, além de valorizar essas leituras, acreditamos ser necessária a ampliação de acesso a outras práticas de leitura da cultura letrada a essas crianças.
Abstract: O presente trabalho visa a investigar o envolvimento de crianças com a leitura em seu cotidiano por meio de suas práticas e representações. Algumas questões são apresentadas neste estudo: De que forma ocorre o encontro entre objetos de leitura e seus leitores? Movido por quais expectativas, interesses e necessidades dos leitores? Quais modalidades de leitura são praticadas e escolhidas pelas crianças? Em que medida e de que forma a leitura é mediada por outros leitores? Quais apropriações e rituais são mais freqüentes e presentes para essas crianças? Para tanto, apoiamo-nos em pesquisas acadêmicas desenvolvidas no campo da leitura, especialmente sob a perspectiva da História Cultural. Os dados foram coletados por meio de diversos procedimentos metodológicos, dentre eles, questionários distribuídos a aproximadamente 60 crianças entre 10 e 11 anos de idade, residentes no município de Araraquara, interior de São Paulo; desse total, posteriormente, entrevistamos 10 crianças. Diferentes temáticas puderam ser contempladas por meio deste estudo, tais como: impressos que circulam e leituras que se repetem entre as crianças, envolvendo suas finalidades; rituais de leitura; apropriação de diferentes gêneros textuais; relação leitura e tecnologia digital e, ainda, leitura não-consagrada. As práticas aqui investigadas revelam a trajetória de envolvimento com a leitura por crianças (e suas respectivas famílias) que trazem um universo de significados, experiências e vivências, muitas vezes, distantes daquelas legitimadas, por exemplo, pelo cânone escolar. Acreditamos que um olhar mais atento às práticas de leitura cotidianas pode levar à revisão da premissa de que crianças de menor poder aquisitivo - foco central de nossas investigações - não lêem, buscando assim a revisão do conceito de leitura. Por outro lado, além de valorizar essas leituras, acreditamos ser necessária a ampliação de acesso a outras práticas de leitura da cultura letrada a essas crianças.
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação
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Sales, JoÃo Victor Melo. "O menino sebosinho: a estratÃgica representaÃÃo de infÃncia na pÃgina Suricate Seboso." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18120.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorDesde 2012, a pÃgina cearense Suricate Seboso alcanÃou sucesso no Facebook ao publicar tirinhas e memes que representam elementos do cotidiano regional com um estilo humorÃstico e regionalista. A maior parte dos posts aborda temÃticas relativas à infÃncia em seus conteÃdos, por meio da construÃÃo estratÃgica de uma representaÃÃo sobre essa categoria, sobretudo em torno da caracterizaÃÃo do personagem infantil Sebosinho. Esta pesquisa tem o objetivo de identificar os principais efeitos de sentido embutidos nas estratÃgias de construÃÃo dessa representaÃÃo de infÃncia no conteÃdo da pÃgina. Com base em uma abordagem netnogrÃfica (KOZINETS, 1998; GEERTZ, 2014; FRAGOSO; RECUERO; AMARAL, 2011), que leva em conta o modelo de circulaÃÃo cultural de Richard Johnson (2010), a metodologia inclui a anÃlise especÃfica de 50 posts, de comentÃrios publicados pelos internautas e de entrevistas concedidas pelos produtores. A anÃlise dos posts selecionados buscou identificar os principais elementos representativos das gramÃticas das culturas infantis (SARMENTO, 2004) que foram estrategicamente utilizados na ediÃÃo dos conteÃdos de forma a produzir certos efeitos de sentido no pÃblico. As discussÃes trabalham com os conceitos de efeito de sentido (CHARAUDEAU, 2010), estratÃgia (CERTEAU, 1996), representaÃÃo (MOSCOVICI, 2004), infÃncia (QVORTRUP, 2010), culturas infantis (SARMENTO, 2004; CORSARO, 2011), cultura lÃdica (BROUGÃRE, 1997), formas simbÃlicas (THOMPSON, 1995), ethos (MAINGUENEAU, 1997), alÃm das consideraÃÃes de Lipovestky (2005) e Minois (2003) sobre humor, de Haesbaert (1999), Hall (2005) e Canclini (2008) sobre processos identificatÃrios e de Albuquerque Jr. (2003; 2006) e Carvalho (1994;2014) sobre regionalismo nordestino. A pesquisa destaca, sobretudo, trÃs efeitos principais, que sÃo fatores que ajudam a explicar o sucesso de pÃblico alcanÃado pela pÃgina: a produÃÃo de processos de identificaÃÃo, a evocaÃÃo do sentimento de nostalgia e a publicizaÃÃo do privado. Eles sÃo produzidos nÃo apenas sobre os internautas, mas tambÃm sobre os prÃprios produtores do conteÃdo, os quais consistem em amadores que conquistaram visibilidade e lucro com suas atividades na internet, principalmente ao criarem uma representaÃÃo de infÃncia que reforÃa elementos referentes a segmentos da sociedade definidos por recortes de regiÃo, classe social, geraÃÃo e gÃnero.
Since 2012, the Suricate Sebosoâs fanpage, from CearÃ, a state located in Northeast Brazil, has gotten success in Facebook because it publishes comics and memes that represent elements from the regional quotidian by a humoristic and regionalist style. Most of the posts brings up subjects related to childhood in its contents, by the strategic construction of a representation about this category, mainly with the feature of the character Sebosinho, which is a child. The object of this research is to identify the main sense effects within the construction strategies of the childhood representation in the content of the fanpage. By an nethnographic approach (KOZINETS, 1998; GEERTZ, 2014; FRAGOSO; RECUERO; AMARAL, 2011), that considers the cultural circulation model by Richard Johnson (2010), the methodology includes the specific analysis of 50 posts, of comments published by the fans and of interviews gave by the producers. The selected postsâ analysis identified the main representative elements of the childhood cultureâs grammar (SARMENTO, 2004) which were used strategically in the edition of the contents, producing some sense effects on the audience. The discussions work with the concepts of sense effect (CHARAUDEAU, 2010), strategy (CERTEAU, 1996), representation (MOSCOVICI, 2004), childhood (QVORTRUP, 2010), childhood cultures (SARMENTO, 2004; CORSARO, 2011), ludic culture (BROUGÃRE, 1997), symbolic forms (THOMPSON, 1995), ethos (MAINGUENEAU, 1997), besides the considerations of Lipovetsky (2005) and Minois (2003) about humor, the ideas of Haesbaert (1999), Hall (2005) and Canclini (2008) about identification processes, and the discussions of Albuquerque Jr. (2003; 2006) and Carvalho (1994; 2004) about the regionalism from Northeast Brazil. The research highlight principally three main effects, which are factors that help to explain the audience success of the page: the production of identification processes, the evocation of nostalgia feeling and the publicization of private elements. They arenât produced only for the fans, but also for the own content producers, who are amateurs that got visibility and profit with their internet activities, mainly because they create a childhood representation that reinforce the elements referred to societyâs segments defined by the section of region, social class, generation and gender.
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Tavares, Fabiana Valeria da Silva. "\'Quase\' como antes: a (des)construção das representações de infância da classe trabalhadora na literatura infantil e juvenil." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8156/tde-22012015-182220/.
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Este trabalho visa a apresentar um estudo investigativo do processo de construção e desconstrução das representações da infância da classe trabalhadora na literatura infantil e juvenil inglesa e brasileira. Para tanto, estabelecemos, a priori, no Capítulo I, as bases conceituais de nosso trabalho, bem como tratamos das esferas culturais, econômicas, políticas, ideológicas que propiciaram o surgimento do conceito de infância da classe operária durante a Revolução Industrial, e investigamos de que forma interesses de formação da mão de obra trabalhadora e movimentos sociais e filantrópicos, assim como obrigações legislativas fizeram com que a jornada de trabalho infantil fosse paulatinamente diminuída e os diversos tipos de ensino fossem instaurados, de acordo com o contexto socioeconômico em questão. A seguir, a tentativa de traçar um perfil literário histórico e social que demonstre as diversas representações da infância da classe trabalhadora na Inglaterra e no Brasil ou a ausência delas --, procedemos à análise de obras literárias representativas da condição da criança que fosse filha de trabalhadores ou ela mesma trabalhadora. Assim, no Capítulo II, iniciamos nossa exploração através da análise de Kim, de Rudyard Kipling, e O Jardim Secreto, de Frances Hodgson Burnett, bem como de Os meninos e o trem de ferro, de Edith Nesbit, para discutirmos representações de classe e infância entre as personagens, bem como sua relação com o espaço habitado e a relação dialética entre base e superestrutura existentes tanto na literatura relativa à colônia inglesa quanto ao território inglês, e então partimos para a análise de Saudade, de Tales de Andrade, como obra exponencial do projeto político-pedagógico de uma República ainda em construção e carente da formação de uma identidade nacional, e colocamos em evidência as relações entre o protagonista e as demais personagens e o espaço do campo e da cidade, como forma de ressaltar a visão utópica e idílica da comunhão da criança com a natureza como base formadora ideal de uma civilização. No capítulo III, avançamos na história para abordarmos Ballet Shoes, de Noel Streatfeild, primeiro livro de uma série das irmãs Fossil, adotadas por um arqueólogo na Londres dos anos 1930 e que, diante do desaparecimento deste, se vêem forçadas a trabalhar para garantir a subsistência. Neste contexto, exploramos questões de cunho social e histórico e discutimos representação de classe, infância e trabalho, numa tentativa de estabelecermos um ponto de diálogo com o conto Negrinha, de Monteiro Lobato, e aí retomarmos, no contexto nacional de uma república herdeira de uma tradição escravocrata, a relação entre família, trabalho e infância na existência da protagonista. Ainda na discussão da relação de infância, classe e trabalho, o Capítulo IV apresenta uma análise de A fantástica fábrica de chocolate, de Roald Dahl, e Açúcar amargo, de Luiz Puntel, para contrapor as visões do modo como a criança da classe trabalhadora volta a ter sua infância cada vez menos idealizada e mais inserida na realidade adulta do trabalho, da desestrutura familiar, da falta de recursos materiais e da necessidade de garantir sua subsistência. O Capítulo V apresenta não obras emblemáticas ou definitivas sobre o tema, mas novas possibilidades de leitura social inglesa e brasileira da infância da classe trabalhadora e do crescimento de jovens em tais contextos, e a forma como a descoberta de cada um se dá em tais ambientes. Para tanto, apresentamos uma análise de Reviravolta, de Damian Kelleher, e Jardim do céu, de Edison Rodrigues Filho. Com este caminho percorrido, compreendemos que houve, de fato, um processo de construção de uma infância da classe trabalhadora, que ora foi maquiado pelo discurso rousseauniano do bom selvagem e da inocência, ora foi calado em detrimento da expansão de uma literatura infantil e juvenil mais centrada na figura da criança sacralizada, nos termos de Viviana Zelizer (1985), para então voltar a figurar, a partir principalmente dos anos 1980, não como representação de uma classe, mas como ser constituinte de uma sociedade multifacetada que já não comporta, há muito, mascaramentos sociais ou políticos em favor da propaganda de um ideal inexistenteThe present study aims to investigate the construction and deconstruction of the representations of working-class childhood in English and Brazilian children\'s and juvenile literature. We depart from the presentation and discussion, in Chapter I, of the conceptual bases of the investigation, and of the cultural, economic, political and ideological spheres that led to the emergence of the concept of childhood in the working class context during the Industrial Revolution. In this Chapter we also discuss how the interests involved in the training of working class manpower, in social and philanthropic movements and in legislative responsibilities that gradually imposed the reduction of childrens working hours imposed the implementation of several forms of school education according to the socioeconomic context involved. The following step is a tentative historical literary and social survey pointing out the various representations of working-class childhood in England and Brazil - or their absence thereof; we, then, proceed to the analysis of literary works representative of the condition of the children who were either born to working class families or were themselves workers. Our exploration begins, in Chapter II, with the analyses of Kim, by Rudyard Kipling, of The Secret Garden, by Frances Hodgson Burnett, and of The Railway Children, by Edith Nesbit, aiming to discuss the representations of class and childhood among the characters, their relationship with the living space and the dialectical relationship between base and superstructure both in the context of the English colonial literature and of the English mainstream literature, and then we proceed to the analysis of Saudade, by Tales de Andrade, an exponent of the political-pedagogical project of a Republic still under construction and lacking the formation of a national identity; we intend to highlight the relationship between the protagonist and the other characters and between the space of the countryside and of the city as a way of emphasizing the utopian and idyllic vision of Child communion with nature as forming the basis of an ideal civilization. In Chapter III, we apply the historical approach to the analysis of Ballet Shoes, by Noel Streatfeild, the first book of a series about the Fossil sisters, adopted by an archaeologist in London in 1930 and, as a result of his disappearance, forced to work to ensure livelihood. In this context, we discuss issues of a social nature and history and of class representation and child labor, in an attempt to establish a parallel with the short story Negrinha, by Lobato. Then, in the national context of a republic heir to a slave tradition, we examine the relationship between family, work and childhood in the protagonists life. Still in the realm of the discussion of the relationship of childhood, class and labor, Chapter IV presents an analysis of Charlie and the Chocolate Factory, by Roald Dahl, and of Açúcar amargo, by Luiz Puntel, thus showing how the working class children have their childhood less and less idealized and more and more embedded in the adult reality of work, family dysfunction, lack of material resources and need to secure their livelihoods. Rather than canonical or definitive works on the subject, Chapter V discusses new possibilities for English and Brazilian social readings of working-class childhood, for the growth of young people in such contexts, and for the discovery of how each one of them develops in such environments. For this purpose, we present an analysis of Life, Interrupted, by Damian Kelleher, and of Jardim do céu, by Edison Rodrigues Filho. Having thus completed this analytical and investigative trajectory, we conclude that the construction of a working-class childhood was sometimes disguised by Rousseau\'s noble savage and innocence discourse, and sometimes silenced in detriment of the expansion of a child and youth literature more focused in the sacralized figure of the child, as discussed by Viviana Zelizer (1985). The construction of a working class childhood re-appears mostly from the 1980s on, not exactly as a representation of a class, but as a component of a multifaceted society that no longer admits socially or politically concealing propaganda in favor of non-existent ideals
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Ruedel, Kristin L. A. "Examining the impact of student-level and school-level variables on the disproportionate representation of minority students in special education using data from the early childhood longitudinal study - kindergarten cohort." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8870.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of Special Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Ruiz, Undurraga Catalina. "Les systèmes préscolaires et leur représentation de l’enfant : entre enfant et élève, le cas du Chili et de la France." Thesis, Bordeaux 2, 2013. http://www.theses.fr/2013BOR22107/document.
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L’objet de cette recherche c’est de comprendre les traits essentiels de la représentation de l’enfant au sein des deux systèmes préscolaires particuliers, le chilien et le français. Pour bien saisir ces traits, nous avons a réalisé une démarche de type comparative qui essaie de percevoir l’évolution sociohistorique de la politique publique concernant le niveau préscolaire, et également les raisons d’être du préscolaire et les logiques culturelles, sous-jacentes, propres à chacun des pays. A ce propos, la parole des enseignants de chaque système devient révélatrice de l’intentionnalité de chacune des modèles ainsi que de la figure de l’enfant à éduquer. Le modèle chilien mis sur la continuité, à l’intérieur d’un système guidé par une logique de privatisation : continuité du statut d’enfant et continuité des modes de socialisation familiales. Bien que le système chilien s’intéresse aux apprentissages, la première mission de l’éducation parvularia est de former des individus de façon globale (holistique), c'est-à-dire, en prenant en considération tous les domaines du développement de l’enfant. L’enfant est toujours considéré comme un sujet « enfant » avec d’importantes potentialités à développer, tant qu’il reste dans des ambiances éducatives de qualité. Le modèle français, fondamentalement public, est guidé par une logique de type républicaine, ou les domaines du social et du privé restent écartés, représente plutôt une rupture. La transformation de l’enfant en élève devient l’acquisition des modes scolaires de socialisation au détriment d’autres modes de socialisation, surtout familiales. La maternelle devient la première étape de la préparation pour arriver au niveau élémentaire. Pour cela l’enfant doit devenir écolier pour assurer un départ scolaire le plus réussi possible. Ce que nous a révélé cette thèse comparative est que, malgré la « mondialisation », de plusieurs domaines de la vie humaine, les valeurs et les principes qu’on veut garder et transmettre aux générations futures, ne sont pas toujours les mêmes. De ce fait, chaque système éducatif construit une représentation de la figure de l’enfant qui est issue d’une accumulation des divers facteurs qui s’ajoutent ou s’empilent : l’évolution historique des pays, les modèles socio-économiques, les courants pédagogiques en vogue, les intentions idéologiques associées à l’objectivation de la fonction du scolaire, la vision de la famille, l’importance de l’école, entre autres. La combinaison de ces variables, permet d’élaborer collectivement une mission éducative qui s’accorde avec une représentation de l’enfant particulierThe goal of this research is to comprehend essential attributes of children’s representation in two specific preschool systems, that of Chile and France. To properly understand these attributes, we attempted a comparative approach to unearth the socio-historic evolution of preschool public policy, preschooler’s rationale and latent cultural traits, specific to each country. In this respect, educator’s discourse in each system accordingly reveals model purposes and intended child figure. Within a system lead by a privatization rationale, the Chilean model is based on continuity, that is, continuity of children status and family socialization trends. Although Chile’s system pursues learning outcomes, the primary mission of its preschool education is to develop individuals in a holistic fashion, that is, to take under consideration all child development domains. The child is at all times regarded as a subject with great potential to be developed, as long as he stays at a quality learning environment. The French model, essentially public, rather represents a rupture lead by a republican logic where the public and private domains remain a part. The child transformation into student comes from the acquisition of school socialization fashion to the disadvantage of other socializations alternatives, particularly familial. Preschool stands as the first stage of preparation to reach primary school. For that purpose the child must become a schoolchild to ensure a successful school life beginning. What this comparative thesis reveals is that, despite globalization of various domains of human life, the values and principles that we want to preserve and transmit to future generations are not always the same. Hence, each educational system elaborates a representation of the child from the accumulation of a diversity of factors: historic evolution of the country, the socioeconomic model, the pedagogic trends, ideological intentions associated with objectivation of educator’s function, beliefs about family, the importance of schooling, among others. The combination of these variables enables a collective elaboration of an educational mission in agreement with a particular representation of the child
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Nóbrega, Suely Soares. "Representações sociais sobre docência na educação infantil na interface com a política de formação de professores." Universidade Federal da Paraíba, 2012. http://tede.biblioteca.ufpb.br:8080/handle/tede/4735.
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This research aims at analyzing Social Representations about the teaching of future educators of the Federal University of Rio Grande do Norte (Caicó) in early childhood education. We assumed that teaching in early childhood education, in a problematical conception, is the commitment to freedom of educators and students, subjects of educational practice, based on knowing act that stimulates critical thinking, creativity, reflection and action upon reality. Thus, we reflect on the policies formulated concerning early childhood education and teacher training in the current context. Using the Theory of Social Representations formulated by Moscovici, we investigate the importance of training processes in the Social Representations of future educators, analyzing the CNE/CP 1, May 15, 2006. 118 undergraduate students who were in the first, third, fifth, seventh and ninth semesters of the Pedagogy Course participated in this research. First, we used a questionnaire of Free Association of Words in which was evoked, in order of importance, the stimulus in teaching in early childhood education, and secondly, through a semi structured interview, we analyzed the expectations of the students for the Pedagogy Course and which elements they considered relevant to the training of teachers of early childhood education. To process the data the software EVOC and ALCESTE was used. The results of this research lead us to reflect on the knowledge that constitutes the teaching practice no matter they are based on experience, science, ethics, political or sociocultural terms. The Social Representations of future teachers about teaching in early childhood education refers to the commitment to the education of young children and also to the teacher education itself, besides showing the romantic vision of teaching. The implications for the initial teacher training that appear in the Social Representations of the Pedagogy students of UFRN/CERES consist of the ability to develop and implement public policies that make commitments with the formation of the citizen child, recognizing their specificities; valuing recreation as science, comprising interfaces for children's development and establishing teaching as a profession. Prospective teachers assume the responsibility and commitment to the education of children, emphasizing the aspects of morality and education, besides patience and dedication. They also recognize the need to link playing, caring and education, even though among trainees, recognition of theory in educational practice has not been evidenced. We propose to the teacher training policies a partnership between universities and early childhood education institutions that may provide opportunities for future teachers to participate in the political-pedagogical project of the Pedagogy Course. Finally, we hope this study will contribute to the construction of knowledge and reflection of teacher education, especially concerning early childhood education, which considers children‟s education an essential point for their total development. This work contributed to new researches concerning teaching in early childhood education and its role in the teaching-learning process, providing total children development in the full sense of childhood.
Esta pesquisa teve como principal objetivo analisar as Representações Sociais sobre a docência na educação infantil dos futuros pedagogos da Universidade Federal do Rio Grande do Norte em Caicó. Partimos do pressuposto de que a docência na educação infantil, numa concepção problematizadora, consiste no compromisso com a liberdade de educadores e educandos, sujeitos da prática educativa, fundamentada no ato cognoscente que estimula a crítica, a criatividade, a reflexão e ação sobre a realidade. Assim, refletimos sobre as políticas formuladas concernentes à educação infantil e a formação docente no contexto atual. A partir da Teoria das Representações Sociais de Moscovici, investigamos a importância dos processos de formação nas RS dos futuros pedagogos, analisando a Resolução CNE/CP Nº 1, de 15 de maio de 2006. Participaram da pesquisa 118 alunos do Curso de Pedagogia matriculados nos primeiro, terceiro, quinto, sétimo e nono períodos. Primeiramente, realizamos o questionário de Associação Livre de Palavras em que foi evocado, por ordem de importância, o estímulo docência na educação infantil e, posteriormente através de uma entrevista semiestruturada, analisamos as perspectivas dos alunos em relação ao curso de Pedagogia e quais elementos consideravam relevantes para a formação do professor de educação infantil. Para o tratamento dos dados, utilizamos o software EVOC e ALCESTE. Os resultados desta pesquisa nos remete a refletir sobre os saberes que constituem a prática docente, sejam eles baseados na experiência, científicos, éticos, políticos e socioculturais. As RS dos futuros professores sobre a docência na educação infantil se referem ao compromisso com a educação das crianças pequenas e à própria formação docente, além de evidenciar a visão romântica de docência. As implicações para a formação inicial docente que aparecem nas RS dos alunos de Pedagogia da UFRN/CERES consistem na possibilidade de elaborar e implementar políticas públicas que assumam compromissos com a formação da criança cidadã, reconhecendo as suas especificidades; valorizando o lúdico como ciência, compreendendo suas interfaces para o desenvolvimento da criança e estabelecendo o trabalho docente como profissão. Os futuros professores assumem o compromisso e a responsabilidade com a educação das crianças, valorizando os aspectos da moralidade e da instrução, além da paciência e dedicação. Reconhecem também a necessidade de articular o brincar, o cuidar e o educar, embora entre os formandos não tenha sido evidenciado o reconhecimento da teoria na prática educativa. Propomos para as políticas públicas de formação docente a parceria universidade e instituições de educação infantil, oportunizando aos futuros professores a participação no projeto político pedagógico do curso de pedagogia. Por fim, esperamos que esse estudo possa contribuir para a construção do conhecimento e reflexão da formação docente, em especial da Educação Infantil, que tem o cuidado e a educação das crianças como funções essenciais para o seu desenvolvimento integral. Este trabalho fomentou novas pesquisas concernentes à docência na educação infantil e o seu papel no processo de ensino e aprendizagem, proporcionando o desenvolvimento integral da criança no pleno sentido da infância.
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Roberts, Sharon Emma. "Childhood material culture and museum representations." Thesis, University of Newcastle Upon Tyne, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427292.
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Vidal, Fernanda Fornari. "Príncipes, princesas, sapos, bruxas e fadas : os "novos contos de fada" ensinando sobre relações de gênero e sexualidade na contemporaneidade." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/14655.
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Esta Dissertação de Mestrado propõese a analisar os “novos contos de fadas” com vistas a examinar as representações de infâncias e de relações de gênero e sexualidade, presentes nestes artefatos da nossa cultura. Neste trabalho, se reconhecem os contos de fadas contemporâneos como “novos contos de fadas”, colocando-os em suspeição, a partir do estudo realizado acerca de sua produtividade como texto cultural. A seleção dos livros é diversificada e nela se procurou escolher livros indicados à faixa etária das séries iniciais ou anos iniciais (610 anos) do Ensino Fundamental, publicados a partir da década de 90, os quais apresentam histórias de diferentes autores, publicadas por editoras distintas; de uma mesma coleção; de autores/as estrangeiros/as (obras traduzidas) e nacionais. A metodologia utilizada é a da interpretação textual, tanto em relação às narrativas quanto às ilustrações. Para isso, esta pesquisa conta com o referencial teórico dos Estudos Culturais em Educação, dos Estudos sobre Narrativas e dos relativos ao Gênero e à Sexualidade, em uma perspectiva pósmoderna e pósestruturalista. Questões relevantes deste estudo são: como os sujeitos infantis são representados por diferentes discursos, entre eles, os que “povoam” os livros infantis? Quais modelos de ser menino e menina, ou ser homem e mulher nos são ensinados através dos “novos contos de fadas”? A dissertação está organizada em seis capítulos. Neles são apresentados: a trajetória da pesquisadora, bem como a escolha e justificativa do tema de pesquisa; a história da literatura infantil, destacando conceitos importantes para o estudo, como os de conto, contos de fadas e “novos contos de fadas”; a história das infâncias; a história dos estudos de gênero e sexualidade; as conclusões do estudo. Articuladas às histórias de infâncias e à história dos estudos de gênero e sexualidade, estão as análises dos “novos contos de fadas” e suas representações de modos de ser criança e modos de viver a feminilidade e a masculinidade. Concluise com esta pesquisa que os “novos contos de fadas” ensinam sobre diferentes modos de ser criança. Com base nos autores estudados, percebemse representadas nas histórias as infâncias: desrealizadas e hiperrealizadas, protegida, parcialmente protegida, desprotegida, marginalizada, pública; chegando a representar as múltiplas infâncias da contemporaneidade, ou seja, aquelas constituídas por múltiplos discursos. Este corpus de textos analisados mostra uma criança saudável, feliz, sapeca, criativa, esperta, inteligente, dinâmica, corajosa, mas também, às vezes, uma criança ingênua e frágil, precisando da proteção adulta. As múltiplas infâncias dos “novos contos de fadas” são representadas por crianças que brincam, ficam tristes, mostramse sonhadoras, ciumentas, lidam com a morte, freqüentam a escola, enfim, representam os modos de ser e viver na contemporaneidade. Concluise, também, que os “novos contos de fadas” ensinam que não há um jeito único, nem mais verdadeiro, de ser homem e de ser mulher e que se podem experimentar vários modos de viver a sexualidade no diaadia. Algumas histórias não operam muitas transgressões de gênero e outras rompem com os discursos hegemônicos em torno da sexualidade, ao repensar “novos padrões”.This master’s dissertation has proposed to analyse ‘new fairytales’ to examine representations of children and gender and sexuality relations, found at these artefacts of our culture. In this work, one has acknowledged the contemporary fairytales as ‘new fairytales’, suspecting of them, from the study conducted about its productivity as cultural text. Book selection is varied, and one has sought to choose books proper for the age range of early school years (six to 10 years old) in the primary school, published from the 1990s on, which feature different authors’ tales in different publishing companies; in a same collection; by foreign male and female authors (domestic and translated works). The methodology used has been that of textual interpretation, whether regarding narratives and illustrations. In support of this, the research has relied on the theoretical referential of the Cultural Studies in Education, Studies on Narratives and Gender and Sexuality, in a postmodern and poststructuralist perspective. The following are relevant questions of this study: how infantsubjects are depicted in different discourses among them, those who ‘inhabit’ the children’ books? What patterns of being a boy and being a girl, or being a man or a woman are taught through ‘our fairytales’? The dissertation is organized in five chapters. In them are: the research path and choice and justification for the subject matter; the story for the children’s literature, highlighting important concepts for the study, such as the tale, fairytales and ‘new fairytales’; children’s history; history of the study of gender and sexuality; final conclusions. Articulated to the children’s stories and to the history of the study of gender and sexuality, are analyses for the ‘new fairytales’ and their representations of styles of being a child and male and female ways of living. One has concluded that the ‘new fairytales’ teach us about different ways of being a child. Based on the studied authors, one has perceived childhoods represented in the stories: unaccomplished and hyperaccomplished, protected, partially protected, unprotected, marginalised, public; which come to represent multiple contemporary children’s ages, that is, those shaped by multiple discourses. This analysed set of texts has showed a healthy, happy, forward, creative, wise, intelligent, dynamic, courageous, but sometimes also artless, frail child who needs adult protection. Multiple childhoods in the ‘new fairytales’ are represented by playing, sad, daydreaming, jealous children dealing with death, attending school, that is, representing being and living styles in contemporary times. One has also concluded that the ‘new fairytales’ teach us that there is no one single ways, not even truest, of being a man and a woman, and that one can try several ways of enjoying sexuality in daily life. Some stories do not work with breaking of the gender, and some break with hegemonic discourses on sexuality, by rethinking ‘new patterns’.
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Newbon, Peter Jonathan. "Representations of childhood in the Wordsworth circle." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610729.
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Hjelm, Zara Luna. "Kolonialtidens barn : En studie i ”ras”, klass och kön genom representationen av barndomen." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-170854.
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Denna uppsats avser att analysera representationen av barnet och barndomen i konsten under den europeiska kolonialiseringen och imperialismen genom historieskrivningen ur ett feministiskt postkolonialt perspektiv med en historiografisk metod. Syftet är att reflektera över hur kolonialismen har påverkat den visuella konsten föreställande barn och skapat föreställningarna om ras, klass och kön. Som en bakgrund presenteras först konceptet av barnet och barndomens framväxt fram från medeltiden till slutet av 1700-talet. Sedan sammanflätas det med studiens två huvuddelar som tar avstamp i slutet av 1700-talet fram till början av 1900-talet. Den första huvuddelen analyserar barnmotiven i relation med kolonialismen ur nyklassicistisk-, romantisk- och realistisk konst, medan den andra huvuddelen centrerar kring orientalismen. Barnmotiven kommer genomgående att analyseras med en kritisk syn på historieskrivningen och samhällsnormer ur en intersektionell lens.This paper aims to analyze the representation of children and childhood in art during the European colonization and imperialization through history from a postcolonial feminist perspective historiographical method. The aim is to reflect on how colonialism has affected the visual representation of children and generated the concepts of race, class, and gender. As a background, the paper will first present the historical concept of the child and the emergence of childhood from the Middle ages to the end of the 18th century. This will then be intertwined with the two main parts of the study, which will analyze childhood from the late 18th until the beginning of the 20th century. The first main part analyzes pictures of children in relation to colonialism in the Neoclassical-, Romantic- and Realistic artforms, while the second main part will center around Orientalist art. Throughout the paper, the pictures will be analyzed with a critical perspective of history and societal norms from an intersectional viewpoint.
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Martin, Claire. "Discours d'éducateurs de jeunes enfants et d'enseignants de maternelle sur la diversité des formes et des situations familiales." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20013.
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Dans cette recherche, nous nous intéressons aux discours de professionnels de la petite enfance sur la diversité des formes et des situations familiales en France, et plus particulièrement à deux types de professionnels que sont les éducateurs de jeunes enfants et les enseignants des écoles maternelles. Après un passé distancié, les relations parents-professionnels sont aujourd'hui devenues une injonction. Elles sont présentées comme la base incontournable de l’accueil de l’enfant, dans une visée de bien-être et de bien-devenir de celui-ci. Dans ce contexte, nous cherchons à savoir si la forme et la situation familiale sont identifiées par les praticiens de la petite enfance comme un paramètre influant la trajectoire de l’enfant. L’objectif de cette recherche est d’étudier, au prisme de l’éducation comparée, deux s professionnelles à l’égard de cette question. Nous nous demandons quels facteurs, mais aussi quelles compétences peuvent être utiles à un accueil de qualité de la diversité. Pour aborder ces questions, nous avons choisi de croiser les méthodes quantitatives et qualitatives, mais aussi de travailler avec plusieurs approches qui, bien que différentes, s’avèrent complémentaires pour la compréhension de notre objet d’étude. C’est ainsi que nous évoquerons les évolutions historiques des lieux d’accueil de la petite enfance, celles de l’institution familiale, le champ de l’éducation comparée et le concept de représentation sociale.Pour mener notre étude, nous avons dans un premier temps étudié les textes qui organisent l’accueil des enfants de 0 à 6 ans, sur la question des relations parents-professionnels, tant au niveau de la réglementation que des dispositifs de formation initiale et continue. Puis nous avons recueilli les points de vue et les discours d’étudiants, de professionnels – aussi bien éducateurs de jeunes enfants que professeurs des écoles – mais aussi de parents, en utilisant quatre outils méthodologiques : des questionnaires, des entretiens, des situations-problèmes et l’analyse de forums de discussion sur Internet. Les résultats de cette recherche montrent que, face à l’objet à la fois familier et pourtant complexe que représente la famille, des représentations sociales tenaces existent sur la forme familiale. En effet, une référence à la famille intacte et un idéal familialiste persistant sont apparus dans notre étude et ce, pour les deux groupes d’étudiants, en dépit de formations pourtant très différentes en la matière (au niveau des contenus, des outils et de l’architecture du cursus). Si la confrontation au réel de la pratique professionnelle vient par la suite conforter les EJE dans leurs compétences, il semble que cela ne soit pas le cas pour les PE. En outre, les moyens mis à disposition sur le terrain en matière de formation continue et de processus de travail en équipe, viennent amplifier cet écart. Ainsi, lors de situations « extra-ordinaires » du point de vue des professionnels, les EJE convoquent principalement leur formation (initiale et continue) et à leur expérience professionnelle, alors que les PE font principalement référence à leur expérience personnelle, comme si les éléments théoriques apportés par la formation initiale n’avaient pas pris sens dans l’opérationnalité. Au regard des enjeux de société à la fois pour le bien-être et le bien-devenir de l’enfant mais aussi pour la construction identitaire des parents, nous plaiderons en faveur d’une réflexion sur la formation des enseignants de l’école maternelle afin de permettre à chaque enfant et à chaque parent d’être accueilli dans sa diversitéThis research focuses on the discourse of early childhood professionals on the diversity of family situations and patterns in France. Particular attention is paid to two types of professionals : early childhood educators and preschool teachers. After having being neglected for a long time, collaboration between professionals and parents has become today an injunction. Indeed it appears as the essential basis for every child’s welfare and well-becoming. In this context, the research intends to find out whether family patterns and situations are identified by early childhood practitioners as a parameter influencing the child's path. The aim is to study, through the prism of comparative education, how two professional s relate to this issue. What parameters, but also what skills can be useful to improve how diversity is embraced? To address these issues, quantitative and qualitative methods have been crossed. Additionally several approaches have been used – though different, they prove to be complementary to the understanding of our subject. Thus, the evolution of early childhood education institutions, of family patterns, of the comparative education field and of the concept of social representation is discussed.To conduct this research, the study has focused on texts which organize the care and education of children from 0 to 6 years. These texts approach the issue of parent-professional relationships, in terms of both regulation as well as initial and continuing training devices. In addition different views and speeches have been collected: students, professionals – both early year’s educators and preschool teachers – but also parents. Four methodological tools have been used: questionnaires, interviews, problem-situations and analysis of internet discussion forums. The results of this research show that, when facing a familiar yet complex subject such as the family, stubborn social representations exist on the familial pattern. Indeed, a persistent reference to the intact and idealistic family is present in both students’ groups, despite having followed very different trainings in the field – in terms of content, tools and organization of the curriculum. If the confrontation with the reality of professional practice has subsequently consolidated early year’s educators in their skills, it seems that this is not the case for the preschool teachers. Furthermore, the resources made available on the ground in terms of continuing training and team work process can amplify the difference. Thus, when “extra-ordinary” situations arrive (from the professionals point of view), two positions are observed: early year’s educators mainly summon their training – initial and ongoing – and their professional experience, while preschool teachers mainly refer to their personal experience, as if the theoretical elements provided by the initial training had not taken an operational sense. In view of social issues for both the child’s welfare and well-becoming but also for the building of the parents’ identity, this research argue in favor of a reflection on preschool teachers training in order to allow every child and every parent to be considered in its diversity
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Humbert, Cédric. "Dire la vieillesse en termes d'enfance. Un dévoiement du regard." Thesis, Paris Est, 2015. http://www.theses.fr/2015PESC0018.
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Comment comprendre la récurrence, dans la culture occidentale, des rapprochements entre la vieillesse et l’enfance fondés sur une idée de ressemblance ? Pour éclairer ce phénomène, nous avons analysé, dans la longue durée, ses manifestations discursives. Les métaphores, les comparaisons et les raisonnements par analogie à travers lesquels s’opèrent ces rapprochements apparaissent comme les expressions condensées de représentations sociales. Ces énoncés, qui reposent sur une hiérarchisation des âges de la vie et la valorisation de l’un d’entre eux, l’adulte que l’enfant n’est pas encore et que le vieux ne serait plus, forment un système d’interprétation où la vieillesse est dite en termes d’enfance, qu’il s’agisse de la décrire, de l’expliquer, de la dénigrer, d’en rire ou d’orienter les conduites. Invariant culturel qui renvoie au besoin de se référer à quelque chose de connu, ou supposé tel, pour comprendre quelque chose qui l’est moins, dire la vieillesse en termes d’enfance est un phénomène qui traverse les registres de discours et qui est observable jusque dans des propos d’experts de la vieillesse et du vieillissement. Il est traversé par des mécanismes de mise en valeur des ressemblances entre les vieux et les enfants et de masquage de leurs différences. Ces mécanismes favorisent les confusions entre le semblable et le même : le comparé peut être regardé comme identique au comparant et ce dernier devenir imitableAge and childhood, based on the idea of similarities? To shed light on this phenomenon we have studied how it manifests itself in speech in the long term. The metaphors, the comparisons and the analogical reasoning leading to these connections appear to be the condensed expressions of social representations. These statements, which rest on a hierarchy of the ages of man and the enhanced value of the adult, which the child has not yet reached and the elderly could no longer aspire to, form a system of interpretation where old age is depicted with the terms of childhood, be it to describe it, explain it, denigrate it, laugh about it or guide behaviour. It is a cultural habit which sends you back to the need to refer to something well known, or supposedly so, in order to understand something which is less familiar: talking about old age in terms of childhood is a phenomenon found throughout all levels of speech. It is noticed even in statements by experts in old age and ageing. It is full of mechanisms stressing similarities between the elderly and children and concealing their differences. These mechanisms favour some confusions between the similar and the identical: the compared item can be considered identical to the comparing item and the latter can become imitable
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Begum, Ali Jannath. "Spatial representations of touch in infancy and early childhood." Thesis, Goldsmiths College (University of London), 2016. http://research.gold.ac.uk/19157/.
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The primary aim of this thesis was to examine how infants, and young children, represent touches in space (i.e. with respect to their external environment). Studying infants in the first year of life allows us to map the emergence of the complex processes needed in order to correctly locate touches to the body (and, by extension, the location of the limbs and body parts on which those touches impinge). In a series of seven experiments, I examined the development of the spatial representation of touch. To do this, I explored the development of an external reference frame in which touches are coded, the modulatory effect of changes in posture on the neural representation of a touch and the relationship between vision and touch when locating a stimulus from these sensory modalities in space. To investigate the development of an external reference frame for touch, I used a ‘crossed-hands’ task. This task has been used as a marker of the influence of an external frame of reference for localizing touch and is considered to arise out of conflict (when the hands are crossed) between the anatomical and external frames of reference within which touches can be perceived. Previous research with children had found that this reference frame does not develop until after 5.5-years; I extended this finding by determining that children as young as 4-years are able to locate touches in external co-ordinates. Additionally, in a further study, I found that an external reference frame develops between 4 and 6 months of age. The modulatory role of vision on tactile localization was also investigated. These studies showed that when 4-year-old children are provided with current vision of the hand being touched, this interfered with the benefits of using an external reference frame. However, this interference was limited to when the limbs were in canonical postures. As such, it seems that young children are still refining the ways in which sensory cues to the body help them to locate touches in the world. Considering that early visual experience was implicated in the development of an external frame of reference I also examined the development of an ability to perceive visual and tactile stimuli in a common spatial location. Here, it was found that 6-month-olds demonstrated this ability, with tentative findings suggesting that it may develop even earlier in life (e.g., at 4 months of age). As such, the ability to co-locate tactile and visual stimuli at 6 months is consistent with a role for visual experience in the development of an external frame of reference for touch at this age. Further to this, I examined interactions between vision and touch using a crossmodal cueing event-related potential (ERP) paradigm. In this study, it was found that at 7 months of age visual cues to the hand modulate processing of a subsequent tactile stimulus on that same hand. This provides further evidence of early acquired crossmodal links, but this was the first demonstration of crossmodal attentional cuing effects in infancy. Finally, in a set of two experiments, I investigated how infants (in the first year of life) were able to update the location of a felt touch across changes in arm posture, using an ERP measure. Although these studies demonstrated a null relationship between sensorimotor experience and somatosensory remapping, it was found that only those 8-month-old infants that displayed contralateral reaching behaviours were able to update to the location of a touch across a change in posture. As such, the relationship between sensorimotor experience and somatosensory remapping may not be simple, with other factors (such as brain maturation) also influencing this relationship.
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O'Mahony, Sarah Louise. "Representations of childhood and youth in postcolonial life-writing." Thesis, Goldsmiths College (University of London), 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514356.
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Negrini, Sandra. "Para além dos muros da escola: a criança na perspectiva da ação cultural." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/16232.
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Previous issue date: 2006-05-23Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The purpose of this study was to investigate the social representation of Curumim members a non-formal education program managed by Social Service of Commerce in São Paulo State. To understand what this program means to their members, its families and educators answered a questionnaire. Using Representation Social Theory and Analisys of Content, answers showed up two focal points: the Curumim education object and Curumim-school analogy. The participants of this research believe that Curumim promotes children social life and autonomy, and offers diversity and flexibility of its contents, and learning by play. But school has rigid contents that learning by play becomes impossible. The research participants think that a space for reflexion, expression, leisure and learning by play is necessary for children development, showing up a child conception that considers children as subjects built by themselves and culture makers. Childhood is a singular way of child intervention over this world. Curumim Program is an example of public and private non-formal actions that deserve to be studied by academic and politic environments. We hope these programs offer subsidies to think about formal education for construction of a new school culture based on autonomous and protagonist educators and children
Este estudo investigou as representações sociais dos participantes do Curumim - programa de sócio-educativo para crianças de 7 a 12 anos, implementado e mantido pelo Serviço Social do Comércio SESC, no Estado de São Paulo. A fim de compreender o significado do Programa para seus protagonistas, foi aplicado um questionário semi-aberto para instrutores e familiares. Utilizando a Teoria das Representações Sociais e a Análise de Conteúdo, as respostas evidenciaram dois eixos temáticos: o objeto educacional do Curumim e a analogia Curumimescola. Para os participantes, o Curumim tem por objetivo desenvolver a vida em grupo e a autonomia da criança; oferece flexibilidade e diversidade de conteúdos e aprendizagem pelo lúdico. Já a escola detém um currículo rígido e padronizado, não havendo articulação entre brincar e aprender. Os participantes da pesquisa atribuíram à criança a necessidade de um espaço para pensar e se expressar, exercer o lazer e aprender brincando, o que revela uma concepção de criança como sujeito que se constrói e produz cultura, e a infância, como o modo peculiar de intervenção da criança sobre o mundo. O Curumim é um entre outros exemplos de iniciativas públicas e privadas que se ocupam da educação não-formal, cujo processo merece compreensão e investigação no ambiente acadêmico e político, pela riqueza e especificidade de seus conteúdos e de suas formas de organização e gestão. Esperamos que a singularidade desses programas possa oferecer subsídios para repensar a educação formal e construir uma nova cultura escolar, calcada na autonomia e no protagonismo de educadores e educandos
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Randolph, Amanda. "The Portrayal of the Family Unit In Children’s Choice Award Books." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363622755.
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Campbell, Robin N. "Origins and development of representational systems in early childhood." Thesis, University of Stirling, 1992. http://hdl.handle.net/1893/21580.
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It is argued in Chapters 1 to 4 that in cognitive psychology in general, and in the disciplines of language acquisition and cognitive development in particular, there is substantial benefit to be derived from distinguishing between two representational systems, one system being deployed in long-established or highly-practiced functions, and the second deployed in novel tasks, or where difficulties interrupt the first system. It is also argued that the proper subject of cognitive development is the second of these systems. Chapters 5 and 6 are concerned in different ways with the origins of language in the individual, in particular with the question of what innate knowledge of language might be justified. It is concluded that many questions regarding innate knowledge remain open, and that a source in human evolution for knowledge of language is no more likely than sources in individual or social development. In Chapter 7 it is argued that representational drawing emerges late in the 4th year of life, and some new techniques are described for studying early representational drawing. Following these treatments of external systems of representation, Chapter 8 offers a general developmental theory of forms of representation, extending Piaget's insight that mental representation is co-extensive with thought, and that the main axis of cognitive development is the content of thought and representation. Chapters 9 to 12 apply this theory to the representation of belief and desire, and of extrinsic and intrinsic qualities of objects, by 11/2 to 4 year-old children. Chapter 13 introduces a new method for analyzing the free classification task, a task sometimes used to assess children's ability to think about intrinsic qualities, and applies this method to various data sets. Chapter 14 applies these insights and results to the problem of characterizing concepts and concept development and favourably discusses the idea that more precise knowledge of this aspect of development may help to explain certain features of early language acquisition.
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Doughty, Claire M. "Memories of East German childhood popular representations of the contested past /." Connect to resource, 2005. http://hdl.handle.net/1811/415.
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Thesis (Honors)--Ohio State University, 2005.Title from first page of PDF file. Document formattted into pages: contains 98 p. Includes bibliographical references (p. 93-98). Available online via Ohio State University's Knowledge Bank.
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Torres, Siders Jennifer. "Early Care and Education Testimonios at the Borderlands." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3577.
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Latinas represent a large proportion of the United States early care and education workforce, and thus have the potential to wield significant influence over the growth and development of millions of American children. However, the voices of Latina early childhood professionals often are missing in both research and mass media. Instead, social, political, and academic frames cast Latinas as foreign regardless of nationality, uneducated notwithstanding expertise, and passive despite action and influence. This testimonio analysis draws on Chicana feminist epistemology to re-center the perspectives of Latina child care providers and reveal more authentic insights on how they understand and perform their roles within the broader social contexts that define and delimit Latina identity in the United States. The collective account that emerges from their testimonios is one of straddling multiple borders: between influence and invisibility, between the personal and the professional, and between community and isolation.
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Massucato, Jaqueline Cristina. "Professora, educadora ou bab?? desafios para a reconstru??o da identidade profissional na educa??o infantil." Pontif?cia Universidade Cat?lica de Campinas, 2012. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/694.
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Previous issue date: 2012-02-16This study focuses on teacher s training in early childhood education, whose search problem lies in knowing the role of initial training in the reconstruction process of these professional identities, investigating the function of this training in the reconstruction of social representations of children education s future teachers about their profession. We developed a study based on qualitative research approach, whose theoretical and methodological framework was based on the Theory of Social Representations of Moscovici (2009). The data collection technique adopted was the application of questionnaires to 57 new students and 46 graduates of Pedagogy course of a private university in S?o Paulo state, among which we selected five graduating students to participate in semistructured interviews. The collected data were analyzed based on the identification of the following categories: teacher identity, conception of teacher and teacher training s challenges. The results indicated that this training course seems to have provided recognition to the early childhood s teacher as a professional one, with specific knowledge for its actions and, therefore, who needs to be professionally and socially recognized by the importance of its function. The investigation underscored how important is to rethink childhood s teacher identity in terms of professional recognition and its social, political and professional role. We value the contributions of this training course to the review of concepts and representations that interfere with this identity reconstruction and we realize that challenges are made to improve initial training in this course, such as internship, which needs to articulate the theory and promote more critical thoughts about the foundational concepts of the area; the need for deeper analysis of the curriculum to enable review of conceptions, allowing redraftings that deconstruct socially crystallized representations. Finally, by placing emphasis on these issues, we believe we are contributing to Educational research and, more specifically, to the identity formation of Childhood s Teachers, who belongs to a professional group entitled to exercise its teacher profession and the social function that historically characterizes it.
Este estudo aborda a forma??o de professores de educa??o infantil, cujo problema de pesquisa situa-se em conhecer o papel da forma??o inicial no processo de reconstru??o de sua identidade profissional, objetivando investigar o papel dessa forma??o na reconstru??o das representa??es sociais de futuras professoras de educa??o infantil sobre a profiss?o. Desenvolvemos um estudo baseado na abordagem qualitativa de pesquisa, cujo referencial te?rico-metodol?gico pautou-se na Teoria das Representa??es Sociais de Moscovici (2009). As t?cnicas de coleta de dados adotadas foram a aplica??o de 57 question?rios a alunos ingressantes e 46 concluintes de um curso de pedagogia de uma universidade particular do Estado de S?o Paulo, dentre os quais selecionamos cinco alunas concluintes para participarem da realiza??o de entrevistas semi-estruturadas. Os dados coletados foram analisados a partir da identifica??o das seguintes categorias de an?lise: identidade docente, concep??o de professor e desafios para a forma??o docente. Os resultados obtidos indicaram que esse curso de forma??o parece ter proporcionado o reconhecimento do professor da educa??o infantil enquanto pertencente ? categoria profissional professor, com saberes espec?ficos para sua atua??o e que, portanto, necessita ser reconhecido profissional e socialmente pela import?ncia de sua fun??o. A investiga??o ressaltou a necessidade de se repensar a identidade desse professor em termos de reconhecimento da profiss?o docente e do seu papel social, pol?tico e profissional. Destacamos as contribui??es desse curso de forma??o no que se refere ? revis?o de conceitos e representa??es que interferem nessa reconstru??o identit?ria e pudemos perceber que desafios est?o postos para aperfei?oar a forma??o inicial nesse curso, como a quest?o dos est?gios, que precisam articular a teoria e promover reflex?es mais cr?ticas sobre as concep??es fundantes da ?rea; a necessidade de uma an?lise mais aprofundada do curr?culo, a fim de permitir revis?es das concep??es, possibilitando reelabora??es que desconstruam representa??es cristalizadas socialmente. Finalmente, ao colocar essas quest?es em relevo, acreditamos estar contribuindo com a pesquisa em Educa??o e mais especificamente com a forma??o identit?ria dos professores de Educa??o Infantil, pertencentes a um grupo profissional que tem direito de exercer sua profissionalidade docente e a fun??o social que o define historicamente enquanto tal.
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Hallberg, Mathilda. "Barn till beskådan : Familj, välfärdsstat och nation i fototävlingar och fotoböcker 1930-1944." Doctoral thesis, Linköpings universitet, Tema Barn, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-136461.
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I fokus för den här avhandlingen står åskådningskulturen under 1930- och 40-talen, närmare bestämt fototävlingar och fotoböcker med bilder på barn som bärande element. Den här studien granskar hur fototävlingar och fotoböcker var en del i förhandlingen om välfärdens organisering rörande barn och familj. I studien undersöks hur familj, välfärdsstat och nation konstruerades genom representationer av barn, vilka budskap som därigenom etablerades och vilka politiska visioner som kommunicerades. Analyser av bilder och texter visar att fototävlingar och fotoböcker presenterade ett enhetligt budskap om att det behövdes fler och bättre barn, men också hur fototävlingar och fotoböcker förmedlade skilda visioner om hur detta skulle uppnås. Studien bidrar till att synliggöra hur användbara representationer av barn var i bygget av välfärden. De hade potential att förmedla både skilda och gemensamma visioner om välfärdssamhället.This dissertation focusses on the culture of visual display during the 1930s and 1940s, more specifically photo contests and photo books based on photographs of children. The overall purpose of this investigation has been to study how photo contests and photo books have been a part of the negotiation of the organization of welfare for children and the family. It examines how the family, the welfare state and the nation were constructed by means of representations of children, the messages that were thus established, and the political visions that were communicated. Analyses of images and texts show that photo contests and photo books presented a unified message which said that more and better children were needed, but also how photo contests and photo books communicated disparate visions of how this goal should be reached. The study highlights how useful representations of children were in the construction of welfare. They had the potential to communicate both different visions and a shared vision of the welfare society.
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Nabutanyi, Edgar Fred. "Representations of troubled childhoods in selected post-1990 African fiction in English." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79874.
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Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: The study explores representations of troubled childhoods in post-1990 African narratives. Defining troubled childhoods as the experiences of children exposed to different forms of violations including physical, psychological, sexual and emotional abuse, the study reflects on depictions of such experiences in a selection of contemporary African fictional texts in English. The study‘s central thesis is that, while particular authors‘ deployment of affective writing techniques offers implicit analysis of troubled childhoods, the knowledge about this reality that such literary texts produce and place in the public sphere resonates with readers because of the narrative textures that both make knowledge concerning such childhoods accessible and create a sense of the urgent plight of such children. They render troubled childhoods grieveable. The study delineates three attributes of the selected texts that explain why such fictions can be considered significant from both social and aesthetic perspectives: namely, their foregrounding of intertwined vectors of violation and/or vulnerability; their skilful use of multi-layered narrative voices and their creation of specific posttraumatic damage and survival tropes. The four main thesis chapters are organised thematically rather than conceptually or theoretically, because representations of troubled childhoods are contextually and experientially entangled. Using Maria Pia Lara‘s notion of ―illocutionary force‖ and specific aspects of trauma and affect theory, the study focuses centrally on how the units of narration construct persuasive and convincing depictions of troubled childhoods while using fiction to convene platforms for reflection on the phenomena of child victims of war violence, abusive parenting, sexual predation and sexual violation.
AFRIKAANSE OPSOMMING: Die studie ondersoek voorstellings van gekwelde kinder-ervaringswêrelde in post-1990 narratiewe deur skrywers van Afrika. Gekwelde kinder-ervaringswêrelde word gedefinieer as die ondervindinge van kinders wat blootgestel is aan verskillende vorms van skending, insluitend fisiese, psigologiese, seksuele en emosionele skending. Met hierdie definisie in gedagte reflekteer die studie op gelselekteerde uitbeeldings van sulke ervarings in hedendaagse Afrika-fiksie in Engels. Die studie se sentrale tesis is dat, terwyl sekere outeurs se ontplooiïng van affektiewe skryftegnieke implisiete analise van gekwelde kinder-ervaringswêrelde bied, resoneer die kennis oor hierdie realiteit wat sulke literêre tekste oplewer en in die publieke sfeer plaas met die leespubliek omdat die struktuur van die narratiewe die verskynsel van kwellende kinder-ervarings onthul en bewustheid van die dringende aard van die verskynsel bemoontlik. Sulke kinderlewens word op hierdie manier treurbaar [grievable] gemaak. Die studie delinieer drie eienskappe van die gekose tekste wat verduidelik waarom hierdie tekste vanuit beide sosiale en estetiese perspektiewe as beduidend beskou kan word, naamlik die verstrengelde vektors van verkragting en kwesbaarheid wat hulle op die voorgrond bring, hul bekwame gebruik van veellagige narratiewe stemme en hul skepping van spesifieke posttraumatiese skade- en oorlewingstrope. Die vier middelste tesis-hoofstukke is tematies in plaas van konsepsueel of teoreties georganiseer, omdat voorstellings van gekwelde kinder-ervaringswêrelde kontekstueel- en ervaringsverstrik is. Met die gebruik van Maria Pia Lara se begrip van illocutionary force en spesifieke aspekte van trauma- en inwerkingsteorie fokus die studie hoofsaaklik op hoe die narratiewe eenhede oorhalende en oortuigende afbeeldings van gekwelde kinder-ervaringswêrelde konstrueer terwyl hulle fiksie gebruik om platforms vir refleksie op die fenomeen van kinderslagoffers van oorlogsgeweld, misbruikende ouerskap en seksuele- predasie en verkragting byeen te bring.
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Green, Anna. "Growing up with 'moderniteÌ' : representations of childhood and adolescence in French painting, 1848-1886." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288361.
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Kong, Kim-Por Paul. "The child in time : postmodern representations of childhood in the novels of Ian Mcewan /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161720.
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Tissell, Rachel L. "Child maltreatment risk| Associations with mothers' representations of childhood attachment, trauma, caregiving, and regulation." Thesis, Mills College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163157.
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Child maltreatment models view risk as a complex constellation of factors that emphasize parents’ trauma experiences and regulation processes. Attachment research has shown that mothers’ representations of childhood attachment and caregiving places their children at developmental risk. Studies to date have evaluated contributing factors separately, but little research considers mothers’ past and current experiences combined with relational trauma and familial regulation patterns. The current research adopted an integrated perspective using known maternal risk factors, and extended existing research in several unique ways by examining association with both adult trauma and childhood trauma; caregiving representations; pathological mourning; and capacity for emotion regulation. Seventy-five mothers with children between 19-74 months (40% boys) from diverse socio-economic and cultural backgrounds completed assessments of maltreatment risk, adult attachment, caregiving, relational trauma, parenting stress, and emotion regulation. Maternal representations of attachment were significantly related to risk, with unresolved mothers demonstrating the highest risk. There were significant positive associations between risk and relational trauma – both frequency and subjective distress with parents and partners. Helpless and heightened caregiving representations, parenting stress, and emotion regulation were also all significantly related to risk. This is the first study to consider maltreatment in the context of relational trauma as defined by Bowlby’s (1980) model of pathological mourning. Risk scores were significantly greater for mothers classified in pathological mourning groups than other mothers. These findings punctuate the effects of problems associated with mourning attachment trauma on maternal regulatory capacities and parenting risk. Implications for infant mental health research and intervention are discussed.
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Soares, Luisa de Marillac Ramos. "Habitus, representa??es sociais e a constru??o do ser professora da educa??o infantil da cidade de Campina Grande - PB." Universidade Federal do Rio Grande do Norte, 2011. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14372.
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Previous issue date: 2011-08-31Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
We present here the results of a study whose objectives were to identify the social representation of being a professor of early childhood education in Campina Grande - PB, in the public state and municipal levels, and detect structural diagrams of a possible mental habitus of professorial faculty of education child, which would form the basis for the construction of this representation. As a theoretical base, we adopted the model developed by Domingos Sobrinho (1998, 2000, 2003, 2010, 2011), which articulates the Theory of Social Representations, Serge Moscovici, and the foundations and concepts of Pierre Bourdieu praxiology. It is based also on the Central Nucleus Theory, which focuses on the structural approach of social representations. Thus, puts in evidence the relational dynamics and symbolic, through which individuals come into contact, describe, understand and reproduce the outside world in his image and likeness. 199 teachers participated in the study of child care and pre-schools of Campina Grande - PB and 109 of the state. The methods and techniques used were: a) participant observation of everyday life of teachers of kindergartens and preschools, b) semi-structured interview, c) free associations of words with inducing the expression 'being a professor of early childhood education is ...' and d) semi-structured questionnaire. The data were analyzed in the case of interviews through the categorical content analysis, as proposed by Bauer (2010); free-associations, using the software Ensemble L'Analyse des Programmes Permettant evocations (EVOC), developed by Verg?s (2002), which combines frequency and average order of recall (or association) and the questionnaire data, the Statistical Package for the Social Sciences (SPSS). It was verified the existence of a unique social representation shared by the population studied, but its content is structured differently. For local teachers, the centrality of the content is given by the elements commitment, dedication, responsibility, and rewarding teachers for this state revolves around the elements of love, patience, and rewarding responsibility. However, it is constructed mainly based on the related produced by a religious habitus and maternal habitus, which are part of the genesis of the establishment of professorial habitus in focus, among other cultural references of secondary influence. We conclude that a teacher of early childhood education actually researched, is materialized in the practices of educating and caring, in a clear fusion of the role of teacher and mother
Apresentam-se aqui os resultados de uma pesquisa cujos objetivos foram identificar a representa??o social do ser professor da Educa??o Infantil em Campina Grande PB, nas redes p?blicas estadual e municipal, e detectar os esquemas mentais estruturantes de um poss?vel habitus professoral dos docentes da Educa??o Infantil, que estariam na base da constru??o dessa representa??o. Como referencial te?rico b?sico, adotou-se o modelo desenvolvido por Domingos Sobrinho (1998, 2000, 2003, 2010, 2011), que articula a Teoria das Representa??es Sociais, de Serge Moscovici, e os fundamentos e conceitos da Praxiologia de Pierre Bourdieu. Fundamenta-se, tamb?m, na Teoria do N?cleo Central, cujo enfoque ? a abordagem estrutural da representa??o social. Dessa forma, p?e-se em evid?ncia a din?mica relacional e simb?lica, atrav?s da qual os indiv?duos entram em contato, descrevem, compreendem e reproduzem o mundo exterior ? sua imagem e semelhan?a. Participaram da pesquisa 199 professoras das creches e pr?-escolas municipais de Campina Grande PB e 109 das estaduais. Os m?todos e t?cnicas utilizados foram: observa??o participante do cotidiano das professoras das creches e pr?-escolas; entrevista semi-estruturada; associa??es livres de palavras com a express?o indutora ser professor da Educa??o Infantil ?... ; e question?rio semi-estruturado. Os dados foram analisados, no caso das entrevistas, atrav?s da an?lise categorial de conte?do, conforme proposta de Bauer (2010); as associa??es-livres, por meio do software Ensemble de Programmes Permettant L‟analyse des Evocations (EVOC), desenvolvido por Verg?s (2002), que combina frequ?ncia e ordem m?dia de evoca??o (ou associa??o); e os dados do question?rio, pelo software Statistical Package for the Social Sciences (SPSS). Constatou-se a exist?ncia de uma ?nica representa??o social compartilhada pela popula??o pesquisada, embora seu conte?do estruture-se de modo diferenciado. Para as docentes municipais, a centralidade do conte?do ? dada pelos elementos compromisso, dedica??o, responsabilidade, gratificante e para as docentes estaduais essa gira em torno dos elementos amor, paci?ncia, gratificante e responsabilidade. Contudo, a mesma ? constru?da fundamentalmente com base nos referentes produzidos por um habitus religioso e um habitus maternal, os quais fazem parte da g?nese de constitui??o do habitus professoral em foco, dentre outros referentes culturais de influ?ncia secund?ria. Conclui-se que ser professora da Educa??o Infantil, na realidade pesquisada, materializa-se nas pr?ticas do educar e do cuidar, numa clara fus?o do papel de professora e m?e
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Woodward, Clare Louise. "Being visible : representations of self and identity within personal experience narratives of childhood sexual abuse." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301802.
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Handa, Satoko. "Saving 'the Age of Innocence' Catholicism, Revolution and representations of childhood in France, 1762-1830 /." Thesis, Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41508919.
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