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Rangel, Rosiane Filipin, Regina Gema Santini Costenaro, Juliana Silveira Colomé, Silvia Maria de Oliveira Pavão, Camila Castro Roso, and Ana Carmem Schmitt. "University goes to school: approaches and interface between the fields of education and health." Revista de Enfermagem UFPE on line 5, no. 4 (May 31, 2011): 982. http://dx.doi.org/10.5205/reuol.1302-9310-1-le.0504201118.
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ABSTRACTObjective: to promote the interdisciplinary relationship between pedagogical knowledge and the concepts and practices of health education within schools. Method: this is a descriptive exploratory study conducted in state schools in Santa Maria, with participation of 207 teachers. Results: indicate that the relationship between parents and children (49%) is the most discussed topic in the classroom. 24% said that the talks with health professionals have more success, and these are more prepared to work in health education with students, 12% express that the teacher must work health education in their discipline, 8% delegate the responsibility to science teachers and 2% believe it does not work. Teachers say the issues related to sexuality are far from being unveiled in the family, school and society. Conclusion: it is noted that the curriculum as a means that enables learning in health should address the real problems of life of students at school in a flexible, dynamic, ongoing and interdisciplinary way in collaboration with the various scientific fields. Descriptors: health; education; faculty, interdisciplinary research.RESUMOObjetivo: fomentar a relação interdisciplinar entre os conhecimentos pedagógicos e as noções e práticas de educação para a saúde no interior das escolas. Método: trata-se de um estudo descritivo exploratório, realizado em escolas públicas estaduais de Santa Maria, RS, com participação de 207 professores. O projeto foi aprovado pelo Comitê de Ética e registrado no CEP/UNIFRA: 262.2007.2 e no CONEP: 1246. Resultados: apontam que o relacionamento entre pais e filhos (49%) é o tema mais discutido em sala de aula. 24% afirmam que as palestras com os profissionais da saúde possuem mais êxito, além destes serem mais preparados para trabalhar a educação para a saúde com os alunos; 12% expressa que o professor deve trabalhar a educação para a saúde em sua disciplina, 8% delegam a responsabilidade aos professores de ciências e 2% acreditam que não funciona. Os professores afirmam que as questões relacionadas à sexualidade estão longe de serem desveladas na família, na escola e na sociedade. Conclusão: salienta-se que a organização curricular, como meio que possibilita a aprendizagem em saúde, deve abordar os problemas reais da vida dos alunos na escola de maneira flexível, dinâmica, permanente e de maneira interdisciplinar, em colaboração com as diferentes áreas do conhecimento científico. Descritores: saúde; educação; docentes; pesquisa interdisciplinar.RESUMENObjetivo: promover la relación interdisciplinaria entre el conocimiento y la enseñanza de los conceptos y prácticas de educación para la salud en escuelas. Método: se trata de un estudio descriptivo y exploratorio, realizado en las escuelas públicas de Santa Maria, en el Rio Grande do Sul, con la participación de 207 profesores. Resultados: la relación entre padres e hijos (49%) es el tema más discutido en el sala de aula. El 24% dijo que las conversaciones con los profesionales de la salud tienen más éxito, y estos están más preparados para trabajar en educación para la salud con los estudiantes, el 12% expresa que el maestro debe trabajar para la educación sanitaria en su disciplina, el 8% delega la responsabilidad de los profesores de ciencias y el 2% cree que no funciona. Los profesores dijo que las cuestiones relacionadas con la sexualidad están lejos de ser presentadas en familia, escuela y sociedad. Conclusión: se observa que el plan de estudios como un medio que permite el aprendizaje en materia de salud debe abordar los problemas reales de la vida de los estudiantes en la escuela, de una manera flexible, dinámica, continua e interdisciplinaria, en colaboración con los diferentes campos científicos. Descriptores: salud; educación; docentes; investigación interdisciplinaria.
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Chapple, Eve, and Helen Raptis. "From Integration to Segregation: Government Education Policy and the School at Telegraph Creek, British Columbia, 1906–1951." Journal of the Canadian Historical Association 24, no. 1 (May 12, 2014): 131–62. http://dx.doi.org/10.7202/1024999ar.
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This article explores the unique circumstances surrounding the provincial school at Telegraph Creek in northwestern British Columbia, which was initially established for white settler children by Presbyterian missionaries in 1906. Local public school trustees permitted the attendance of Indigenous (specifically Tahltan) children year after year to maintain the minimum enrolment required to receive provincial funding. Combined with an annual tuition grant from the Department of Indian Affairs for the schooling of status Indian children, the Telegraph Creek public school functioned as an integrated school until provincial, federal, and missionary authorities interfered in the 1940s. This paper demonstrates how decisions made by both provincial and Indian Affairs officials leading up to the 1949 cost-sharing agreement to build a new school at Telegraph Creek were far from benign. Indigenous children in northwest British Columbia became the objects of a post-war educational policy that promoted integrated schooling and, ironically, facilitated segregation.
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Costa, Cassiane Iacana da, and Nicole Ruas Guarany. "A percepção da criança típica sobre a criança com deficiência em uma escola do ensino regular da rede pública da cidade de Pelotas." Revista Educação e Emancipação 12, no. 2 (May 31, 2019): 274. http://dx.doi.org/10.18764/2358-4319.v12n2p274-291.
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O presente estudo tem como objetivo identificar a percepção da criança típica em relação à convivência com a criança com deficiência dentro do ambiente escolar, observando suas interações e seu conhecimento referente à deficiência, além de verificar a importância da colaboração de um profissional da terapia ocupacional dentro desse espaço. É um estudo de caráter qualitativo, sendo utilizado como material de avaliação um questionário aberto sobre a percepção da criança típica em relação ao colega com deficiência, um questionário para coleta de dados demográficos e um questionário a ser respondido em forma de desenho pelas crianças. A análise de dados qualitativos de Bardin (1977) foi empregada para interpretar os resultados das entrevistas. Participaram do estudo oito crianças entre 5 e 8 anos de idade. Os resultados demonstraram que as crianças típicas não compreendem o termo deficiência como algo que exclui a participação do colega com deficiência das atividades escolares, entretanto sabem observar as limitações apresentadas. Neste estudo, as crianças típicas não demonstraram preconceito em relação às diferenças, mas reproduziram percepções construídas socialmente, retratando os pensamentos de pessoas de sua convivência sobre a criança com deficiência. Acredita-se que a convivência entre as crianças produz uma sociedade mais diversa e aberta a conviver com as diferenças.Palavras-chave: Deficiência. Inclusão Escolar. Terapia Ocupacional.The perception of the typical child about the disabled child in a school of regular education of the public network of the city of Pelotas ABSTRACTThe objective of this study is to identify the typical child's perception regarding the coexistence with the child with disabilities within the school environment, observing their interactions and their knowledge regarding the disability, as well as to verify the importance of the collaboration of an occupational therapy professional within space. It is a qualitative study, being used as an evaluation material an open questionnaire about the typical child's perception in relation to the colleague with a disability, a questionnaire for the collection of demographic data and a questionnaire to be answered in the form of a drawing by the children. Bardin's (1977) qualitative data analysis was used to interpret the interview results. Eight children between 5 and 8 years of age participated in the study. The results showed that typical children do not understand the term disability as something that excludes the participation of the disabled classmate of the school activities, however they know to observe the presented limitations. In this study, typical children did not show prejudice in relation to differences, but reproduced socially constructed perceptions, portraying the thoughts of people living with them about the disabled child. It is believed that the coexistence between children produces a society more diverse and open to live with the differences.Keywords: Disability. School Inclusion. Occupational Therapy.La Percepción del niño típico sobre el niño con discapacidad en una escuela de enseñanza regular de la red pública de la ciudad de PelotasRESUMENEl presente estudio tiene como objetivo identificar la percepción del niño típico con relación a la convivencia con el niño con discapacidad dentro del ambiente escolar, observando sus interacciones y su conocimiento referente a la discapacidad, además de verificar la importancia de la colaboración de un profesional de la terapia ocupacional dentro de ese espacio. Es un estudio de carácter cualitativo, siendo utilizado como material de evaluación un cuestionario abierto sobre la percepción del niño típico con relación al compañero con discapacidad, un cuestionario para la recogida de datos demográficos y un cuestionario a ser respondido en forma de dibujo por los niños. El análisis de datos cualitativos de Bardin (1977) fue empleado para interpretar los resultados de las entrevistas. En el estudio participaron ocho niños entre 5 y 8 años de edad. Los resultados demostraron que los niños típicos no entienden el término deficiencia como algo que excluye la participación del compañero con discapacidad de las actividades escolares, sin embargo saben observar las limitaciones presentadas. En este estudio, los niños típicos no mostraron prejuicio con relación a las diferencias, pero reprodujeron percepciones construidas socialmente, retratando los pensamientos de personas de su convivencia sobre el niño con discapacidad. Se cree que la convivencia entre los niños produce una sociedad más diversa y abierta a convivir con las diferencias.Palabras clave: Discapacidad. Inclusión Escolar. Terapia Ocupacional.
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Dickson, Brice, and Conor McCormick. "The right to education for humanity." Northern Ireland Legal Quarterly 67, no. 4 (December 1, 2016): 409–32. http://dx.doi.org/10.53386/nilq.v67i4.128.
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This article begins by briefly surveying relevant international human rights law concerning the right to education and critiques its failure to guarantee children an education which is free from parental and/or religious domination. It then makes a positive case for guaranteeing children the right to ‘education for humanity’, meaning an education which equips them to be citizens of the world rather than captives of a particular creed, view of history or community tradition. It argues that conflicts could be reduced if schools were to focus on conveying an understanding of a wide range of beliefs and cultures. The piece then tests this position by considering the current education system in Northern Ireland, looking at six dimensions to the ongoing influence of religion on that system. It makes some suggestions for reform and ends with a more general proposal for a guaranteed right to education for humanity worldwide.
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Steineker, Rowan Faye. "“Fully Equal to That of Any Children”: Experimental Creek Education in the Antebellum Era." History of Education Quarterly 56, no. 2 (May 2016): 273–300. http://dx.doi.org/10.1111/hoeq.12183.
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During the 1840s and 1850s, members of the Creek Nation rejected schools as a colonial tool and instead experimented with various forms of education to fit their own local and national needs. Diverse individuals and communities articulated educational visions for their nation in conversation with fellow citizens, national leaders, and U.S. educators. Rather than embrace education to assimilate into the American republic, Creeks turned to schools and English literacy as one strategy to shape their own society and defend it from further Euro-American colonial policies. By the end of the 1850s, they had established a fledgling national school system consisting of both neighborhood and mission schools. These institutions reflected and reinforced changes in race, class, gender, culture, and religion in the antebellum Creek Nation.
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Fernandes, Mariana BF, Rossana VM López, Maria P. de Albuquerque, Anna C. Marchesano, Ana PG Clemente, Vinícius JB Martins, and Ana L. Sawaya. "A 15-year study on the treatment of undernourished children at a nutrition rehabilitation centre (CREN), Brazil." Public Health Nutrition 15, no. 6 (October 19, 2011): 1108–16. http://dx.doi.org/10.1017/s1368980011002758.
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AbstractObjectiveTo build a life table and determine the factors related to the time of treatment of undernourished children at a nutrition rehabilitation centre (CREN), São Paulo, Brazil.DesignNutritional status was assessed from weight-for-age, height-for-age and BMI-for-age Z-scores, while neuropsychomotor development was classified according to the milestones of childhood development. Life tables, Kaplan–Meier survival curves and Cox multiple regression models were employed in data analysis.SettingCREN (Centre of Nutritional Recovery and Education), São Paulo, Brazil.SubjectsUndernourished children (n 228) from the southern slums of São Paulo who had received treatment at CREN under a day-hospital regime between the years 1994 and 2009.ResultsThe Kaplan–Meier curves of survival analysis showed statistically significant differences in the periods of treatment at CREN between children presenting different degrees of neuropsychomotor development (log-rank = 6·621; P = 0·037). Estimates based on the multivariate Cox model revealed that children aged ≥24 months at the time of admission exhibited a lower probability of nutritional rehabilitation (hazard ratio (HR) = 0·49; P = 0·046) at the end of the period compared with infants aged up 12 months. Children presenting slow development were better rehabilitated in comparison with those exhibiting adequate evolution (HR = 4·48; P = 0·023). No significant effects of sex, degree of undernutrition or birth weight on the probability of nutritional rehabilitation were found.ConclusionsAge and neuropsychomotor developmental status at the time of admission to CREN are critical factors in determining the duration of treatment.
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Ribeiro, Suzana Lopes Salgado, and Gisele Karina Leal. "Educação inclusiva e história oral: narrativas de professores sobre a deficiência na infância." Revista Observatório 2, no. 1 (May 1, 2016): 161. http://dx.doi.org/10.20873/uft.2447-4266.2016v2n1p161.
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Este artigo apresentará uma discussão sobre a educação inclusiva e noções de deficiência. As reflexões são resultado de um estudo que produziu quatro narrativas (registradas por meio da história oral) em que se revelaram concepções sobre a deficiência elaboradas por professores que convivem com crianças com deficiência. Os objetivos do texto são, portanto, apresentar um repertório teórico que dá base para as leituras feitas das entrevistas; refletir sobre como se produziu os registros por meio da história oral; e apontar reflexões iniciais sobre o que aparece em comum nessas narrativas dos professores. A análise inicial que apresentamos aqui se norteia pelas contribuições da linha de estudos teóricos chamados disability studies e pela leitura das narrativas. Tal diálogo permitiu compreender como se dá a construção de sentidos e de significados relacionados à criança com deficiência para esses sujeitos. O estudo preocupa-se com tais concepções, pois acredita que podem influenciar nos contextos de formação, no seu desenvolvimento humano e processos identitários. Palavras-chave: Educação inclusiva, história oral, narrativa, deficiência, identidade AbstractThis paper will present a discussion on inclusive education and disability. The reflections are the result of a study that produced four narratives (recorded through Oral History) that proved concepts on disability prepared by teachers and parents living with children with disabilities. The text's objectives are therefore present a theoretical repertoire that gives basis for the readings of the interviews; reflect on how to produce the records through oral history; and point out initial reflections on what appears in common in these narratives of parents and teachers. The initial analysis presented here was guide by the theoretical line contributions call by disability studies and by the narratives reading. Such dialogue allows us to understand how is the construction of senses and meanings related to the child with disabilities for these subjects. The study is concerned with such concepts, as it believes that they can influence the formation of contexts in its human development and identity processes. Keywords: Inclusive education, oral history, narative, disability, identity ResumenEn este artículo se presentará una discusión sobre educación inclusiva y las nociones de deficiencia. Las reflexiones son el resultado de un estudio que produjo cuatro narrativas (grabado a través de la historia oral) que resultó conceptos sobre deficiencia preparados por los profesores y los padres que viven con los niños con deficiencia. Los objetivos del texto, por tanto, se presentará un repertorio teórico que da base para las lecturas de las entrevistas; reflexionar sobre cómo producir los registros a través de la historia oral; y señalar reflexiones iniciales sobre lo que aparece en común en estos relatos de padres y maestros. El primer análisis que aquí se presenta se basa en los aportes de la línea de los estudios teóricos y llamada la disability studies mediante la lectura de los relatos. Este diálogo nos permite entender cómo es la construcción de sentidos y significados relacionados con el niño con deficiencia para estos temas. El estudio se ocupa de tales conceptos, ya que cree que pueden influir en la formación de los contextos en sus procesos de desarrollo y la identidad humana. Palabras clave: Educación inclusiva, historia oral, narración, deficiencia, identidad. Disponível em:Url:http://opendepot.org/2775/Abrir em (para melhor visualização em dispositivos móveis - Formato Flipbooks):Issuu / Calameo
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Saint-Orens, Lene, and Fikile Nxumalo. "Engaging With Living Waters: An Inquiry Into Children’s Relations With a Local Austin Creek." Journal of Childhood Studies 43, no. 1 (June 8, 2018): 68–72. http://dx.doi.org/10.18357/jcs.v43i1.18266.
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This article focuses on the inclusion of local environmental education for a class of kindergarten children in Austin, Texas. The purpose is to inspire educators to include local waterways as a compelling source for children to learn alongside environmental challenges in their immediate contexts, to learn how to live in reciprocal relations with water, and to care for water as essential to all life on earth.
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Alves Vieira, Maria de Fátima, Alexandre Arcanjo Ferraro, Maria Helena do Nascimento Souza, Maria Tereza B. Fernandes, and Ana Lydia Sawaya. "Height and weight gains in a nutrition rehabilitation day-care service." Public Health Nutrition 13, no. 10 (March 3, 2010): 1505–10. http://dx.doi.org/10.1017/s1368980010000273.
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AbstractObjectiveTo evaluate nutritional recovery patterns in 106 undernourished children assisted by the Center of Nutritional Recovery and Education (CREN, in Portuguese) between January 1995 and December 1999.DesignCREN assists undernourished children aged 0 to 72 months living in the southern regions of Sao Paulo, in an outpatient setting. Nutritional status was assessed by Z-scores of weight-for-age, height-for-age and weight-for-height. Nutritional recovery evaluation considered Z-score gains in weight-for-age and height-for-age, grouping into four categories (Z-score increment of 0·50 between groups). Children with birth weight less than 2500 g were classified as low birth weight (LBW), while those born at term and with LBW were classified as small for gestational age.SettingCREN (Center of Nutritional Recovery and Education in Portuguese), Sao Paulo, Brazil.SubjectsOne hundred and six children from CREN.ResultsAmong the 106 evaluated children, ninety-eight (92·5 %) recovered their weight or height and seventy-two (67·9 %) recovered both. Nearly half of studied children presented a nutritional recovery (increase in Z-score) of more than 0·50 in height-for-age (46·2 %) and about 40 % in weight-for-age (38·7 %). Multivariate analysis showed that treatment duration and initial weight-for-age contributed to weight-for-age Z-score increment, explaining 25 % of the variation; and treatment duration, initial height-for-age and weight-for-age Z-score increment contributed to height-for-age Z-score increment, explaining 62 % of the variation.ConclusionsOur findings show that nutritional recovery among children who attended CREN was influenced primarily by the degree of nutritional deficit at admission. It has also been shown that biological variables are more important than socio-economic status in determining the rate of nutritional recovery.
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Saputra, Febri, and Taklimudin Taklimudin. "Pendidikan Agama Islam Pada Anak Yang Berhadapan Dengan Hukum di Lapas Klas IIa Curup." BELAJEA: Jurnal Pendidikan Islam 2, no. 2 (December 28, 2017): 157. http://dx.doi.org/10.29240/bjpi.v2i2.308.
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This research analyzes about Education Islamic on children facing the law in Prisons class IIA Curup. The study is motivated by the importance of Islamic religious education for child prisoners. As already mentioned in UU Number 11 years 2012 on the juvenile justice sytem, that the prison children are entitled to receive education adn training during their stay in prison, as has been done in prisons Klas IIA Curup. Prisons class IIA Curup serve as a source of data because to geta portrait of Islamic religious education, an then can be used as a model for coaching other prison. In this case, islamic religious learning has an important role inthe process of coaching, because one of their awareness is to restore the religion. Inthe process of learning educators provide material that includes the Qur’an, creed, morals shariah worship, but more emphasis on moral material. The methods used in leaarning Islamic religious education in prisons class IIA Curup include; method of guidance based on situation, individual coaching method, group coaching method, suggestion outo ethod, refraction method, advice method, deductive method, lectur method, question and answer method and discussion method. Media used by the blackboard, texbooks and teachers themselves as a demonstrations tool. As for evaluation in learning Islamic religious education prison class IIA Curup is the assessment of tasks and tests given to children.
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Pinson, Sharon. "Innovative Links Action Research at St Paul's School Nightcliff." Aboriginal Child at School 23, no. 2 (June 1995): 45–46. http://dx.doi.org/10.1017/s0310582200006489.
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St Paul's Catholic School was established in 1967 and provides primary education for children around Darwin from Transition to Year 7. The present enrolment is 270 pupils coming from the immediate areas such as Nightcliff, Coconut Grave, Rapid Creek, Millner, Alawa, Jingili, Moil, the northern suburbs, and even from as far as Palmerston and the rural areas beyond. There is a very diverse population of students from various cultural backgrounds attending S t Paul's. Approximately 20% of the children currently enrolled are Aboriginal, and there is a considerable representation of Greek, Italian, Filipino and Chinese family backgrounds.
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Santelmann, Mary, Hannah Gosnell, and S. Mark Meyers. "Connecting Children to the Land: Place-Based Education in the Muddy Creek Watershed, Oregon." Journal of Geography 110, no. 3 (May 3, 2011): 91–106. http://dx.doi.org/10.1080/00221341.2011.534172.
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Koirala, Bidya Nath. "Opportunities for Multi-Lingual Education in Nepal." Journal of Education and Research 2 (February 12, 2013): 30–34. http://dx.doi.org/10.3126/jer.v2i0.7620.
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The author on this paper was incorrectly recorded on the Website - The correct author is Bidya Nath Koirala (28/02/2013).For decolonizers language is a tool of domination (Awasthi, 2004; Bourdieu, 1977); for language groups it is a subjectivity and inter-subjectivity (Koirala, 2007); for utilitarian it is a vehicle to take people from the local to the global world (Khadka, 2007); for knowledge seekers and promoters it is a means to generate the hidden treasure of the subalterns’ wisdom (Guha, 2005); for linguists’ it is a way to save language (Khadka et.al., 2006; Khadka, 2007); for activists it is a means to activate people (Yonjan, 2007); for existentialists language is the socio-political, cultural, and linguistic identity (CRED, 2005; Chirag, 2001), and for pedagogues it is a means to made easy and dignified learning (Mallikarjun, 2002). It means language is the response to the situatedness (Leve & Wegner, 1992). To resolve these concerns one needs language of co-existence, reciprocal learning and teaching.Nepal has more than hundred languages with 15 scripts (Khadka, Magar, & Koirala, 2006; Koirala, Khadka, & Magar, 2008). Muslim children for example should learn at least three scripts together, the Urdu, the Devnagari, and the English. This situation looks for shared script. DOI: http://dx.doi.org/10.3126/jer.v2i0.7620 Journal of Education and Research Vol. 2, 2010 p.30-34
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Kouanda, S., B. Doulougou, V. De Coninck, L. Habimana, B. Sondo, R. Tonglet, J. M. Ketelslegers, and A. Robert. "Insulin Growth Factor-I in Protein-Energy Malnutrition during Rehabilitation in Two Nutritional Rehabilitation Centres in Burkina Faso." Journal of Tropical Medicine 2009 (2009): 1–7. http://dx.doi.org/10.1155/2009/832589.
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Objective. To investigate the relationship between IGF-I and the nutritional status of West-African children hospitalised for nutritional rehabilitation.Patients and methods. A cohort study was performed in two centres for nutritional rehabilitation and education (CREN) in Burkina Faso. Children were followed and the anthropometric data as well as the capillary blood samples were taken on the 7th and on the 14th days after their admission. IGF-I levels were determined from dried blood spots on filter paper on IGF-I RIA, after separation of the IGF-I from its binding proteins, using Sep-Pak chromatography.Results. A total of 59 children was included in the cohort. The IGF-I mean geometric values (SD) were 6.3 (1.4)μg/L on admission, 8.6 (1.8)μg/L at day 7 and 13.6 (2.0)μg/L at day 14. The differences between these values were statistically significant (P<.001). There is a significant correlation between the changes of IGF-I with the change of weight for height Z-score (P= .01).Conclusion. These results suggest that IGF-I can be considered as a potential marker to follow the nutritional status of children admitted in hospital for protein and energy malnutrition.
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León, Samuel P., María del Carmen Carcelén Fraile, and Inmaculada García-Martínez. "Development of Cognitive Abilities through the Abacus in Primary Education Students: A Randomized Controlled Clinical Trial." Education Sciences 11, no. 2 (February 21, 2021): 83. http://dx.doi.org/10.3390/educsci11020083.
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(1) Background: An abacus is an instrument used to perform different arithmetic operations. The objective was to analyze the benefits of mathematical calculations made with an abacus to improve the concentration, attention, memory, perceptive attitudes, and creativity cognitive abilities of primary school students. (2) Methods: A total of 65 children, aged 7–11 years (8.49 ± 1.65) participated in this randomized controlled clinical trial. The children were randomly distributed into a control group (n = 34) and experimental group (n = 31). The questionnaires used were the D2 test to measure attention and concentration, the Difference Perception Test (FACE-R) test for the perception of differences, the test of immediate auditory memory (AIM), and the test to evaluate creative intelligence (CREA). (3) Results: No significant differences were found between both groups before the intervention. Significant improvements were observed in the cognitive parameters of concentration, memory, perceptive attitudes, and creativity after the intervention, using the abacus, with respect to the control group. (4) Conclusions: It is demonstrated that a calculation program based on the use of the abacus for 8 weeks has beneficial effects on the cognitive capacities of concentration, immediate auditory memory, perceptive attitudes, and creativity. In addition, the benefits of using the abacus to improve cognitive attitudes are reported.
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Lewis, Timothy J., Joseph H. Wehby, and Terrance M. Scott. "The Peacock Hill Working Group “Problems and Promises” Three Decades Later: Introduction to the Creek Bend Consortium Special Issue." Behavioral Disorders 44, no. 2 (February 2019): 67–69. http://dx.doi.org/10.1177/0198742918821323.
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Analyses of special education services for students with Emotional and Behavioral Disorders (EBD) conducted prior to and after the passage of the Education for All Handicapped Children Act (Public Law 94-142) pointed to significant short comings in service provision such as high rates of segregated placement and poorly prepared personnel. In 1991, a group of leading scholars in the field (the Peacock Hill Working Group) published a set of recommendations to improve practices for students with EBD and summarized what at the time were current research-based strategies. Unfortunately, the field has failed to consistently adopt recommended practices and the in-school and postsecondary outcomes among students with EBD continue to show minimal improvements. Recently, a group of researchers, teacher trainers, and policy makers convened to discuss past and present work in the field and proposed a set of guiding principles and recommendations building on past seminal work. This article provides a context and overview of the group’s work and brief summaries of the five articles that make up this special issue.
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Aleksiejuk, Artur. "Lew Tołstoj – prekursor pedagogiki Nowego Wychowania w Rosji." Studia Edukacyjne, no. 57 (June 15, 2020): 227–40. http://dx.doi.org/10.14746/se.2020.57.16.
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Interest in New Education Pedagogy is currently is experiencing its renaissance. The solutions suggested by alternative education, which emphasise the development of students’ individual skills and also addressing their needs and interests seem to be better suited to present times. The pedagogy of New Education, which places children in the centre of the educational and formation process, undoubtedly has much to offer. When reflecting on contemporary methods of making use of the achievements of New Education, it is worth going back to its origins, even to those little known or even forgotten and almost absent in current academic discourse as exemplified by the pedagogical reflection of the outstanding Russian intellectual and novelist, Leo Tolstoy (1828-1910). This article is dedicated to recalling the basic educational and formational intuitions of this exceptional figure. This seems to be intentional for at lease three reasons. First, as Sergiusz Hessen stated, it was Tolstoy who laid the groundwork for the New Educational pedagogy in Russia, which was referred to there as Free Education. Secondly, Leo Tolstoy’s pedagogical views and initiatives in the spirit of New Education, if establishing a school in Yasnaya Polyana can be acknowledged as such, appeared almost half a century earlier than John Dewey’s My Pedagogic Creed Ellen Key’s The Century of the Child. Finally, and equallyas important, the 190’s anniversary of Leo Tolstoy’s birth will be celebrated next year.
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Utama, Ferdian, and Eka Prasetiawati. "Parental dalam Pendidikan Islam." AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman 7, no. 1 (June 16, 2020): 28–43. http://dx.doi.org/10.53627/jam.v7i1.3570.
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Early childhood education started prenatal phase or in the womb, which based on the research behind it is still a lot of older people who did not understand about the start of education towards early childhood, especially in the world of Islamic education. Many scientific studies such as the biological sciences, medicine, and developmental psychology that discusses parenting children against in the womb. Islam actually any review about child development that starts from the process of creating it, upbringing in the womb, to parenting in the family. But the fact that many people still do not know. This research used the qualitative research methodology, sampling done to families and pregnant mother on neighborhood institution ma'arif Metro City of Lampung. The formulation of the problem is, how parenting parents, learning materials and educational perspective of islam against the child in the content of prenatal period. The results of this study explain about parenting and the material provided on Islamic education perspective turned out to give the development and growth of the child in the womb to the prenatal phase. As for parenting and the material provided by prayer, morality and morals, listens to chanting the qur'an, pattern language, creed and Shari'ah.
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Gołębieska-Wesołowska, Agnieszka. "THE IMPORTANCE OF TEACHERS’ CONTINUING EDUCATIONWITH USE OF MULTIMEDIA EDUCATION." International Journal of New Economics and Social Sciences 8, no. 2 (December 30, 2018): 291–300. http://dx.doi.org/10.5604/01.3001.0012.9963.
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The aim of the article is to describe the impact and significance of not only self-education of teachers, but also continuous training on teacher’s comprehensive development in the entire digital space (including multimedia) which he deals with not only in his professional work. Participation in continuous training in the era of infor-mation society is the only way to successfully adapt man to the changes resulting from the progress of civilization. The wealth of organizational forms of teacher education makes education a good accessible to all, regardless of age, level of education or material status. Adults strive to improve their skills and knowledge. Motivation is one of the most important factors determining the effectiveness of adult learning. It should be remembered that the teach-er's role is crucial in the process of teaching and up bringing children and youth. The profession of a teacher is characterized above all by the fact that his area of activity is contact with people, especially children and youth, and the primary purpose of his actions is to educate. Working as a teacher sets requirements, which are not lim-ited only to the transfer of knowledge. These tasks are also the transfer of experiences, stimulation to being crea-tive, active and motivated, which contributes to the shaping of the value system of a young person. Implementation of these tasks may result with the teacher's feeling overloaded with work. It is important whether the beliefs about the teaching profession are reasonable and the skills are adapted to the position. The profession of teacher and educator is combined with the fulfilment of a social role, which includes, among other things: contact with another person, emotional involvement, and possession of appropriate competences, continuous improvement, functioning in difficult situations, strong social exposure and effective working under the stress. We must remember that not all teachers are equally susceptible to stress and not everyone is equally affected by its effects, so the degree of risk of burnout syndrome differs between individual teachers.
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Medeiros, Maria Fabrícia de, and Adelaide Alves Dias. "CONSTRUÇÃO DA AUTONOMIA NA EDUCAÇÃO INFANTIL: interações entre crianças e professoras." InterEspaço: Revista de Geografia e Interdisciplinaridade 5, no. 18 (December 20, 2019): 9651. http://dx.doi.org/10.18764/2446-6549.2019.9651.
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CONSTRUCTION OF AUTONOMY IN EARLY CHILDHOOD EDUCATION: interactions between children and teachersCONSTRUCCIÓN DE AUTONOMÍA EN LA EDUCACIÓN INFANTIL: interacciones entre los niños y los maestrosRESUMOEste estudo investigou as interações e afetividade entre professoras-criança e criança-criança e suas implicações para o processo da autonomia infantil. Observou-se a rotina diária de uma turma de Maternal 2 com 26 crianças de 3 anos, uma professora e uma monitora em um CREI-Centro de Referência em Educação Infantil na cidade de João Pessoa-PB. A técnica empregada foi a de vídeogravação de episódios interativos e os dados foram tratados por meio da análise microgenética, onde dividimos os episódios interativos em 3 (três) tipos de díades: criança-criança, professoras-criança e criança-professoras. Os resultados indicam que as crianças resistiam e construíam sua autonomia entre os pares. É oportuno dizer que encontramos um ambiente com interações intercaladas entre afetivas e proporcionadoras da construção da autonomia (criança-criança) e outras disciplinadoras (professora ou monitora-criança).Palavras-chave: Autonomia; Interações; Afetividade.ABSTRACTThis study investigated the interactions and affection between child teachers and child-child and its implications for the process of children's autonomy. There was the daily routine of a group of Maternal 2 with 26 children 3 years old, a teacher and a monitor in a Children's Education Reference CREI-Center in the city of João Pessoa-PB. The technique used was the video recording of interactive episodes and the data were treated by microgenetic analysis, where we divided the interactive episodes in three (3) types of dyads: child-child, child-teachers and child- teachers. The results indicate that children resisted and building their autonomy among peers. It is fair to say that we find an environment with interactions interspersed between affective and proporcionadoras the construction of autonomy (child-child) and other disciplinary (teacher or monitor-child).Keywords: Autonomy; Interactions; Affectivity.RESUMENEste estudio investigó las interacciones entre maestros y afecto y cuidado de los niños y sus implicaciones para el proceso de autonomía de los niños. No era la rutina diaria de un grupo de Maternal 2 con 26 niños de 3 años, un profesor y un monitor de referencia Educación CREI - centro de niños en la ciudad de João Pessoa -PB. La técnica utilizada fue la grabación en vídeo de episodios interactivos y los datos fueron tratados mediante análisis microgenético, donde se dividió a los episodios interactivos en tres (3) tipos de díadas: Familias con niños, Apto para maestros y niños-profesores. Los resultados indican que los niños se resistieron y la construcción de su autonomía entre pares. Es justo decir que nos encontramos con un entorno con interacciones intercalados entre afectiva y proporcionadoras la construcción de la autonomía (el niño-niño) y otra disciplina (profesor o monitor-niño).Palabras clave: La Autonomía; Interacciones; La Afectividad.
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Hodgkins, Kylie A., Frances R. Crawford, and William R. Budiselik. "The Halls Creek Way of Residential Child Care: Protecting Children is Everyone's Business." Children Australia 38, no. 2 (May 29, 2013): 61–69. http://dx.doi.org/10.1017/cha.2013.5.
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This paper describes the collaboration between an Aboriginal community and Western Australia's (WA) Department for Child Protection (DCP) in designing and operating a residential child care facility in a predominantly Aboriginal community. Research literature has established that the effective operation of child protection systems in remote Aboriginal communities requires practitioners and policy-makers to have awareness of local and extra-local cultural, historical and contemporary social factors in nurturing children. This ethnographic case study describes how a newspaper campaign heightened public and professional awareness of child abuse in the town of Halls Creek, in WA's Kimberley region. With its largely Aboriginal population, Halls Creek lacked the infrastructure to accommodate an inflow of regional people. Homelessness, neglect and poverty were widespread. Within a broader government and local response, DCP joined with community leaders to plan out of home care for children. Detailed are the importance and complexities of negotiating between universal standardised models of care and local input. Strategies for building positive relationships with children's family while strengthening both parenting capacity and community acceptance, and use of the facility are identified. Key to success was the development of a collaborative ‘third-space’ for threading together local and professional child protection knowledge.
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Selvi, Issaura Dwi. "Implementation of Assessment for Islamic and Catholic Religious Values Development." Indonesian Journal of Early Childhood Education Studies 9, no. 1 (June 10, 2020): 29–34. http://dx.doi.org/10.15294/ijeces.v9i1.38007.
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Religious assessments in Indonesian Kindergartens must be based on the applicable curriculum. For schools based on certain religions, there is no difficulty in evaluating religion. But it is different with the National Kindergarten school that has children with different religious backgrounds. This is the reason the researchers conducted research on how to carry out religious assessments at the TK Yayasan Wanita Kereta Api (YWKA) Yogyakarta National Foundation. The purpose of this reseach are to describes implementation and process assessment for Islamic and Catholic religious values development in Yayasan Wanita Kereta Api’s National School. The type of this research is qualitative. The method used is participant observation. The results and discussion show that the implementation of assessments of the development of Islamic and Catholic values of children aged 4-6 years at YWKA Yogyakarta Kindergarten is the implementation of assessments of Islamic religious values using performance sheets by assessing religious education, creed, and morals seen from the process of evaluating reading Iqro '. The process of assessing Catholic religious values using anecdotal notes. The results of children's religious values are known to develop as expected (BSH). Therefore despite these different beliefs, the development of children's religious values is good and is in line with educational goals.
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Stephens, Nicole M., and Jill Duncan. "Caregiver Decision-making for School Placement of Children Who are Deaf or Hard of Hearing and Children with Other Disabilities: A Global Perspective." Volta Review 120, no. 1 (October 30, 2020): 3–20. http://dx.doi.org/10.17955/tvr.120.1.809.
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Decision-making is fundamental to everyday modern life (Porter, Creed, Hood, & Ching, 2018; Ranyard & Crozier, 2002). Some decisions require little thought, while others are more complex as options considered do not always lead to clear outcomes (Baron, 2008). Caregivers of children who are deaf or hard of hearing (DHH) are frequently confronted with complex decisions (Marschark, 2018), with the almost universal decision encountered being school enrollment choice. This systematic literature review explores worldwide research on factors effecting the decisionmaking processes of caregivers of children who are DHH when deciding on an educational setting. Three databases were searched and reference lists of identified articles examined, which resulted in a limited number of documents located. To broaden the scope of the review, another search was conducted to include caregivers of children with other disabilities. In all, nine articles were found and analyzed for common themes and sub-themes relevant to the decision-making processes of caregivers when choosing educational settings for their children who are DHH or who have other disabilities. Three broadly grouped themes were identified: child-centered, familial, and school. Five sub-themes were also identified: community inclusion, additional disabilities and wellbeing, complexity of decision-making, information input and flow, and school systems and personnel.
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Stepanov, Sergei Yurievich, Pavel Alexandrovich Orzhekovskiy, and Inna Borisovna Mishina. "Creative-digital diagnostics and reflexive development of school students in the course of studying Natural Sciences." SHS Web of Conferences 117 (2021): 04003. http://dx.doi.org/10.1051/shsconf/202111704003.
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The authors of the article raises an issue that is relevant from the perspective of modern education connected with difficulties of using the results of psychological diagnostics of students’ creative thinking carried out with the help of traditional testing techniques within the framework of the actual learning process. To address this issue, it is recommended to use the solutions suggested by the “forming” and “reflexive” approaches to this problem and conduct a synthesis of these two approaches using modern digital technologies. This way, it will provide us with an opportunity to turn developing (forming) procedures into diagnostic and turn diagnostic means into developing. Such a conceptual and technological symbiosis allowed us to create a computer networking system “CREO DATUM” enabling its users to carry out creative-digital diagnostics and psycho-pedagogical support of reflexive development of students’ creative potential at the same time based on the material of one of the natural sciences taught within the school curriculum, namely chemistry. This system includes a database of domain-specific creative tasks by solving which students demonstrate their thinking abilities; digitalization of this process in the online mode allows teachers to monitor and assess the dynamics of such parameters of their creative potential as divergence and criticality. This tool enables the teacher and student to predict the area of future development promptly and select further creative tasks on the subject via “CREO DATUM” taking into consideration the strengths and weaknesses of previous creative efforts. Experimental testing of the “CREO DATUM” system allowed us to categorize the students who took part in the research. Four groups have been identified: children with high creative potential, ones with low creative potential, divergents, and analysts. Methodological recommendations have been developed for each category of students based on the material of a natural science subject aimed at psychological and pedagogical support of their development.
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Kaur, Navdeep. "AWARENESS OF RIGHT TO EDUCATION AMONG SECONDAY SCHOOL TEACHERS." JOURNAL OF SOCIAL SCIENCE RESEARCH 6, no. 2 (December 27, 2014): 1004–8. http://dx.doi.org/10.24297/jssr.v6i2.3484.
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Education is a human right and essential for realization of all other human rights. It is a basic right which helps the individual to live with human dignity the right to education is a fundamental human rights. Every individual, irrespective of race, gender, nationality, ethnic or social origin, religion or political preference, age or disability, is entitled to a free elementary education. Hence the present study has attempted to find out awareness of right to education among secondary school teachers. The sample of 200 secondary school teachers was taken. A self made questionnaire comprising 34 multiple choice items was used by the investigator. It was found that both Government and Private secondary teachers have equal information regarding RTE, whereas Male school teachers are more aware of RTE than Female secondary school teachers Education is the foundation stone of national development. No nation can develops without education. The function of education is to accelerate the progress and development of nation. Education is the only means which brings about national integration. Educational achievement of a nation is also an indicator of national pride. During the pre-british Indian the indigenous secondary education was imparted in Pathshalas, Gurukuls, Gurudwaras and other religious organization. Education was banned for women and for scheduled classes and poor people. After sometimes Christian missionaries and East Indian Company established a few schools with the purpose of spreading Christianity in India. The first organized step to established planned primary schools of four years duration in India was established when Macaulay presented his famous minutes in 1835 with a view to popularize English education. In 1854 Woods Dispatch laid stress on imparting education atleast upto the primary level to the Indians. Later many commissions and committees were set up like India Education Commission 1882, Government resolution on education policy 1904, Gopal Krishan Gokhales Resolution 1911,Hartog committee 1929, Wardha Scheme 1938 and Sargent report 1944. All of them laid stress on free & compulsory primary education. After independence India adopted Article-45 directive principle of state policy laid down in Indian Constitution. The Article says, The state shall endeavour to provide within a period of ten years from the commencement of the constitution free & compulsory education for all children untill they complete the age 6 to 14 years. Kothari Commission (1964-66) recommended qualitative improvement for the purpose of science education, work experience, vocalization of education and development of social, moral and spiritual values, improvement in methods of teaching curriculum, teacher training etc. were recommended. National Policy on Education (1986) emphasized on two aspects. One on the universal enrollment and universal retention of children upto 14 years of age and another on the substantial improvement in teaching quality of education. In order to improve the education of school, Operation, Blackboard was introduced by National Policy on Education. The programme of action (1986) was laid down, the purpose of Operation Blackboard is to ensure provision of minimum essential facilities in secondary schools, material facilities as learning equipment, use of blackboard implies that there is an urgency in this programme. In India, the desire for compulsory education figured in the writing and speeches of our leader before independence. But for national development and national integration, creation of good citizens, preparation for life, development of character, development of individuality, adaptation to environment and making man civilized. India just implemented the Right to Education on 27rd August (Thursday), 2009 by 86th Constitutional amendent. It says, the state shall provide free and compulsory education to all children the age of 6 to 14 years in such manner as the state may, by law, determine. Today education is considered an important public function and the state is seen as the chief provider of education through the allocation of substantial Budgetry resources and regulating the provision of education. The pre-eminent role of the state in fulfilling the Right To Education is enshrined in 1966 International Covenant on Economic, Social and Cultural rights. With regards to realizing the Right to Education the World Declaration on Education for All states that partnerships between government and non-government organizational, the private sector, local communities, religious groups, and families are necessary. The realization of Right to Education on a national level may be achieved through compulsory education or more specifically free and compulsory primary education as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. So as India is first to made education compulsory and free for all. Formal Education is given to everybody without any discrimination of sex, caste, creed and colour. Education is the powerful tool. which accelerates the process of national growth and development. Moreover, economically and socially marginalized adults and children can left themselves out of miseries of darkness and participate fully as variable assets for their nation only with the help of education. Thus, education is a key towards a successful life. Keeping in view the importance of education, the secondary education in India has been made compulsory through 86th constitutional amendment. Moreover Right to Education has declared as fundamental right by this amendment under Article-emerge as a global leader in achieving the millennium development goal of ensuring that all children complete their secondary education by 2015 as set by UNESCO. The secondary stake holders for providing education are the parents and social authorities and both these entities have to be active: parents, by sending education is supported, thus, it is important that teacher should be aware of Right to Education. If teacher are well aware of Right to Education then only he/she can make the students to enjoy its benefits and motivate them to enroll in education. Moreover, if the teacher is fully awakened about the Right Education only then he/she will not dare to exploit the child.
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Crescenzi-Lanna, Lucrezia, and Mariona Grané-Oró. "An analysis of the interaction design of the best educational apps for children Aged zero to eight." Comunicar 24, no. 46 (January 1, 2016): 77–85. http://dx.doi.org/10.3916/c46-2016-08.
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The proliferation of mobile devices and their use by children of all ages raise issues among families and educators with regard to their quality and appropriateness. Given the absence of an industry standard or an official ratings system for children’s apps, specialist websites or blogs are frequently consulted when choosing apps. This article presents the results of a content analysis of the visual and interaction design features of 100 educational applications recommended by international experts for children from six months to eight years old. In addition, the adaptability of an application’s content to children was taken into account as a qualitative measurement. Four researchers participated in the definition of variables and the design of the observation instrument. This study focuses on child-computer interaction (HCI-CCI) from a pedagogical and developmental perspective, with the aim of discovering and promoting quality in mobile applications for children. The intention is to provide information on key criteria related to the design of applications for entertainment and learning. The results of the statistical analysis indicate a generally low-quality visual and interaction design in the sample group and content that mirrors problems in the school curriculum. Even applications with both content and design that are specifically targeted at children reveal issues that may impede user comprehension and interaction. La proliferación de dispositivos móviles y su uso por parte de niños de todas las edades crea dudas acerca de su calidad y adecuación entre familias y educadores. Ante la falta de un sistema acordado u oficial de clasificación de aplicaciones infantiles, se suelen consultar webs especializadas o blogs de expertos para escoger las apps. Este artículo presenta los resultados de un análisis de contenido de las características del diseño visual e interactivo de 100 aplicaciones educativas recomendadas por expertos internacionales dirigidas a niños entre seis meses y ocho años. Se analiza además la adaptabilidad al target infantil, a partir de una ficha de análisis diseñada por cuatro investigadores. Con la finalidad de buscar y promover la calidad en las aplicaciones móviles para niños, esta investigación se enmarca en los estudios de la interacción niño-ordenador (HCI-CCI) desde una perspectiva pedagógica y de la psicología del desarrollo. Quiere ser una aportación sobre los criterios clave en el diseño de aplicaciones infantiles para el entretenimiento y el aprendizaje. Los resultados del análisis estadístico indican una escasa calidad del diseño visual e interactivo de la muestra y unos contenidos que reproducen los problemas del currículum escolar. Incluso algunas aplicaciones que se caracterizan por adaptar su contenido y diseño al target infantil, presentan también errores que pueden obstaculizar la comprensión y las interacciones del usuario.
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Carmona Santiago, José, Marta García Ruíz, María Luisa Maíquez Chávez, and María José Rodirgo López. "Las expectativas y metas de las familias gitanas en Canarias hacia el éxito escolar." Revista de Investigación Educativa 39, no. 1 (January 3, 2021): 71–89. http://dx.doi.org/10.6018/rie.400901.
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La población roma/gitana en España oscila entre las 725.000 y las 750.000 personas. Sin embargo, solo el 22,2% del alumnado gitano logra acabar con éxito la Educación Secundaria Obligatoria, mientras que un 75,6% de la sociedad mayoritaria lo logra. A partir de una muestra de 90 familias gitanas, con hijos e hijas estudiantes entre 6 y 17 años residentes en las Islas Canarias, se analizan los deseos, expectativas, celebraciones más importantes y metas de los padres y madres gitanas respecto al futuro de sus hijos e hijas. La recogida de información se ha realizado a través de dos entrevistas semiestructuradas siendo el procedimiento de análisis la Teoría Fundamentada. Tras el proceso de selección se han identificado 15 familias, con metas orientadas al avance educativo de sus hijos e hijas, a las que se examinan las fortalezas, oportunidades, debilidades y amenazas que perciben. Este grupo de familias ha experimentado una buena relación con la escuela, se interesan y apoyan las tareas escolares, dando un paso hacia delante en la promoción de la formación académica de sus hijos e hijas. Son familias referentes, capaces de tener coherencia entre sus deseos, expectativas, celebraciones y prioridades; a lo que se le suma su destreza para hacer frente a los desafíos diarios y muestran la capacidad de creer que un futuro mejor es posible para sus hijos e hijas mientras luchan para conseguirlo.
The Roma population in Spain ranges between 725,000 and 750,000 people. However, only 22.2% of gypsy students successfully finish Compulsory Secondary Education, while 75.6% of the majority society achieves it. From a sample of 90 Roma families, with sons and daughters students between 6 and 17 years of age living in the Canary Islands, the wishes, expectations, most important celebrations and goals of Roma fathers and mothers regarding the future of their children are analyzed. The recollection of information was carried out through two semi-structured interviews, the procedure of analysis being the Grounded Theory. After the selection process, only 15 families oriented to the educational development of their sons and daughters have been identified, who were further examined which regard to the strengths, opportunities, weaknesses and threats they perceive. This group of families have experienced a positive relationship with the school, are interested in and support the school tasks, and have taken a step forward in the promotion of the academic achievement of their children. They are referent families, capable of having coherence between their wishes, expectations, celebrations and priorities; to which is added his ability to face the daily challenges, show the ability to believe that a better future is possible for their children as they struggle to achieve it
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Watson, Terri Nicol. "Effective school leadership and New York City’s immigrant and migrant children: a study." International Journal of Educational Management 31, no. 5 (June 12, 2017): 622–32. http://dx.doi.org/10.1108/ijem-11-2016-0244.
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Purpose This paper provides insight into the effective education of immigrant and migrant children: many of whom are classified in New York City’s public schools as English language learners. It also highlights the ways in which New York City prepares school leaders and the policies that govern their actions. Design/methodology/approach Literature review. Findings The practices of New York City’s school leaders are governed by the Chancellor’s Regulations. These comprehensive mandates consist of four components and address issues related to students in grades K-12, school-based budgets, personnel matters, and parent and community engagement. In relation to students, including those classified as immigrant, migrant, and English language learners the Chancellor’s Regulation A-101 makes it clear: children may not be refused admission to a public school because of race, color, creed, national origin, gender, gender identity, pregnancy, immigration/citizenship status, disability, sexual orientation, religion, or ethnicity. Research limitations/implications Implications for future research: How can school leaders (and educational activists) continue to support and advocate for immigrant and migrant children under the presidency of Donald J. Trump. Practical implications Knowledge gleaned from this study may be of use to schools, districts, and educational leaders in the USA and abroad faced with similar demographic trends. Social implications This manuscript examined the ways in which The City University of New York prepares school leaders, the required State exams for school leaders, and the educational policies that govern the practices of New York City’s school leaders that are germane to English language learners. Originality/value This review of the literature may study may be of use to schools, districts, and educational leaders in the USA and abroad.
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GREEN, BONNIE L., MARY C. GRACE, MARSHALL G. VARY, TERESA L. KRAMER, GOLDINE C. GLESER, and ANTHONY C. LEONARD. "Children of Disaster in the Second Decade: A 17-Year Follow-up of Buffalo Creek Survivors." Journal of the American Academy of Child & Adolescent Psychiatry 33, no. 1 (January 1994): 71–79. http://dx.doi.org/10.1097/00004583-199401000-00011.
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KOTELIANETS, Iulia. "PHILOSOPHICAL AND PSYCHOLOGICAL-PEDAGOGICAL BASES OF CREATIVE ACTIVITY OF CHILDREN OF SENIOR PRESCHOOL AGE." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 231–37. http://dx.doi.org/10.31651/2524-2660-2020-2-231-237.
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The article substantiates the relevance of the formation of children's creative activity with the help of folklore in the process of integration of different types of artistic activities in the theory and practice of preschool education. It is noted that the highest form of human’s activity and at the same time his characteristic is creativi-ty, at the same time creative activity is defined as human activity in a particular type of creativity, which acquires essential and specific features of creativity. As a result we can mention that creativity and activity are interrelated, interpenetrating concepts that influence each other. Different approaches of understanding the essence of the concepts "creativity", "activity" are revealed and the main interpretations of these terms in philosophy, psy-chology and pedagogy are reflected. It is determined that in the studying of creativity there are two approaches: creativity as an activity; creativity as a personality trait. Based on the research of philosophers on the prob-lems of education of social activity, artistic creativity, we consider creative activity as a complex, integral quality of personality, which is a dialectical unity of general, peculi-ar to all types of social activity, and especially specific only as a measure of personality’s activity in art, has two interconnected aspects: external and internal. The external side involves the implementation of ac-tions and deeds which have creative nature. Internal involves a conscious, meaningful attitude to the activities performed, the manifestation of volitional qualities associ-ated with achieving the result. Older preschool age is the basis for the formation of creative activity and children's creativity in general, as the developmental perception of the child is the causative agent of the child's activity and creative activity in gen-eral. One of the means that contributes to younger genera-tion personality’s formation, which carries enormous educational potential, is folk art, because it contains wis-dom, the best people’s moral and aesthetic experience. In addition, it contributes to the formation of children’s crea-tivity. Based on the analysis of research, the possibilities of such types of oral folk art as fairy tales, proverbs and sayings, riddles in the formation of creative activity, based on their nature and content.
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Iqbal, Muhammad, and Fajar Rachmadhani. "NILAI-NILAI PENDIDIKAN ISLAM DALAM HADIS ANJURAN MENCERITAKAN KISAH BANI ISRAIL: Studi Ma‘ani al-Hadis." Riwayah : Jurnal Studi Hadis 6, no. 2 (October 23, 2020): 231. http://dx.doi.org/10.21043/riwayah.v6i2.7742.
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<p>Penelitian ini bertujuan untuk mengungkap nilai-nilai pendidikan Islam dalam hadis tentang anjuran menceritakan kisah Bani Israil, yaitu hadis yang diriwayatkan oleh Imam al-Tirmidzi nomor 2873. Jenis penelitian ini adalah penelitian pustaka (<em>library research</em>). Metode pengumpulan data yang digunakan yaitu metode dokumentasi. Kemudian dianalisis dengan menggunakan metode <em>deskriptif-analitik</em>. Hasil penelitian menunjukkan dengan <em>takhr</em><em>ij al-hadits</em>, redaksi hadis tersebut dapat dijadikan <em>hujjah </em>karena termasuk dalam kategori hadis <em>sahih</em>. Melalui ilmu <em>ma‘ani al-</em><em>hadits</em> didapati bahwa secara lingusitik hadis tersebut berisikan perintah yang berlaku bagi umat muslim untuk memberitakan apa yang dibawa oleh Nabi, memberitakan Bani Israil, dan larangan berdusta. Melalui pendekatan historis ditemukan bahwa hadis ini disabdakan Nabi karena sudah tidak ada kekhawatiran terhadap akidah Bani israil yang menyimpang. Melalui pendekatan konfirmatif didapati banyak ayat-ayat al-Qur’an dan hadis yang mendukung hadis yang diteliti. Melalui pendekatan yuridis didapati bahwa berbohong adalah termasuk dari akhlak tercela yang membahayakan individu dan masyarakat. Melalui pendekatan etis didapati bahwa Islam merupakan agama yang sempurna, dan selalu mengajak pemeluknya untuk bersikap dengan akhlak mulia dan menjauhi akhklak tercela. Setelah melakukan kontekstualisasi hadis, hasil analisis menunjukkan hadis tersebut relevan dengan nilai-nilai pendidikan Islam, yaitu nilai pendidikan akidah, syariat, dan akhlak.</p><p> </p><p>[<strong>Islamic Education Values in the Hadith about the Suggestion of Telling the Story of Israel’s Children: the Study of Ma‘ani al-Hadith. </strong>This study aims to reveal the values of Islamic education in the hadith about the suggestion of telling the story of Israel’s children, which is the hadith narrated by Imam al-Tirmidzi number 2873. This type of research was library research. The data collection method used was the documentation method. Then it was analyzed using descriptive-analytic methods. The results showed that with <em>takhr</em><em>ij al-hadith</em>, the editorial of the hadith could be made as <em>hujja </em>(allegation of law) because it belongs to the category of <em>s</em><em>hahih hadith</em> (authentic hadith). Through the science of <em>ma‘ani al-hadi</em><em>th</em> it was found that linguistically this hadith contains instructions that apply to Muslims to preach what was brought by the Prophet, preach the Children of Israel, and the prohibition of lying. Through a historical approach, it is found that this hadith was conveyed by the Prophet because there were no worries about the deviant creed of the Children of Israel. Through a confirmatory approach, it is found that many verses of the Qur’an and hadith support the hadith under study. Through a juridical approach, it is found that lying is among the despicable morals that endanger individuals and society. Through an ethical approach, it was found that Islam is a perfect religion, and always invites its adherents to behave with noble morals and avoid despicable morality. After contextualizing the hadith, the results of the analysis show that the hadith is relevant to the values of Islamic education, namely the value of the education of faith, sharia, and morals.]</p>
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Grajeda, Ruben, Trevor Hassell, Kimberly Ashby-Mitchell, Ricardo Uauy, and Eduardo Nilson. "Regional Overview on the Double Burden of Malnutrition and Examples of Program and Policy Responses: Latin America and the Caribbean." Annals of Nutrition and Metabolism 75, no. 2 (2019): 139–43. http://dx.doi.org/10.1159/000503674.
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Background: Hunger, food insecurity, stunting, anemia, overweight, and noncommunicable diseases (NCDs) may coexist in the same person, household, and community in Latin America and the Caribbean (LAC). The double burden of malnutrition (DBM) is an important cause of disability and premature death, which could be addressed with comprehensive policies such as the Plan of Action for the Prevention of Obesity in Children and Adolescents. This paper summarizes the main policies and actions aimed to prevent undernutrition and obesity. Summary: Several countries are implementing the Plan of Action, Caribbean Public Health Agency is actively supporting Ministries of Health, Education, and Sport to develop school nutrition policies and strategies to create health-promoting environments at school and in their surrounding communities. Chile is implementing the comprehensive child protection system “Chile Crece Contigo” that integrates health, social development, and educational activities to optimize growth and childhood cognitive-motor development. Brazil is implementing policies and plans to commit to international targets regarding food and nutrition security, NCDs and their risk factors. Key Messages: The DBM exists in the Americas and contributes to disability and premature death. The Region is making progress implementing policies and actions addressing the DBM. However, stronger political will and leadership are needed to enact legislation and policies that create and support enabling environments.
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Stoliarov, Vladislav. "Conceptual fundamentals of modern sport system in development strategy of physical cul-ture and sports for the period until 2030." SCIENCE AND SPORT: current trends 7, no. 3 (September 2019): 13–32. http://dx.doi.org/10.36028/2308-8826-2019-7-3-13-32.
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The purpose of the article is to determine the conceptual fundamentals of modern sport system in the Strategy for the Development of Physical Culture and Sports in our country for the period until 2030, using the analysis of the fundamental changes in modern sports and the orientation of population to the values of sports. Methods and organization of the research. Analysis of the problem occurs on basis of the au-thor’s theory of sports, the study of relevant empirical facts, the results of sociological studies, as well as an analytical review of publications. Results and discussion. Analysis of the fundamental changes in modern sports and the orienta-tion of the population to the values of sport activities resulted in substantiation of conceptual provisions on the significance of the number of activities. These activities include development of various models of modern sports; priority of its health and recreational function; organizing sports for health and recreation as a new model of mass sports and as an element of the structure of children and youth sports; implementing sports for health and recreation into the education system for children and youth. Conclusion. Practical implementation of the formulated conceptual fundamentals of the modern sport system in the Strategy for the Development of Physical Culture and Sports for the period until 2030 primarily depends on changing the priorities of the state social policy in the field of sports. Innovative delivery of sport activities resulted in promotion of healthy lifestyle and crea-tive recreational activities of local communities should take the place of the practice of putting forward sports records and victories of a narrow group of people.
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Basri, Hasan. "Penggunaan Instrumen Permainan Bendera dalam Meningkatkan Prestasi Belajar Pendidikan Agama Islam." Jurnal Ilmiah Universitas Batanghari Jambi 20, no. 3 (October 5, 2020): 1047. http://dx.doi.org/10.33087/jiubj.v20i3.1095.
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Islamic education at the elementary school level is introduced to students about aspects of the Islamic religion itself, getting to know aspects of the pillars of Islam and faith in Allah down to Qadha and Qadar, and studying the Qur'an. In everyday life behave praiseworthy and avoid disgraceful behavior. Introducing and carrying out the pillars of Islam starting from reading two sentences of the creed to knowing the procedures for carrying out the pilgrimage. Telling stories of disgraceful people in everyday life and telling stories of the prophets and providing examples of those stories. Of all that will make the students as provisions later. If it is conveyed in a less conventional way, it will be difficult for students to digest that aspect. Based on the description above, it is necessary to do a study. The aims and objectives of this study are to improve learning outcomes of Islamic Religious Education by using Flag Game Instruments in Islamic studies. This research was conducted in two cycles. In this study, the participants were grade I SDN 182 / IX Ujung Tanjung. The number of students is 29 children. Teacher activity observation sheets, student activities and tests used in the data collection method. To get data on learning outcomes. The results and data obtained from Cycle I and Cycle II emphasize that by using the Flag Game instrument, the results and data obtained from Cycle I and Cycle II state that a very significant increase in learning outcomes is found with a number of good scores and very good scores from those initially only 48.1% to 92.8%.
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Miranda-Vera, Washington, Lucia Mejía-Mayor, and Mauricio Fernando Diaz Estrella. "MIGRACIÓN PARENTAL: INCIDENCIA EN LA CONDUCTA ESCOLAR EN NIÑOS DE EDUCACIÓN GENERAL BÁSICA." PSICOLOGÍA UNEMI 2, no. 2 (July 3, 2018): 14–22. http://dx.doi.org/10.29076/issn.2602-8379vol2iss2.2018pp14-22p.
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Con el desarrollo de esta investigación, se pretende establecer la relación que existe entre la migración parental y la conducta escolar en niños de Educación General Básica, debido a que el Ecuador, se ha convertido en un país de migrantes, creando un problema social, que afecta de manera directa a estudiantes en nivel escolar. Muchos de ellos quedan en calidad de abandonados por sus padres, al cuidado de otros familiares, los cuales no ejercen una adecuada supervisión o no suplen el vacío afectivo que se crea con la ausencia de los padres. Para el levantamiento de la información se utilizó dos cuestionarios que permitieron analizar y relacionar las dos variables intervinientes, como migración parental y conducta escolar. La muestra de estudio se llevó a cabo en la Parroquia Roberto Astudillo-Milagro, Ecuador, sector que se ha visto afectado por la migración y los diversos conflictos anímicos en los niños y niñas es recurrente, comprendió 100 niños de Educación General Básica de edades entre 7 y 8 años. Los datos fueron analizados de forma descriptiva y correlacional. Entre las conclusiones más relevantes se encuentra que, a mayores índices de migración parental, los estudiantes presentan patrones de conductas escolares inapropiadas.
Abstract
With the development of this research, we intend to establish the relationship between migration parental and school behavior in children of Basic General Education, due to the fact that Ecuador has become a country of migrants, creating a social problem, which affects in a direct way to students at the school level. Many of them are in quality of abandoned by their parents, to care for other family members, which do not exercise adequate supervision or does not supply the vacuum that is created with the absence of parents. For the lifting of the information was used two questionnaires that allowed to analyze and relate the two intervening variables, such as parental migration and student conduct. The sample for the study was carried out in the parish Roberto Astudillo-Milagro, Ecuador, a sector that has been affected by migration and the various conflicts mood in boys and girls is recurrent, included 100 children of Basic General Education between the ages of 7 and 8 years. The data were analyzed in a descriptive and correlational study. Among the most relevant conclusions is that, higher levels of parental migration, students present inappropriate school behavior patterns.
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Zurita-Ortega, Félix, José Luis Ubago-Jiménez, Pilar Puertas-Molero, Gabriel González-Valero, Manuel Castro-Sánchez, and Ramón Chacón-Cuberos. "Niveles de actividad física en alumnado de Educación Primaria de la provincia de Granada (Physical activity levels of Primary Education students in Granada)." Retos, no. 34 (February 11, 2018): 218–21. http://dx.doi.org/10.47197/retos.v0i34.60098.
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La actividad física se ha convertido en uno de los pilares básicos de nuestra vida, mejorando nuestra salud física, mental y social. Por esta razón, es necesario que desde la Educación Primaria se creen hábitos hacia la práctica deportiva. El presente estudio tiene como objetivos: a) describir los niveles de actividad física en el alumnado de 5º y 6º curso por género y, b) relacionar las variables psicosociales con la práctica de actividad física, género y académicas. Para su realización hemos utilizado una muestra de 160 alumnos de entre 10 y 12 años (M=11,72) del área metropolitana de Granada. Para la recogida de datos nos hemos servido del cuestionario de actividad física (PAQ-A), además de una hoja de registro para determinar el género, si son repetidores, si están federados y, si los padres practican actividad física. Utilizando, para el análisis de datos, el programa estadístico SPSS versión 22.0. A grandes rasgos, los resultados muestran que los niños realizan más actividad física que las niñas, que los jóvenes federados realizan más actividad física que los no federados y que los alumnos con padres que realizan actividad física tienen una mayor predisposición hacia la práctica deportiva.Abstract. Physical activity has become one of the most important pillars of our life, improving our physical, mental and social health. For that reason, it is necessary to create habits of sport practice from primary education. The objectives of the present study are: a) to describe the levels of physical activity in 5th- and 6th-year students by gender, and b) to relate psychosocial variables to physical activity, gender, and academic activity. A total of 160 students between 10 and 12 years from Primary Education centres in Granada participated in this research. For the data collection, we used the physical activity questionnaire for adults (PAQ-A). In addition we used a registration sheet to determine students’ gender, if they are repeaters, if they are federated, and their parents’ engagement in physical activity. Data analysis was performed using the statistical program SPSS 22.0. Results show that boys perform more physical activity than girls. Also, children who are federated do more physical activity than those non-federated. Students whose parents practice physical activity have a greater predisposition towards sports practice.
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Raviprasad, B. V., Amit Kumar Ghosh, and M. Sasikumar. "Survival, Continuity and Identity Among the Onge of Andaman and Nicobar Islands." Journal of the Anthropological Survey of India 69, no. 1 (June 2020): 71–81. http://dx.doi.org/10.1177/2277436x20927255.
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The hunter-gatherer tribes of Andaman and Nicobar Islands with negrito physical features had drawn attention of researchers and administrators because of their unique bio-cultural identity and their migration to the present habitat. Until 1950s, the Onge were sparsely distributed and exploited natural biotic resources of whole Little Andaman Island. Population decrease among them was the major factor for resettlement of this tribe at Dugong creek (1976–1977) and at South Bay (1980) of Little Andaman Island. The then Administration’s attempts to protect Onge was in line with the Government of India’s policy towards tribal societies. Often described as ‘Nehru-Elwin’ tribal policy. After resettlement, supply of ‘free ration’ was introduced which is continuing till date. The whole economy of the Onge has undergone a change. Their physical stamina seems to be ‘greatly reduced’ and the incidence of ‘overweight’ has increased in both men and women. ‘Underweight’ is reported more among men (60%) than women (33%). Longevity of male and female Onge is moderate. 10% of Onge male and female are 50 years and above. Four males and two female Onge are aged 60 years and above. 34% of Onge in the age group of 21–40 years are employed in electricity, education and forest department of Andaman and Nicobar administration, Port Blair. The present generation is more interested in ‘cash economy’ and demands facilities such as housing, electricity, piped water, bicycles and medicines. Challenge for administrators and policy makers lies in the changing socio-cultural attitudes of the present day Onge. Skills such as preparation of baskets, boats and paintings over the body are hardly seen among younger generation. Auxiliary Nursing Midwifery (ANMs) at Dugong creek settlement are instructed to visit Onge families daily to distribute allopathic medicines and also observe/wait until medicine are actually consumed. The authors in the paper discuss the present status of the Onge at Little Andaman Island from the point of view of biological attributes such as demography, nutritional status of adults and Growth and development of Onge children, they opine that ‘survival of Onge’ as bio-cultural ethnic group with certain caveats has been achieved. In conclusion we can state that although many National and International critics seem to think that the pristine cultural has been affected, ‘Survival of Onge’ itself has been the biggest success of this resettlement.
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Paliwal, Deepak. "Reaching the unreached through open and distance learning in India." Asian Association of Open Universities Journal 14, no. 1 (June 10, 2019): 39–49. http://dx.doi.org/10.1108/aaouj-01-2019-0005.
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Purpose Education is the most important tool for the development of different types of faculties in human beings. It plays an important role in the overall development of the human beings, and it is generally considered as a catalyst of social change. Education always remains a territory of significance and worry for the policymakers, social researchers and the academicians. In the complex society like India, which is multi-racial, multi-lingual, multi-religious and pervaded with incalculable issues, the issues of ignorance are a major test in transit of its advancement. In this direction, open and distance learning (ODL) plays an important role in providing quality education to the learners who are unable to be a part of the formal system of education. Open and distance learning serves as a source of education for the marginalized and disadvantaged sections of the society. Open and distance learning goes for the spread of learning and securing information through distance mode including the utilization of any correspondence innovation to give chances to advanced education. Regardless of caste, creed and religion, it provides uniform education to different sections of the society. The purpose of this paper is to assess the attitude and satisfaction level of the learners towards open and distance learning. Design/methodology/approach For this study, explorative research methodology has been used, and analysis has been done on the basis of data extracted from the primary and secondary sources of information. The respondents were personally interviewed through structured interviewed schedule for the collection of primary data. In fact, the interview is an act of verbal communication for the purpose of eliciting information. In addition to intensive field work, secondary sources like records, manuscripts, survey reports and many other related studies and their findings have been used as the source of secondary information collected through respective sources. Findings ODL has been successful in realizing its objective, reaching to the unreached by spreading education in the remote and far-flung areas through its study centers located in various locations. However, there is more need of creating awareness among the people in the far-flung areas by opening more study centers as per the need and geographical location of the area. In the present era of science, technology and innovation, no major shift has been seen among the parents towards the girl child: and providing education to the girl child is not the top priority in the villages, marriage gets the first preference instead of education. However, girls are coming forward to continue their education but the problem is that of money as in the case of boy respondents. So there is a need to review the fee structure of the ODL program as per the economic conditions of the student’s family, and some provisions should be made, especially for the girl students, to motivate them to come forward to continue their education, as it will spread message among other girls who did not complete their schooling. Social implications Through this paper, it could be realized that ODL provides opportunities to those who have no access to normal schooling but want to continue their education to compete in the changing world. ODL plays an important role in the hilly regions where most of the children left or dropped out their studies, especially the girls students, due to various reasons: it may be the long distance of the school from home or poor economic condition of the family. ODL emerged as a tool in solving all the problems and reaching the unreached through its learner-friendly approach. Originality/value Open and distance learning gives uniform stage to the individuals who need to upgrade their education and also skill development. This paper finds out that majority of the learners were satisfied with the performance of the open schooling. A positive attitude towards open schooling was found among the learners. They were of the view that because of open schooling, they gained self-confidence and better status in the society. They were of the opinion that they were no longer considered as a loser and they were in a position to get something new, which may be helpful for them and their family.
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Wechsler, Harold S. "One-Third of a Campus: Ruth Crawford Mitchell and Second-Generation Americans at the University of Pittsburgh." History of Education Quarterly 48, no. 1 (February 2008): 94–132. http://dx.doi.org/10.1111/j.1748-5959.2008.00127.x.
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It was confusing to him. He was in a world which had a set of rules all its own. He knew the other rules—the rules of his own world. But these were different. Men actually lived their four years away at the University, and sent children after them. It was a wild, improbable thing to have fallen into, and the day student looked at his fellows, could distinguish them no differences among them at first, and felt lost. His evenings were spent in the company of old friends and in the old places; his days at the college. And he plunged from past to present; present to past. They told him about loyalty, and he went home to think about it. But at home it became dim and unreal. Then he went back, the next morning, and they told him of loyalty again, of the mighty traditions. If he took it to heart he could only do so above the sickening realization that at four o'clock he must be on Trolley 13 again. And it was hard to take the traditions over the river.Samuel Lipschutz, B.A.University of Pennsylvania, 1929Many of our alumni and some of our students, supported by more than a few of our faculty and corporation, have seriously queried whether or no Brown, in common with other institutions located in a like environment, has in her student body too large a proportion of socially undesirable students. We are most emphatically not concerned with Jew-baiting. I am proud to say that race and creed are still not valid causes for concern in the liberal community founded by Roger Williams. But some of us are worried by the influx of alien blood into what was not so long ago a homogeneous group of students prevailingly Baptist and Anglo-Saxon. Says one alumnus, “A certain type of student is far below the standard we should like to see. I refer to those called carpet-baggers! They live in or near Providence, arrive at the University in the morning in time for their first class, park themselves, their books, and their lunch in the Union, leave the college the minute their last class is over, take no part in college life, absorb all they can, give back nothing of benefit, and probably will prove no credit to the University as alumni.” Surely some of you have heard the same tale.—Kenneth O. MasonDean of Freshmen, Brown University, 1927Were colleges obliged to address the dilemmas faced by the many firstand second-generation Americans who enrolled after World War I? No, replied many administrators who espoused exclusion or assimilation, or who expressed indifference. These attitudes meant that many students would never learn to navigate the turbulent waters of campus social life. Dropout rates were significant even before the Great Crash created insurmountable financial difficulties for numerous undergraduates. The testimony of peers who remained suggested that success often came despite institutional hostility.
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Alejandro Morales, Silvia Yolanda, Mercedes Valdez Gonzalez, Jenny Quiroz Villacis, and Roddy Peñafiel Leon. "Situación Higiénico – Sanitaria de las “Huecas” participantes de la Feria Gastronómica Internacional Raíces 2014 / Hygienic situation - Sanitary “hollow” participants of the International Food Fair 2014 Estate." Ciencia Unemi 8, no. 16 (December 14, 2015): 68. http://dx.doi.org/10.29076/issn.2528-7737vol8iss16.2015pp68-76p.
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La investigación tuvo como objetivo evaluar el nivel de cumplimiento de las normas de higiene alimentaria, por parte de los manipuladores de 26 “huecas tradicionales” participantes de la Feria Gastronómica Internacional Raíces 2014, realizado en Guayaquil, Ecuador. Se aplicó una encuesta de evaluación higiénica alimentaria y observación directa durante todo el proceso de trazabilidad alimentario. Los resultados indican que el 50% de los manipuladores son propietarios del establecimiento, 31% tiene entre 20 a 40 años en el oficio, además, inducen a sus hijos a seguir con la línea del negocio, 31% entre 1 a 5 años de labores. La aplicación de técnicas de higiene tanto para la verificación cualitativa de los alimentos, como la conservación, lavado previo y equipos se cumple en 89% y 88% tiene capacitación previa a labores. En definitiva las “huecas” presentan un grado de inocuidad alimentaria aceptable debido a que no cumplen todas las normas de higiene en frecuencia, incluido todo el personal de manipuladores durante todo el proceso de trazabilidad alimentaria, lo que genera riesgos de ETA (Enfermedades Transmitidas por Alimentos). Esto crea la necesidad de exigir y controlar la aplicación de programas periódicos de educación higiénica alimentaria, lo que garantizaría mayor prestigio y rentabilidad económica al negocio. AbstractThe research aimed to evaluate the level of compliance with food hygiene by handlers 26 “hollow traditional” participants Estate 2014 International Food Fair, held in Guayaquil, Ecuador. A survey of hygiene food assessment and direct observation applied throughout the food traceability process. The results indicate that 50% of the manipulators are owners of the establishment, 31% are between 20-40 years in office also induce their children to continue with the line of business, 31% between 1-5 years of work. The application of hygiene techniques for both qualitative verification of food, such as conservation, prewash and equipment fulfilled in 89%, and 88% have pre-work training. Ultimately the “hollow” present an acceptable level of food safety because they do not meet all standards of hygiene in frequency, including all staff handles all food traceability process, creating risks of ETA (Borne Diseases Foods). It creates the need to demand and enforce regular food hygiene education programs, which would ensure greater prestige and profitability to the business.
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AGUIRRE, Kathleen Kate Dominguez, and Cassiane De Freitas PAIXÃO. "Contação de Histórias e Educação Etnicorracial: um Convite a Mulheres Negras." INTERRITÓRIOS 6, no. 12 (December 7, 2020): 168. http://dx.doi.org/10.33052/inter.v6i12.248995.
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RESUMONeste trabalho temos por objetivo analisar representações excludentes reproduzidas nos espaços escolares, a partir das categorias raça, pobreza, perspectivas de mundo e futuro, relacionando narrativas autobiográficas de três mulheres negras aos dados coletados em agosto de 2016, durante encontros de contação de histórias de temática afro-brasileira com crianças da Escola Alcides Barcelos, no Bairro Getúlio Vargas, retrato da exclusão social e racial da cidade do Rio Grande/RS. Baseamo-nos em debates teóricos sobre exclusão, processos de representação social e educação etnicorracial, para então realizar a investigação no espaço escolar. Concluímos que não é suficiente acreditar numa transformação social através da Escola, visto que ela serve a ordem dominante e reproduz representações sociais e raciais excludentes com vistas à sua manutenção. Contudo, acreditamos que é possível que os agentes sociais produzam uma reeducação das relações etnicorraciais através de experiências no cotidiano escolar e do ensino de História.Mulheres negras. Educação Enticorracial. Escola.ABSTRACTIn this paper we aim to identify exclusionary representations reproduced in the school space, from the subjects of race, poverty, perspectives of the world and future, relating autobiographical narratives of three black women to data collected in august 2016, during african-brazilian storytelling meetings with children at the Alcides Barcelos School in the Getúlio Vargas Neighborhood, portrait of the social and racial exclusion of the city of Rio Grande/RS. We are based on the theory discussion about exclusion, processes of social representation and ethno-racial education, in order to carry out practical research in the school space. We conclude that it is not enough to believe in a social transformation through the school, since it serves the dominant order and reproduces social and racial representations with a view to its maintenance. However, we believe that it is possible for social agents to produce a re-education of ethno-racial relations through experiences of daily school life and teaching History.Black Women. Ethnico-racial Education. School.RESUMENEn este trabajo pretendemos analizar las representaciones excluyentes reproducidas en los espacios escolares, desde las categorías raza, pobreza, perspectivas del mundo y el futuro, relacionando las narrativas autobiográficas de tres mujeres negras con los datos recogidos en agosto de 2016, durante los encuentros de narración de historias con temática afrobrasileña con niños de la escuela Alcides Barcelos, en el barrio Getúlio Vargas, un retrato de la exclusión social y racial en la ciudad de Rio Grande / RS. Nos basamos en debates teóricos sobre exclusión, procesos de representación social y educación etno-racial, para luego realizar la investigación en el espacio escolar. Concluimos que no basta creer en una transformación social a través de la Escuela, ya que ésta sirve al orden dominante y reproduce representaciones sociales y raciales excluyentes produciendo su mantenimiento. Sin embargo, creemos que es posible que los agentes sociales produzcan una reeducación de las relaciones étnico-raciales a través de experiencias en la rutina escolar y en la enseñanza de Historia.Mujeres Negras. Educación Enticorracial. Escuela.SOMMARIOIn questo lavoro si intende analizzare le rappresentazioni esclusive riprodotte negli spazi scolastici, dalle categorie di razza, povertà, prospettive del mondo e futuro, mettendo in relazione le narrazioni autobiografiche di tre donne nere con i dati raccolti nell'agosto 2016, durante gli incontri Narrazione a tema afro-brasiliano con i bambini della scuola Alcides Barcelos, nel quartiere di Getúlio Vargas, un ritratto dell'esclusione sociale e razziale nella città di Rio Grande / RS. Ci siamo basati su dibattiti teorici sull'esclusione, sui processi di rappresentanza sociale e sull'educazione etnico-razziale, per poi svolgere la ricerca nello spazio scolastico. Concludiamo che non basta credere in una trasformazione sociale attraverso la Scuola, poiché essa serve l'ordine dominante e riproduce rappresentazioni sociali e razziali esclusive, producendone il mantenimento. Tuttavia, crediamo che sia possibile che gli agenti sociali producano una rieducazione delle relazioni etnico-razziali attraverso esperienze nella routine scolastica e nell'insegnamento della Storia.Donne nere. Educazione etnico-razziale. Scuola.
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Kim, Suh Yoon. "Representation of Greek Mythology in History Textbooks of Greek Primary schools." Journal of Literary Education, no. 1 (December 8, 2018): 151. http://dx.doi.org/10.7203/jle.1.12268.
Full textAbstract:
This article aims to highlight the representation of Greek mythology in Greek primary textbooks and the educational purpose of this representation, which includes macroscopic rearrangement, modification of individual texts, and addition of ancillary materials. In Greek primary schools, third graders begin to learn mythology in the introductory part of the subject History. The educational aspect of mythology in textbooks focuses on heroes being represented as exemplary models for teaching values to children. The texts reflect modern metanarrative of individualism, which teachers and parents consider important for children to learn. In its entirety, the textbook repeats each hero’s fighting spirit and struggles (macroscopic metanarratives). In addition, each story is modified to manifest only the hero’s individual accomplishments, concealing their negative aspects, and underestimating the influence of social contexts such as gender discrimination (modification of individual texts). Moreover, the pictures and maps, present in the textbooks, create an image of “timeless Greece” as it traces the movements of the heroes. These materials help young students connect the heroes’ world with their own. Activities and questions also help children adopt heroes as familiar role models (paratextual and visual elements). In conclusion, mythology in Greek primary school History textbooks function as an effective tool to teach the value of individualism to children.
Key words: Greek mythology education, metanarratives, heroes, individualism, identification
Resumen
La intención de este artículo es resaltar la representación de la mitología en libros de texto griegos y la intención educativa de esta representación que incluye la reorganización y la modificación de textos individuales y la incorporación de material secundario. En los libros de texto griegos, el alumnado de tercero empieza a aprender mitología en la parte introductoria de la asignatura de Historia. El aspecto educativo de la mitología en los libros de texto se focaliza en los héroes, que son representados como modelos ejemplares para enseñar valores a los niños y niñas. Los textos reflejan metanarrativas modernas individualistas, que tanto el profesorado como las familias consideran importante enseñar al alumnado. En general, el libro de texto repite el espíritu de lucha y prueba (metanarrativa macroscópica) de cada héroe. Por otro lado, cada historia se modifica para manifestar solo los logros individuales del héroe, ocultando sus aspectos negativos y minusvalorando la influencia del contexto social tal como la discriminación de género (modificación de textos individuales). Además, las ilustraciones y mapas presentes en estos materiales crean una imagen de “Grecia intemporal” según se trazan los movimientos de los héroes. Estos materiales ayudan al joven estudiantado a conectar el mundo de los héroes con el propio. Las actividades y preguntas también ayudan al alumnado a adoptar los roles y modelos familiares (elementos paratextuales y visuales). En conclusión, la mitología en los libros de texto griegos de Primaria funciona como una herramienta útil para el aprendizaje del valor del individualismo.
Palabras clave: Educación en mitología griega, metanarrativas, héroes, individualismo, identificación
Resum
La intenció d’aquest article és ressaltar la representació de la mitologia en llibres de text grecs i la seua intenció educativa que inclou la reorganització i la modificació de textos individuals i l’afegit de material secundari. Als llibres de text grecs, l’alumnat de tercer comença a aprendre mitologia en la part introductòria de l’assignatura d’Història. L’aspecte educatiu de la mitologia als llibres de text focalitza en els herois que són representats com a models exemplars per tal d’ensenyar valors als infants. Els textos reflecteixen metanarrative modernes individualistes que professorat, pares i mares, consideren important d’ensenyar als infants. En general, el llibre de text repeteix l’esperit de lluita i prova (metanarrativa macroscòpica) de cada heroi. D’altra banda, cada història es modifica per manifestar només les fites individuals de l’heroi, tot amagant els seus aspectes negatius i menyspreant la influència del context social tal com la discriminació de gènere (modificació de textos individuals). A més a més, les il·lustracions i els mapes presents en aquests materials, creen una imatge de “Grècia intemporal” segons es delinea els moviments dels herois. Aquests materials ajuden el jovent a connectar el món dels herois amb el propi. Les activitats i preguntes també ajuden a l’alumnat a adoptar els rols i models familiars (elements paratextuals i visuals). En conclusió, la mitologia als llibres de text grecs de Primària funciona com una eina útil per ensenyar el valor de l’individualisme als infants.
Paraules clau: Educació en mitologia grega, metanarratives, herois, individualisme, identificació
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Castilho, Lia Silva de, Marcela Alkimin Filogônio, Ênio Lacerda Vilaça, and Vera Lúcia Silva Resende. "O PAPEL DO DENTIFRÍCIO SEM FLÚOR NA OCORRÊNCIA DA CÁRIE DENTÁRIA ENTRE PACIENTES COM DEFICIÊNCIAS DE DESENVOLVIMENTO ATÉ OS SEIS ANOS DE IDADE." REVISTA BRASILEIRA DE EXTENSÃO UNIVERSITÁRIA 7, no. 2 (November 11, 2016): 121–27. http://dx.doi.org/10.36661/2358-0399.2016v7i2.3112.
Full textAbstract:
Resumo: O objetivo deste estudo foi investigar se a cárie dentária está associada ao uso de dentifrício sem flúor entre crianças com deficiências do desenvolvimento atendidas por um projeto de extensão realizado pela Faculdade de Odontologia da UFMG em Belo Horizonte, Minas Gerais. Foi realizada uma análise de dados secundários provenientes do banco de dados do projeto, de janeiro de 1998 até dezembro de 2014. Os dados foram analisados descritivamente através de cálculos de percentuais e por análise bivariada (qui-quadrado) estratificada por faixa etária, sexo e escolaridade materna, pelo programa Epi Info 7. Foi analisado um total de 107 prontuários odontológicos. No geral, os indivíduos que não usavam dentifrício fluoretado apresentaram uma chance 5,97 vezes maior (IC: 1,75-20,35) de apresentarem a cárie dentária (P=0,001). Até um ano, o risco de se ter a doença foi 5,97 vezes maior (IC:1,75-10,35) no grupo que não usava pasta com flúor (P=0,039). Na faixa etária de 2 a 3 anos, o risco de se apresentar a cárie dentária foi 6,75 vezes maior (IC:1,21-17,62) no grupo de indivíduos que usavam creme dental sem flúor (P=0,029). De 4 a 6 anos o risco foi 5,97 vezes maior (IC:1,75-10,35) (P=0,018). Entre meninos, existe uma chance 7,42 vezes maior (IC:1,63-33,69) de se apresentar lesões de cárie. Este efeito não é observado no sexo feminino (P=0,08), e também não é relacionado com a escolaridade materna (P=0,08). Conclui-se que o uso de dentifrícios sem fluoretos esteve associado à cárie dentária entre indivíduos com deficiências de desenvolvimento até os seis anos de idade.
Palavras-chave: Dentifrícios, Fluoretos, Cárie Dentária, Fluorose, Paralisia Cerebral.
The role of non-fluoridated toothpaste in the occurrence of dental cavities among patients with developmental disabilities up to six years old
Abstract: The objective of this study was to investigate if cavities are associated with the use of non-fluoridated toothpaste in children with developmental disabilities treated in an extension project at the Faculty of Dentistry of the Universidade Federal de Minas Gerais (Belo Horizonte, Minas Gerais State, Brazil). We analyzed secondary data from the database of the project, from January 1998 to December 2014. The data was analyzed by percentage calculations and bivariate analysis (chi-square) stratified by age, gender and maternal education, by using the Epi Info 7 software. A total of 107 dental records were analyzed. In a general view, individuals who did not use fluoridated toothpaste were 5.97 times more (IC: 1.75-20.35) likely to develop dental cavities (P=0.001). In children up to 1 year old, the risk of having cavities was 5.97 times higher (CI: 1.75-10.35) than in the group that did not use fluoridated toothpaste (P=0.039). In the 2-3 years old group the risk of presenting dental cavities was 6.75 times higher (1.21-17.62) than the group of individuals who used non-fluoridated toothpaste (P=0.029). In the 4 to 6 years old group, the risk was 5.97 times higher (CI: 1.75-10.35) (P=0.018). Among boys, that risk was 7.42 (CI:1.63-33.69) higher without the use of fluoridated toothpaste (P=0.004). This effect was neither observed in girls (P=0.08) nor it was associated with maternal education level (P=0.08). We concluded that the use of non-fluoridated toothpaste was associated with dental cavities among individuals with developmental disabilities under six years old.
Keywords: Dentifrices, Fluorides, Dental cavities, Dental Fluorosis, Developmental disabilities, Cerebral Palsy.
La pasta dental sin flúor en la ocurrencia de la caries dental en pacientes con trastornos del desarrollo hasta la edad de seis años
Resumen: El objetivo de este estudio fue investigar si las caries dentales se asocian con dentífrico sin flúor en los niños con trastornos del desarrollo que reciben servicios del proyecto de extensión de la Faculdad de de Odontología de la Universidade Federal de Minas Gerais (Belo Horizonte, Minas Gerais, Brasil). Se realizó un análisis de datos secundarios de la base de datos del proyecto desde enero de 1998 hasta diciembre de 2014. Los datos fueron analizados de manera descriptiva para los cálculos de porcentajes y análisis bivariante (chi-cuadrado) estratificados por edad, género y educación de la madre, utilizando el programa Epi Info 7. Si analizaron un total de 107 registros dentales. En general, las personas que no utilizaron pasta dental fluorada tuvieron la oportunidad 5,97 veces mayor (IC: 1.75 a 20.35) para presentar caries dentales (P = 0,001). Hasta la edad de 1 año, el riesgo de tener la enfermedad era 5,97 veces mayor (IC: 1,75 a 10,35) en el grupo que no utiliza pasta de dientes con flúor (P = 0,039). En el grupo de edad de 2-3 años, el riesgo de presentar caries dentales fue 6,75 veces mayor (1,21 a 17,62) en el grupo de individuos que usa pasta de dientes sin flúor (P = 0,029). Entre las edades de 4 a 6 años, el riesgo fue 5,97 veces mayor (IC: 1,75 a 10,35) (P = 0,018). Entre los niños, hay una probabilidad 7,42 veces mayor (IC: 1,63 a 33,69) para presentar lesiones de caries. Este efecto no se observó en las niñas (P = 0,08), ni estuve relacionado con la educación de las madres (P = 0,08). Se concluye que el uso de pastas de dientes sin flúor se asoció con las caries dentales hasta la edad de seis años en los individuos con trastorno del desarrollo.
Palabras-clave: Dentífricos, Fluoruros, Caries Dental, Fluorosis, Discapacidades del Desarrollo, Parálisis Cerebral.
https://doi.org/10.24317/2358-0399rbeuv7i2p121-127
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Beretta, Daniel Cortes, Juciene Silva Oliveira, and Daniela Costa Vilela. "A EXTENSÃO UNIVERSITÁRIA E A LUDICIDADE NA EDUCAÇÃO INFANTIL CONTRA CRUELDADE ANIMAL E VIOLÊNCIA INTERPESSOAL." REVISTA BRASILEIRA DE EXTENSÃO UNIVERSITÁRIA 7, no. 2 (November 21, 2016): 139–44. http://dx.doi.org/10.36661/2358-0399.2016v7i2.3114.
Full textAbstract:
Resumo: A crueldade contra animais coexiste habitualmente com uma vasta gama de outros problemas (violência interpessoal, comportamento anti-social, bullying, etc.) e pode ser identificada em crianças com idade inferior aos sete anos. A violência contra animais reflete diretamente na violência doméstica e interpessoale a crueldade contra seres indefesos e emocionalmente dependentes é parte de um ciclo insidioso de agressão. A formação de consciência crítica e individual se faz necessária nas etapas iniciais de vida do ser humano, portanto deve-se reconhecer e assumir que a criança é um ser social que constrói e cria cultura. O uso do lúdico através de jogos, teatros e brinquedos, é instrumento eficaz no desenvolvimento do pensamento e da autonomia infantil. Por isso, objetivou-se, através da ludicidade, que o público infantil aprendesse e transmitisse de forma adequada e segura, que os animais têm sentimentos; e que atos de crueldades contra eles não devem ser feitos ou repetidos. As atividades foram desenvolvidas de agosto de 2014 a novembro de 2015, nas cidades de Mineiros e Jataí, Goiás, Brasil. Foram realizadas ações pedagógicas aplicadas, como teatro, cantiga, cartilha educativa, brincadeiras interativas com massa de modelar e quebra-cabeça. Com a realização do projeto notou-se o interesse das crianças em aprender, transmitir a mensagem a seus familiares e, principalmente, colocar em prática o conhecimento adquirido por meio da dinâmica realizada. Como retorno, observou-se que a maneira lúdica e educativa foi eficiente em despertar o interesse das crianças contra a crueldade animal, quebrando neste caso o ciclo insidioso de violência.
Palavras-chave: Extensão Universitária, bem estar animal, sensibilização, ensino fundamental.
The university extension and ludicity in early childhood education against animal cruelty and interpersonal violence
Abstract: Animal cruelty usually coexists with other problems (interpersonal violence, anti-social behavior, bullying, etc.) and it can be identified before the age of seven years. Criticism and individual conscience formation becomes necessary in the early stages of human life, and therefore, it must be recognized and assumed that the child is a social being who builds and creates culture. The use of the ludic activities such as games, theater and toys is an efficient instrument for the development of children's autonomy and cognitive skills. Thus, this project aimed at through ludicity promoting the awareness that animals have feelings and that acts of cruelty against them should not be made or repeated. The activities were carried out from August 2014 to November 2015 in the cities of Mineiros and Jataí, Goiás State, Brazil. Pedagogical actions such as theater, singing, educational spelling book, interactive play with modeling clay and puzzle were used as a resource for this initiative. After the project ended the children's interest in learning and transmitting the message to their families could be observed, and especially their desire to put into practice the knowledge acquired throughout the activities. In return, education through ludicity was observed and showed to be effective in fostering the interest of children against animal cruelty and breaking the insidious cycle of violence.
Key-words: University Extension, Animal Welfare, Raising Awareness, Elementary School n.
La extensión universitaria y lo lúdico en la educación infantil contra la crueldad animal y la violencia interpersonal
Resumen: La crueldad animal suele coexistir con otros problemas (violencia interpersonal, comportamiento antisocial, acoso, etc.) y pueden ser identificados antes de la edad de siete años. La crítica y la formación de la conciencia individual se hace necesaria en las primeras etapas de la vida humana. Por lo tanto, debe-se reconocer y presuponer que el niño es un ser social que construye y crea cultura. El uso de las actividades lúdicas a través de juegos, teatro y juguetes es un instrumento eficaz para el desarrollo del pensamiento y la autonomía de los niños. Por lo tanto, el objetivo fue, a través de la ludicidad, que los niños aprenderán y transmitan correctamente y con seguridad que los animales tienen sentimientos y que los actos de crueldad contra ellos no deben hacerse o repetirse. Se realizaron las actividades de agosto 2014 a noviembre 2015 en las ciudades de Mineiros y Jataí, Estado de Goiás, Brasil. Acciones pedagógicas como el teatro, canción, libro de lectura educativa, juego interactivo con plastilina y el rompecabezas fueran utilizadas. Después de la finalización del proyecto se observó el interés de los niños en el aprendizaje y en transmitir el mensaje a sus familias, y sobre todo para poner en práctica los conocimientos adquiridos en las dinámicas realizadas. Además, se observó como resultado que la educación a través ludicidad fue eficaz en despertar el interés de los niños contra la crueldad animal, rompiendo en este caso el ciclo insidioso de la violencia.
Palabras-clave: Extension Universitária, Bienestar de los Animales, Sensibilización, Escuela Primaria.
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Visser, John, and Frédéric Fovet. "Reflections on School Engagement: An Eco-Systemic Review of the Cree School Board’s Experience." in education 19, no. 3 (April 21, 2014). http://dx.doi.org/10.37119/ojs2014.v19i3.151.
Full textAbstract:
The parameters are readily interesting: The Cree School Board experience over the past 25 years represents one of the first occurrences worldwide of a society having globally acknowledged that a curriculum, as a whole, did not necessarily fit a specific group, rather than the individuals not performing within a curriculum. As such, this represents a characteristically eco-systemic experiment where a move has been made from the simple—and not-so-unusual observation of poor school performance from a community as a whole—to the conclusion that a curriculum was poorly matched to the group it was set to serve. This assessment has led most notably to the adoption of Cree as the language of instruction in order to increase performance. Statistics for the Cree School Board (CSB), however, are not showing convincing signs of improvement and Cree parents appear increasingly divided in their assessment of how the curriculum now serves their children. The purpose of this article is to throw some light on factors that may explain the difficulties Cree students are facing within school in its present format. The highly topical aspect of this assessment and review is that the characteristics that supposedly make some Cree children difficult to teach in a Western style classroom are attributes often assimilated to children with Social, Emotional, and Behavioural Difficulties (SEBD) in mainstream schools: restlessness, inability to stay indoors, short attention span, rejection of classroom etiquette, and rules. The study suggest that, far from being distinct and dependent on variables that are unique, outcomes such as those recorded in Cree schools, highlight challenges in student engagement encountered by many school environments in the 21st century, particularly inner city schools. Keywords: Cree Nations; eco-systemic analysis; Native education; Social, Emotional, and Behavioural Difficulties (SEBD)
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Del Angel-López, Hulda Zulema, and Lya Adlih Oros-Mendez. "Cubo Didáctico como complemento a terapias de desconcentración intelectual." Revista de Educación Básica, December 31, 2019, 21–28. http://dx.doi.org/10.35429/jbe.2019.10.3.21.28.
Full textAbstract:
Didactic Cube as a complement to intellectual deconcentration therapies. Children's therapies to increase concentration are methods that help to improve the performance of patients suffering from ADHD (Attention Deficit Hyperactivity Disorder), where different teaching tools can be used to support family members and therapists to carry out activities recommended to improve attention in children mainly. There are several materials that therapists can support to focus on the realization of a program that develops the ability to concentrate in preschool children. Objectives, Methodology. Contribute to the equipment of the Center for Rehabilitation and Special Education of San Luis Potosí (CREE), supporting therapies for children mainly with problems of attention deficit and slow learning, through didactic means that stimulate their training and intellectual development. Firstly, the needs of patients with attention deficit diagnosed for rehabilitation are identified, then the needs of the CREE are identified with respect to a didactic toy that subserve and complements the rehabilitation and stimulation in therapies focused on attention deficit and finally a cube is made, with the purpose that it is a didactic toy, which can support people with some intellectual disability in therapies. Contribution. The results focus on the consecutive use of a didactic cube to be able to perform the corresponding measurements in order to evaluate the effectiveness of its use in therapies with children who are deficient in the level of care and / or concentration.
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Tine, Janine. "A Research Journey with Plains Cree Elders Regarding Their Image of the Child." Journal of Childhood Studies, October 20, 2020, 19–43. http://dx.doi.org/10.18357/jcs00019909.
Full textAbstract:
To develop culturally appropriate education for Indigenous children in Canada, knowledge of childhood in Indigenous contexts is needed. This article focuses on the author’s learning journey during a community-based participatory research project regarding two Plains Cree Elders’ images, or understandings, of the child. To situate the study, the author revisits her research with Elders while exploring some epistemological, ontological,and axiological considerations of Indigenous research and then shares how she employed cultural protocols and forged relationships. Next, the author shares and reflects on the Elders’ understandings of childhood and the ways in which she cared for the Elders’ knowledge.
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Toohey, Kelleen. "Toohey Research Program." SFU Educational Review 10, no. 2 (January 15, 2018). http://dx.doi.org/10.21810/sfuer.v10i2.320.
Full textAbstract:
Kelleen Toohey earned her PhD in Curriculum and Applied Linguistics at the Ontario Institute for Studies in Education (University of Toronto) in 1982. Her masters and doctoral studies were conducted with Cree-speaking school students learning English in Alberta and Ontario, for which she used anthropological research methods like participant observation and video analysis. Her more recent work has concerned the learning of English by immigrant children, and has employed a sociocultural theoretical frame, and insights and concepts from new materialism. With colleagues, she developed a free app called Scribjab that permits users to write, read, illustrate, narrate and comment on multilingual stories. Working with English language learners using the app and with others using iPads to construct videos, she is interested in how children learn languages and literacies and how digital technologies might support such learning.
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Cardinal, Trudy, and Sulya Fenichel. "The Song Within My Heart by D. Bouchard." Deakin Review of Children's Literature 5, no. 3 (January 29, 2016). http://dx.doi.org/10.20361/g25s38.
Full textAbstract:
Bouchard, David. The Song Within My Heart. Markham: Red Deer Press, 2015. Print.Similar to Nokum is My Teacher, David Bouchard and Allen Sapp team up to tell the story of a young boy and his Nokum, his grandmother. Drawing upon his memories, illustrator Allen Sapp paints rich, expressive images of his own Nokum while Bouchard, in the form of a poem, tells the story of a young boy’s first experience of a Pow-wow. Bouchard and Sapp warmly guide the reader to more deeply understand the sacredness of story and song. They highlight the importance of learning to listen with one’s whole being and not just with one’s ears; to crave more than a direct understanding of the words of a story or a song, but to feel its broader presence as a teaching, as a living part of the teller, and as part of an ongoing journey of learning and self-discovery. Through the wisdom of his Nokum both the narrator and we, as readers, come to know that “[a] story is a sacred thing,” and that stories – especially those we carry in our hearts and “call our own” – are more valuable than “toys or clothes,” than “jewels or cars.” Given the sacredness of stories, we are cautioned to “never use another’s tale, [u]nless he knows and he approves.” The book, along with the drum beats and voices present on the accompanying CD, invites us to think differently about what it means to learn and what it means to respect our own voices and internal knowing. As if to remind us that gentleness is always required in processes of learning, the book ends with a reminder not to worry if we cannot yet understand its message and encourages its readers to continue to listen in these more complex ways, to keep listening for a story they might come to hear, that no one else hears - a story of their very own. The book is written for elementary children and yet appeals to all ages. For those wanting to create spaces for the stories of Indigenous children and families, books such as The Song Within My Heart are essential. Not only does it give equal space upon the page for both English and Cree text but with the CD, also inclusive of both English and Cree Language versions and the music of Northern Cree, it also honours oral storytelling traditions.Recommended: 4 out of 4 starsReviewers: Trudy Cardinal & Sulya FenichelDr. Trudy Cardinal is a Cree/Métis scholar from the University of Alberta whose research interests center on the experiences of Indigenous children and families on and off school landscapes. Her passion for stories and storytelling includes a love of children’s literature especially literature written by and portraying the multiplicities in the lives of Indigenous youth and families.Sulya Fenichel is a doctoral student at the University of Alberta. Mindful of important, and increasing, mandates to include Indigenous approaches to living and learning into contemporary curricula she is fascinated by the ‘how’ of interconnection and communication between people(s) and disciplines. In her research, she hopes to explore the ways in which key, and sometimes ideologically entrenched, ‘stakeholder’ groups might improve communication and collaboration in processes of education and sees storytelling, in all its forms, as central to this process.
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Cardinal, Trudy, and Lynne Driedger-Enns. "The First Flute: Whowhoahyahzo Tohkohya by D. Bouchard." Deakin Review of Children's Literature 5, no. 2 (October 23, 2015). http://dx.doi.org/10.20361/g2w89w.
Full textAbstract:
Bouchard, David. The First Flute: Whowhoahyahzo Tohkohya. Markham: Red Deer Press, 2015. Print.With poetic words, Métis author, David Bouchard, encourages his readers to find a quiet place to share the telling of his hardcover book The First Flute. Specifically, in order to honour the teachings of storyteller Standing Elk, Bouchard invites readers to “hear and dream it without interruptions” and this invitation immediately invokes a feeling of ceremony and spirituality; it attends deeply to protocol.David Bouchard, Jan Michael Looking Wolf, and Don Oelze collaborate in the retelling of a traditional story about a young man who had many skills appreciated by his village – hunting, fishing and tracking – but whose real passion, dancing, was not recognized until Grandfather Cedar gifted him with a flute. This, the first flute, helped the young man prove his worth to his village and to the woman he loved.The many different art forms that find voice in this book, such as storytelling, visual art, and music awaken spiritual, emotional, physical, and mental faculties and make space for thinking in new ways. The words, melodies, and gift of visual images that it shares serve to lighten the heart and invite the reader to hear and dream the story of Konhe Waci, Dancing Raven, but also to hear and dream their own stories of who they are in their own families and communities.The First Flute is a resource essential to any K-8 arts education classes to open conversations about identity, and how identity is shaped in relationship with other people and places.Highly recommended: 4 out of 4 starsReviewer: Lynne Driedger-Enns & Trudy CardinalDr. Lynne Driedger-Enns is the 2015 Horowitz Scholar with the Centre for Research for Teacher Education and Development at the University of Alberta. Dr. Trudy Cardinal is a Cree/Métis scholar from the University of Alberta whose research interests center on the experiences of Indigenous children and families on and off school landscapes. They share an interest in stories and storytelling.