Academic literature on the topic 'Leisure-time educators'
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Journal articles on the topic "Leisure-time educators"
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Sturgeon, Lizbeth P., Dawn Garrett-Wright, Eve Main, Donna Blackburn, and M. Susan Jones. "Nurse Educators’ Occupational and Leisure Sitting Time." Workplace Health & Safety 65, no. 5 (November 17, 2016): 184–87. http://dx.doi.org/10.1177/2165079916665849.
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Prolonged sitting time (ST) is a risk factor for all-cause mortality, independent of physical activity. Nurse educators are particularly at risk due to limited physical activity, older age, and the increasing use of computers. This descriptive correlational study was designed to explore the ST of nurse educators in relation to their self-reported health status and general health indicators. A convenience sample of 56 nurse educators was recruited, and participants completed demographic items, general health questions, and the Workforce Sitting Questionnaire (WSQ; Chau, van der Ploeg, Dunn, Kurko, & Bauman, 2011). More than one half of the participants were either overweight or obese based on their body mass index (BMI). Sitting time domains for “watching TV” on a non-working day ( r = 1.00) and during “other leisure activities” on a non-working day ( r = 1.00) were associated with a current diagnosis of diabetes. These findings add to an understanding of the effects of ST on health risks for nurse educators.
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Petrović, Jelena, and Dragana Dimitrijević. "Family Influence on Leisure Time of Schoolchildren." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 4 (2020): 172–88. http://dx.doi.org/10.18662/rrem/12.4/340.
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Education for leisure time makes a great challenge for educators in contemporary society because wrong choices and passive attitude in leisure time can have negative impact on the development of a child. Family is an important factor in education for leisure time, but educators have to account for how much family should and can influence children’s choices. Educators pay special attention to unstructured leisure time activities because those activities mostly depend on children’s choices, and are not dependent place or on regular schedule. The main aim of this paper is to find out whether families influence children choices, and if they do, whether the influence is stronger in structured or unstructured leisure time activities. The research encompassed a sample of 189 elementary school students (4th and 7th grade) from rural and urban surrounding. The third variable was parents’ employment, since we assumed that unemployed parents had better control and more influence over their children’s free time. The data was gathered through a specially constructed Likert-type questioner. Results showed that students recognised family’s influence, especially regarding unstructured leisure time activities and, as expected, families have stronger influence on younger children’s choices. There were slight, but statistically not significant differences within researched population regarding social surrounding and parents’ employment. These results can help further development of leisure time education within family, and are very encouraging for two reasons. First, it is unstructured activities that are more prone to negative influences, and they need more educational attention, so families in our research proved to make greater influence where it is more needed. And the second comes from the conclusion that families generally fulfil their role in leisure time education regardless of social circumstances.
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Shakirzyanova, Rozaliya, and Roza Zakirova. "THE CREATIVITY DEVELOPMENT OF TEENAGERS IN LEISURE TIME." Humanities & Social Sciences Reviews 7, no. 6 (November 16, 2019): 76–80. http://dx.doi.org/10.18510/hssr.2019.7616.
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Purpose of the study: The relevance of the study is due to the great interest among psychologists and teachers to study the issues of creativity, creative thought, and creative productivity.
Methodology: The analysis of pedagogical, psychological, philosophical literature reflects various approaches to the consideration of the processes of self-affirmation and self-expression of the personality of the adolescent and shows that these processes are considered as parallel.
Results: The active development of young people in a creative environment in out-of-school children's educational institutions is a well-organized joint activity that positively affects the mental development of adolescents. The teenager unconsciously focuses on the dominant values in the team while being in a certain team in an informal atmosphere, watching the work of others. All this form a comfortable and creative environment and a positive effect on the adolescent. The materials of the article can be useful for teachers and educators of children's institutions of additional education.
Applications of this study: This research can be used for the universities, teachers, and students.
Novelty/Originality of this study: In this research, the model of the Creativity Development of Teenagers in Leisure Time is presented in a comprehensive and complete manner.
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Sollerhed, Ann-Christin, Axel Horn, Ian Culpan, and James Lynch. "Adolescent physical activity-related injuries in school physical education and leisure-time sports." Journal of International Medical Research 48, no. 9 (September 2020): 030006052095471. http://dx.doi.org/10.1177/0300060520954716.
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Objective The aims of this study were to investigate the prevalence of sports injuries in school physical education (PE) and leisure-time sports among 1011 15- to 16-year-old adolescents in relation to physical activity, and to examine goal orientation. Methods A survey was used with additional narrative descriptions. Results There was a higher prevalence of injuries in leisure time (645/993 = 65%) than in PE (519/998 = 52%). Two groups with high PE injury rates were identified: a) highly active (258/998 = 26%) in both school PE and leisure-time sports and b) highly inactive (180/998 = 18%) in both contexts. There were no differences between girls and boys. Task-oriented adolescents were more prone to injury. Conclusions The high prevalence of injuries in PE appears to have two mechanisms: renewed inadequately recovered leisure-time injuries among highly active adolescents, and injuries among fragile inactive adolescents unfamiliar with exercise. PE educators of these two groups with different injury patterns have a considerable didactic challenge. Knowledge of inadequately recovered injuries and consideration of the high volume and intensity of early sport-specific training in children and adolescents are important parameters in the design of lesson plans for PE.
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Schoneboom, Abigail. "It makes you make the time: ‘Obligatory’ leisure, work intensification and allotment gardening." Ethnography 19, no. 3 (February 27, 2018): 360–78. http://dx.doi.org/10.1177/1466138117728738.
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This ethnographic study of busy allotment-holders explores the juxtaposition of time spent on the allotment with paid employment and caregiving. Highlighting the recent surge in allotment demand among professionals such as nurses and educators, the article examines the seeming contradiction of adding a very time-consuming responsibility onto an already packed schedule. It shows how the allotment’s normative structure creates a sense of obligation, helping busy professionals make the time to explore what most pleases. The research is informed by the idea that paid work continually extends its reach and that leisure is caught up in the dynamics of intensification. It suggests instrumental use of the allotment in ways that are functional for wage labour, yet it also argues that contemporary leisure has been over-characterized as an extension of internalized control and urges closer attention to the allotment as fertile soil for the post-work imaginary.
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Šiaučiulienė, Rūta. "Vaikų vasaros laisvalaikio socialinės, edukacinės, kultūrinės prasmės (teorinis aspektas)." Laisvalaikio tyrimai 1, no. 1 (2013): 1–7. http://dx.doi.org/10.33607/elt.v1i1.184.
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Research background. Children’s summer leisure as non-formal cultural education (learning) environment in Europe and the United States is equally important as learning in a formal, institutionalized (school) environment. In these countries there is interest in children’s weekend, festive, school (including summer) vacation, leisure time. Lithuania is the opposite – a formal interest in school, leisure, entertainment and children’s informal cultural environment (after all, one of these environments is summer leisure environment) has not been almost studied. Children’s summer vacation became important because of its long duration – two / three months. Most parents and children’s summer vacation periods do not coincide, so adults worry about their children activity during the summer holidays. Then children’s summer leisure is overlooked, perceived as an adult controlled and proposed activity. The aim of the study is to justify social, educational, cultural meanings of children’s summer leisure. The object of the study is children’s summer leisure significance. Methods: theoretical analysis, meta-analysis. Results. The processes of democracy and liberalization occurring in modern society and the declared philosophy of humanism permit to investigate children’s leisure culture in summer as a social and educational phenomenon within the contexts of ‘free’ (self-) education and the phenomenon of freedom. Children’s leisure culture in summer is contextualized as the time disposed by children themselves and implicates social and educational meanings. In terms of such conceptions the child becomes an active creator of his/her leisure culture. The social and educational significance of children’s leisure culture in summer is perceived through the meanings attached by children themselves. Such interpretation paradigm of children’s leisure culture in summer turns out to be significant in creating new knowledge for educators (parents, teachers, specialists of non-formal education, etc.). Children’s narrative on summer leisure enables this discourse to be accepted in the science of education/pedagogy as overt/main rather than hidden/secondary one, existing alongside with the discourse created by adults ‘children are immature socio- cultural individuals, therefore, unable to carry out an activity, which is significant for their (self-)education and (self)socialization’.
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Smith, Kristin, Donna Jeffery, and Kim Collins. "Critical Pedagogy in Online Social Work Education: Changing Conceptions of Time in the Neoliberal University." Somatechnics 10, no. 1 (April 2020): 73–94. http://dx.doi.org/10.3366/soma.2020.0301.
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Neoliberal universities embrace the logic of acceleration where the quickening of daily life for both educators and students is driven by desires for efficient forms of productivity and measurable outcomes of work. From this perspective, time is governed by expanding capacities of the digital world that speed up the pace of work while blurring the boundaries between workplace, home, and leisure. In this article, we draw from findings from qualitative interviews conducted with Canadian social work educators who teach using online-based critical pedagogy as well as recent graduates who completed their social work education in online learning programs to explore the effects of acceleration within these digitalised spaces of higher education. We view these findings alongside French philosopher Henri Bergson's concepts of duration and intuition, forms of temporality that manage to resist fixed, mechanised standards of time. We argue that the digitalisation of time produced through online education technologies can be seen as a thinning of possibilities for deeper and more critically self-reflexive knowledge production and a reduction in opportunities to build on social justice-based practices.
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Krstic, Zeljko. "Sociologist in the total institution." Sociologija 52, no. 3 (2010): 307–21. http://dx.doi.org/10.2298/soc1003307k.
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On the basis of empirical experience from practical work this paper discusses the real place and role of the sociologist in the prison, as a total institution, where sociologists are employed as educators, along with other professions (psychologists, educationalists, social workers, etc.), and usually closely cooperating with lawyers. According to the current work regulations, and on the basis of practice so far, the sociologist can work as classical educator, to be in charge of educational groups of inmates, work in the reception department on assessing incoming inmates, and to organize inmates' leisure time by directing them towards pro-social and creative activities (music, painting, reading, etc.). New reform trends in working with inmates suggest new work methods, such as creative workshops, counselling in the sphere of substance abuse and dependency, or expert teams in working with minors. In the prison, the sociologist is indispensable as a researcher of criminal activities.
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Ustilaitė, Stasė, and Alina Petrauskienė. "Sexual Education of Adolescents with Moderate Intellectual Disability in Family: Experience of Mothers." Pedagogika 129, no. 1 (April 25, 2018): 94–111. http://dx.doi.org/10.15823/p.2018.07.
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The article analyses the aspects of sexual education of adolescents with a moderate intellectual disability in the family and the needs for the realisation of the role of mothers as educators. The experiences of mothers are revealed in order to understand the experiences of mothers, reactions towards the sexual maturation of the adolescents, educational efforts in the family, the search for assistance. The answers to the following problematic questions are sought: What experiences, which are related to the sexual maturation of the adolescents and sexual education in the family, do mothers experience? What are the efforts and assistance search of mothers as sexuality educators in the family? 8 mothers, who are bringing up children with a moderate intellect disability, participated in the study. To collect the data, the method of focus group discussion was employed, qualitative content analysis was used for the data analysis. Sexual education of the adolescents with a moderate intellectual disability in the family cause discomfort and inconvenience to the mothers, they experience doubts, confusion, a burden, when performing the role of a sexual educator. Their efforts, at the time of the initiation educational conversations on such themes as the dignity of a girl, the maintenance of sexual, romantic, love relationships, childbearing and parental responsibilities with the adolescent in a family environment, are cautious and unassertive. The needs for psychological and educational preparedness of the mothers to perform the role of a sexual educator are revealed: the understanding of personal reactions to the sexual maturation of the adolescents and seksual behavior, the acquisition of confidence to develop social and self-expression skills of the adolescents with a disability, value-related attitudes regarding family ethics, a man and a woman love, friendship, family relationships. The perspective of social assistance for the mothers is related to the expansion of the possibilities for their self-realization, professional career, leisure time and relief and the promotion of the participation of their family in community activities.
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Hopman, Wilma M., Nancy Garvey, Jennifer Olajos-Clow, Andrea White-Markham, and M. Diane Lougheed. "Outcomes of Asthma Education: Results of a Multisite Evaluation." Canadian Respiratory Journal 11, no. 4 (2004): 291–97. http://dx.doi.org/10.1155/2004/847628.
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BACKGROUND:This observational study compared the effectiveness of a standardized adult asthma education program administered in a variety of sites and practice settings on health care utilization, absenteeism, amount of leisure time missed and quality of life (using the Medical Outcomes Study 36-Item Short Form 1.0 [SF-36]).METHODS:Seven asthma centres participated in an uncontrolled, multicentre, prospective, observational study using a pre-post design. Variables included hospital- and community-based centres, an academic hospital setting and the presence or absence of physician attendance. Trained asthma educators administered a guided self- management education program, and standardized questionnaires were used for patient assessment at baseline and six months after education.RESULTS:Of the 517 patients enrolled at baseline, 396 were eligible for the six-month follow-up. Follow-up data were available for 252 patients. SF-36 data were collected for 241 patients at six sites, with follow-up data available for 103 of 155 eligible patients. Asthma education was associated with substantial improvements in scheduled and unscheduled physician visits, unscheduled specialist visits, emergency department visits, hospital admissions, hospitalized days, missed work or school days and missed days of leisure time. There were also statistically significant improvements in all but one SF-36 domain. These improvements were comparable across all geographical sites and physical settings.CONCLUSIONS:Standardized asthma education appears to be effective when administered in a variety of practice settings, and may be associated with significant improvements in patient outcomes. The significant decline in health care utilization implies that substantial health care savings may occur as a result of the implementation of standardized asthma education programs.
Dissertations / Theses on the topic "Leisure-time educators"
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Shohreh, Gharanfoli. "Play at Leisure-time centres - A study of educators' views on play." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31598.
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Fredrik Ole Lillemyr (2002) hävdar att leken har en rad olika funktioner för barn, exempelvis att den är en förberedelse inför vuxenlivet där de bland annat lär sig att hantera sociala situationer samt hur emotionella situationer kan hanteras. Under leken tränar och övar barn bland annat på sin sociala kompetens och kommunikativa förmåga (Lillemyr 2002). Begreppet lek kan förklaras genom otaliga teorier, bland annat att lek enbart är en handling eller att lek är ett verktyg för lärande. Leken kan vara styrd eller fri och upplevs olika beroende på vem som medverkar i den (Pramling Samuelsson 2007; Knutsdotter 1987, 1991, 1992, 1996, 2009; Øksnes 2011). Examensarbetets syfte är att undersöka fritidspedagogers syn på lek samt att lyfta fram vad leken kan anses ha för funktion inom fritidshemmets ramar. I min studie valde jag att använda mig av kvalitativa intervjuer där tolv pedagoger på ett fritidshem i Skåne medverkade. Resultatet visar att de intervjuade pedagogerna har en positiv syn på lek i fritidshemmet samt att pedagogerna anser att leken påverkar barnen positivt i relation till deras utveckling och lärande. Pedagogerna anser att leken har en viktig roll för barns lärande.
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Molina, Enzo, and Veronica Truedsson. "Det mångsidiga uppdraget : Fritidspedagoger som riktar sig mot skola såväl som fritidshem." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32491.
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Den historiska bakgrunden och tidigare forskningen kring vårt ämne pekar på en återkommande problematik inom fritidshemmet och fritidspedagogsyrket. Problematiken utgörs av en tvetydig syn på hur man ska tolka eller uppfatta det fritidspedagogiska uppdraget. Studiens syfte är därför att undersöka de målorienterade handlingar som utövas av fritidspedagoger i olika kontexter. Därmed utformar vi vår egna definition av uppdraget genom dessa målorienterade handlingar. Vi har valt att genomföra ett fältarbete av etnografisk karaktär som bygger på observationer som har ägt rum på en skola. Den här metoden anknyts till vår teori, Roger Säljös tolkning av den sociokulturella teorin, som utgår ifrån det praktiska som framträder genom kommunikativa och fysiska handlingar. Dessutom har vi genomfört informella samtal när vi har velat förtydliga fritidspedagogernas handlingar. Vår undersökning visar att fritidspedagogerna utövar ett mångsidigt uppdrag som beroende på situationen använder sig av fyra olika arbetssätt och därmed omväxlande riktar sig mot såväl skola som fritidshem. Vi uppfattar inte fritidspedagogernas uppdrag som tvetydigt, vilket den tidigare forskning vi tagit del av uppmärksammar, utan vårt resultat visar att fritidspedagogerna utövar ett tydligt uppdrag som både är målorienterat och mångsidigt.The historical background and previous studies on our subject point to a recurrent problem in the leisure education sector. The problem consists of an ambiguous view of how the leisuretime educators should interpret or perceive their assignment. The purpose of the study is therefor to investigate the goal-oriented actions performed by leisure-time educators, in different contexts. Thus we develop our own definition of the assignment through these goaloriented actions. We have chosen to carry out a field work of ethnographic character based on observations that have taken place in a school. This method is linked to our theory, Roger Säljö's interpretation of socio-cultural theory, which is based on the practical that´s emerging through communicative and physical actions. Furthermore we have completed informal conversations when we have wished to clarify the leisure-time educator’s actions. Our study shows that the leisure-time educators execute a versatile assignment which, depending on the situation, uses four different ways of working. These approaches vary in terms of both school and leisure-time. We do not perceive the task of the leisure-time educators as ambiguous as previous studies have shown. Our results, on the other hand, show that leisure-time educators perform a clear assignment that is both goal-oriented and versatile.
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Axelsson, Rasmus, and Anna Västfält. "Vad får fritidshemspedagogen att gå till jobbet? : En undersökning av vad som motiverar pedagoger i fritidshemmet." Thesis, Södertörns högskola, Lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-39920.
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The purpose of this study is to investigate and create an understanding of what the educator in the leisure-time center sees as motivating drivers in the workplace. In recent years there has been a large shortage of educators with formal education in and there are major shortcomings in the conditions of the profession. We therefore want to find out what motivates the educator and what factors influence the motivation. To find out, we conducted a quantitative survey study where we turned to working educators in the leisure-time centers. Based on the survey responses, a qualitative in-depth interview study was conducted on the target group of four teachers in leisure-time centers. The data was analyzed on the basis of the social psychological motivation theory, self-determination theory (SDT), which assumes that each individual’s internal motivation is based on three basic needs; the need for autonomy, the need for competence and the need for cohesion. The result shows that the social factors in the workplace were of great importance for motivation. The relationship with children and colleagues could be linked to appreciation, confirmation of a job well done and the feeling of being important. We could also see that the degree of education was important for motivation as the educational assignment was perceived as more motivating for the professions with a college degree. In contrary to previous research, it was also found that the educator was not motivated to any great extent by the salary.Syftet med denna studie är att undersöka och skapa förståelse för vad pedagogen i fritidshemmet ser som motiverande drivkrafter på arbetsplatsen. Detta då det under de senaste åren har rått stor brist på utbildade pedagoger inom fritidshemmet och då det lyfts fram stora brister inom yrkets förutsättningar. Vi vill därför ta reda på vad som motiverar pedagogen samt vilka faktorer som påverkar motivationen. För att ta reda på detta genomförde vi en kvantitativ enkätstudie där vi vände oss till yrkesaktiva pedagoger inom fritidshemmet. Utifrån enkätsvaren genomfördes en kvalitativ fördjupad intervjustudie på målgruppen lärare i fritidshem med fyra informanter. Resultatet analyserades utifrån den socialpsykologiska motivationsteorin Self-determination theory (SDT) som utgår ifrån att människans inre motivation baseras på tre grundbehov; autonomi-, kompetens- och samhörighetsbehovet. Resultatet visade att de sociala faktorerna på arbetsplatsen var av stor betydelse för motivationen. Relationen till barn och kollegor kunde kopplas till uppskattning, bekräftelse på ett väl genomfört arbete samt känslan av att vara betydelsefull. Vi kunde också se att utbildningsgraden har betydelse för motivationen då det pedagogiska uppdraget uppfattades mer motiverande för yrkesgrupperna med högskoleexamen. I motsättning till den tidigare forskningen visade det sig också att pedagogen inte motiveras i någon hög grad av lönen.
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TYL, Petr. "Využití volného času žáků 2. stupně základní školy v Příbrami a okolí." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-375448.
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This thesis provides an overview of spending leisure time by a pupil of a lower secondary school at the level of organized activities. In the theoretical part the important terms, such as leisure time, leisure time education, leisure time teacher, are defined. In this part, a pupil of a lower secondary school and a gifted pupil are characterized, the sense of leisure time activities at the level of organized activities is mentioned and finally the educational facilities for leisure education and leisure facilities used by pupils are listed. The empirical part provides a list of various leisure time institutions which the city of Příbram offers and it also presents an elaborated research survey, which is subsequently evaluated using statistical functions into tables and graphs. Among other things, as a part of my teaching specialization, in addition to other leisure activities, I incorporated in this work a part aimed at natural and technical leisure activities that are helpful in educating gifted pupils as a future generation and who are a real shortage in this area.
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LEE, HSIN-MEI, and 李心美. "The study of the pressures, leisure time and body health related to being a preschool educator. Take Tainan City public preschool for example." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/4d7nk5.
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碩士康寧大學
休閒管理研究所
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Due to the downward extension of national education policy, preschool-nursery combination, and care act in Taiwan, the public cares about early childhood education more and most of the parents ask higher standard for preschool. Preschool educators have more and more pressure with days that cause health problems. Hence, participating leisure activities to release the pressure and maintain healthy becomes the priority. This study uses questionnaire picked from 194 public preschools in Tainan City, total 975 preschool educators. The result shows in Tainan City, preschool educators whose work pressure, physical and mental discomfort are at low-middle level. Female preschool educators’ participation in leisure travels are apparently higher than male preschool educators. Preschool educators without children whose leisure activity participation and adoration of exotic culture are also higher than those who have children. Preschool educators who work over 8 hours feel more discomfort on their physical and mental health. Besides, we found preschool educators who work overtime nearly every day, their discomfort on physical and mental health are apparently higher than those who work overtime once a week or who never do. Preschool educators participate in leisure travels once a month or once three months are higher than once half a year. Preschool educators who participate in leisure travels once a year, their discomfort on physical and mental health are much higher than those who do once a month or at least once half a year. Those who just traveled during winter vacation or summer vacation, no matter their work pressures, leisure travels and physical and mental health are all better than those who did not arrange leisure travels which has its positive meanings. When preschool educators have more work pressure, they feel more discomfort on their physical and mental health, we also find preschool educators participate leisure travels especially natural tourism more often when they have more pressure especially nature activities, so they are more active to get close to the nature when they feel more stressed. Participation in leisure travels and comfortableness have negative relations, means the more active they participate leisure travels, the less uncomfortable their health will be. Hence, it will help preschool educators’ mental health if they can participate in leisure travel more.
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NOVÁKOVÁ, Radka. "Priority školního klubu." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-172603.
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In my dissertation I focused on the priorities of Bernard Bolzano o.p.s. school club in Tábor. In the theoretic part of my dissertation I mention leisure time in connection with children, historical development of leisure time pedagogy, functions, forms and activities of interest education, relationships and communication, definition of a school club and its advantages, school club participants, framework education programme and key competencies. In the practical part of the dissertation I made a research on priorities of a school club. On this basis I created various hypotheses. The veracity or inveracity of the hypotheses should have been verified by a questionnaire formed by research questions. Special additional questions of a structured dialogue with parents and educators of the school club served to specify the research. The evaluation of questionnaires and dialogues has brought the verification of the hypotheses.
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Válková, Lenka. "Školní družina jako významný prvek pro trávení volného času dětí pohledem vychovatelek." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-397030.
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This dissertation deals with the topic of after-school care facilities. It develops a profound description of the functions of the after-school care facilities in all aspects of their activities. The after-school facilities are included amongst school institutions; they are one of the most important organisations when it comes to the free time of children from the first school. Despite that, they have not been given much attention. This dissertation brings, in its theoretical part, the basic information about the environment and function of the after-school care facilities, the personality of their educators but it also characterises the children from the first school for whom the facilities are intended. In the practical part, it expounds the environment of the after-school care facilities in the deep description of their organisational matters and activities. It also brings the analysis of the main benefits for children and seeks to find the possibilities of improvement of the functions of the after-school care facilities from the points of views of the educators working there. This dissertation also brings the opinions of the educators; it shows which activities they think are the most popular amongst children. A significant part of the practical part deals with individual activities; organised...
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ČEČÁKOVÁ, Marcela. "Pedagogické a psychologické aspekty vztahu pedagoga volného času a dítěte mladšího školního věku." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-49543.
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This thesis deals with relationship between a leisure time padegogue and a younger school age child from pedagogical and psychological standpoints. At the beginning the relationship is shown in relation to the philosophical and historical background. In the next stepI characterize the kdy concepts and draw attention to aspects supporting the development of the relationship.
Books on the topic "Leisure-time educators"
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Mantie, Roger, and Gareth Dylan Smith, eds. The Oxford Handbook of Music Making and Leisure. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190244705.001.0001.
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Music has been a vital part of leisure activity across time and cultures. Contemporary commodification, commercialization, and consumerism, however, have created a chasm between conceptualizations of music making and numerous realities in our world. From a broad range of perspectives and approaches, this handbook explores avocational involvement with music (i.e., amateur, recreation) as an integral part of the human condition. The chapters in The Oxford Handbook of Music Making and Leisure present a myriad of ways for reconsidering—refocusing attention on—the rich, exciting, and emotionally charged ways in which people of all ages make time for making music through music learning and participation. The contexts discussed are broadly Western, including a diversity of voices from scholars across fields and disciplines, framing complex and multifaceted phenomena that may be helpfully, enlighteningly, and perhaps provocatively framed as music making and leisure. The book is structured in four parts: (I) Relationships to and with Music; (II) Involvement and Meaning; (III) Scenes, Spaces, and Places; and (IV) On the Diversity of Music Making and Leisure. This volume may be viewed as an attempt to reclaim music making and leisure as a serious concern for, among others, policy makers, scholars, and educators, who perhaps risk eliding some or even most of the ways in which music, so central to community and belonging, is integrated into the everyday lives of people. As such, this handbook looks beyond the obvious (of course music making is leisure!), asking readers to consider anew, “What might we see when we think of music making as leisure?”
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Theis, Christian, Helena Rudi, Laura Trautmann, Maren Zühlke, and Tim Bindel, eds. Bewegte Freizeiten als Referenzen institutioneller Bildung. Academia – ein Verlag in der Nomos Verlagsgesellschaft, 2020. http://dx.doi.org/10.5771/9783896658975.
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From digitized leisure activities for the young, to physical education serving as a scene of integration processes, to sports world experiences or church-related sportive activities. These proceedings show various discourses linking leisure-time sports engagement with institutional offers. Ways to use school-educated skills in life outside educational institutions are also being discussed. When children's and adolescent leisure activities are understood as references to education, questions of adequate preparation as well as approriate addressing arise in educational institutions. Due to the variety of approaches, this might interest sports educators and scientists, leisure researchers and social workers alike.
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McCarthy, Marie. Creating a Framework for Music Making and Leisure. Edited by Roger Mantie and Gareth Dylan Smith. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190244705.013.13.
Full textAbstract:
This chapter revisits the writings of music sociologist and educator Max Kaplan (1911–1998) to inform efforts to bring together the domains of leisure and music making in the twenty-first century. The chapter begins with a brief description of Max Kaplan’s life that explains his orientation to the social functions of music, sociology, and leisure studies, and that situates his contributions in the context of his time—the mid and late twentieth century. Following the introduction, the chapter is organized around themes from Kaplan’s published works and projects: patterns of development in leisure and recreation, 1900–1960; changing conceptions of leisure and recreation in the mid-twentieth century; a theory of recreational music; community as fertile ground for observing leisure in action; music making in the context of leisure; and moving forward with Kaplan’s vision.
Book chapters on the topic "Leisure-time educators"
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Gibbins, Thor, and Christine Greenhow. "Students' Out-of-School Writing Practices in an Educational Facebook Application." In Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, 154–70. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5982-7.ch008.
Full textAbstract:
In this chapter, the authors seek to help educators understand trends in students' writing outside of the classroom, with a particular emphasis on illuminating students' purposes and practices in writing within social media spaces. The authors synthesize current research on students' Internet and social media practices and offer a case study from their own research on students' writing within an educational Facebook application called Hot Dish. This chapter seeks to elucidate the reciprocal relationship between students out of school writing using popular social media and their in-school practices. Ultimately, the authors seek to help readers make connections between what students are doing with new media in their leisure time and the improvement of students' writing performance in K-12 settings, believing there may be important but under-explored synergies.