Relevant bibliographies by topics / Primary socialization

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Primary socialization'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 May 2022

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Journal articles on the topic "Primary socialization"

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Scott, J. P. "PRIMARY SOCIALIZATION IN YOUNG MAMMALS." International Zoo Yearbook 4, no. 1 (December 18, 2007): 283–85. http://dx.doi.org/10.1111/j.1748-1090.1963.tb03681.x.

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Kelly, Kathleen, and Lewis Donohew. "Media and Primary Socialization Theory." Substance Use & Misuse 34, no. 7 (January 1999): 1033–45. http://dx.doi.org/10.3109/10826089909039395.

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Nurco, David N., and Monroe Lerner. "A Complementary Perspective to Primary Socialization Theory." Substance Use & Misuse 34, no. 7 (January 1999): 993–1003. http://dx.doi.org/10.3109/10826089909039391.

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Çobanoğlu, Fatma, and Mustafa Öğretir. "The level of the organizational socializational of the primary school teachers." Pegem Eğitim ve Öğretim Dergisi 5, no. 2 (June 1, 2015): 149–66. http://dx.doi.org/10.14527/pegegog.2015.008.

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The process of socialization is important for the teachers to be integrated to the educational system and acting in accordance with the system values, norm and attitudes. In this study, the levels of the organizational socialization of primary school teachers have been examined. The population of the study organized as a relational descriptive survey consists of 364 teachers. In the study, Organizational Socialization Scale (Kartal, 2003) and a form prepared for determining the personal characteristics of the teachers were used in order to collect the data. Since the obtained data did not have normal distribution, nonparametric tests were used for the analysis. According to the results of the study, it was observed that the levels of organizational socialization of primary school teachers were higher in the sub dimensions of job satisfaction, motivation, organizational commitment and acceptance. Furthermore, the level of organizational socialization of teachers has no statistically significant differences in related to their gender, marital status and working period in recent school at the all sub-dimensions, but it is seen that the more seniority of teachers increases the more the level of organizational socialization increases and the more education level of teachers' increases, the more the level of organizational socialization decreases.
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Brint, Steven, Mary F. Contreras, and Michael T. Matthews. "Socialization Messages in Primary Schools: An Organizational Analysis." Sociology of Education 74, no. 3 (July 2001): 157. http://dx.doi.org/10.2307/2673273.

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Owuor, Everlyne Achieng, Beatrice Bunyasi Awori, and Syprine A. Otieno. "INFLUENCE OF SOCIALIZATION ON ACADEMIC PERFORMANCE OF LEARNERS WITH HEARING IMPAIRMENT AT INCLUSIVE PRIMARY SCHOOLS IN KENYA: A CASE IN THAWABU PRIMARY OF NAIROBI CITY COUNTY." African Journal of Education and Practice 6, no. 6 (October 12, 2020): 47. http://dx.doi.org/10.47604/ajep.1148.

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Purpose: This research aimed at determining the influence of socialization on performance of learners with hearing impairment at Thawabu Inclusive Public Primary School in Nairobi, Kenya. The objectives were to; establish modes of communication that promote socialization in an inclusive environment; establish strategies for boosting socialization to enhance academic performance; and establish challenges facing teachers in enhancing socialization to improve academic performance of learners with hearing impairment. Methodology: The research design was a case study design. Structured questionnaires and interviews were used to collect data. Purposive sampling was employed to select the school and learners with hearing impairment while hearing learners were randomly selected. Findings: The study found that: modes of communication among learners with hearing impairment, hearing learners and teachers create social and educational change for improvement of academic standards in the school and narrows the gap between those with hearing impairment and their hearing counterparts. Strategies like family support program (assisting children and families in language learning), family-infant-toddler program, and competent and consistent administration system promote learning. Socialization influences incidental learning of learners with hearing impairment to put them at par with their hearing peers on matters related to both academic performance and social advancement. Socialization makes learners with hearing impairment comfortable, self-esteemed, and self-actualized, hence improving educational performance. Unique contribution to theory, practice and policy: The study may help to promote attitudinal, psychological and educational change in all stakeholders for inclusive education to be a success and meaningful to learners with hearing impairment. The study recommends that the government should add specially qualified teachers of learners with hearing impairment in Thawabu among other inclusive public schools in Kenya to help promote socialization and to increase inclusivity of leaners with hearing impairment.
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Callary, Bettina, Penny Werthner, and Pierre Trudel. "Shaping the Way Five Women Coaches Develop: Their Primary and Secondary Socialization." Journal of Coaching Education 4, no. 3 (December 2011): 76–96. http://dx.doi.org/10.1123/jce.4.3.76.

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Using Jarvis’ (2006) psychosocial perspective of human learning, we explore how the career choices and the subsequent coaching approaches of five Canadian women coaches have been influenced by their primary and secondary socialization. A content analysis was performed to identify how coaches learned in their primary socialization with their family, and in their secondary socialization at school and in their sport experiences. The findings indicate that the learning situations in their primary and secondary socialization influence the coaches’ career choices and their subsequent coaching approaches. These findings have implications for coaching education, enabling course developers and facilitators to understand (a) the importance of creating environments where coaches are able to critically reflect, and (b) how coaching approaches can be influenced by early life experiences.
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Pomerantseva, T. A. "THE MAIN COMPONENTS OF SOCIALIZATION AND INDIVIDUALIZATION OF PRIMARY SCHOOL CHILDREN." Vestnik of Minin University 6, no. 3 (November 10, 2018): 8. http://dx.doi.org/10.26795/2307-1281-2018-6-3-8.

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Introduction:the article deals with the main components of socialization and individualization of primary school children. Modern socio-cultural society sets the vector of the updated educational policy. It is not enough for a person to increase only intellectual development, it is necessary to pay attention to the education of a thinking, interacting, responsible person who can make decisions, self-develop and independently control the achievement of goals. Therefore, the normative documents, supporting the importance of socialization and individualization of students, focus on the active inclusion of the child in the socio-cultural reality due to the specific organization of the educational space of the school. The latter, in turn, is focused, on the one hand, on the education of the qualities of consciousness, thoughtfulness, responsibility, and on the other, on the development of creativity of students, the individuality of each and the ability to interact with the surrounding world.Materials and methods: critical selection of information (theoretical and comparative analysis of domestic and foreign literature) and integration of approaches and methods of different orientation (theoretical and empirical). The methodological basis of the study was: systemic, socio-cultural, dialectical, personalized approaches.Results:the author defines the main components of socialization and individualization of schoolchildren, namely motivational-target, procedural and evaluative-reflexive (diagnostic); substantiates a set of conditions that contribute to the effective socialization and individualization of children, which is based on the organization of free interaction of the child with the surrounding world. The latter is considered as its progressive socialization and individualization in the process of cognition and transformation, social and cultural patterns in different types of children's activities.The article also presents the criteria for determining the success of socialization and individualization of students: motivational, value-normative, cognitive, communicative, practice-creative.Discussion and conclusions:the proposed components of socialization and individualization of students and the described conditions of their successful implementation can be used by teachers of the school as key reference points in the implementation of educational activities.
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Whitbeck, Les B. "Primary Socialization Theory: It All Begins with the Family." Substance Use & Misuse 34, no. 7 (January 1999): 1025–32. http://dx.doi.org/10.3109/10826089909039394.

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Mangubhai, Francis. "Primary socialization and cultural factors in second language learning." Teaching Languages, Teaching Culture 14 (January 1, 1997): 23–54. http://dx.doi.org/10.1075/aralss.14.02man.

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Dissertations / Theses on the topic "Primary socialization"

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Dulli, Lisa S. Foshee Vangie. "Primary socialization theory and bullying the effects of primary sources of socialization on bullying behaviors among adolescents /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,491.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.
Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Health Behavior and Health Education." Discipline: Health Behavior and Health Education; Department/School: Public Health.
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Siu, Fung Ying Angela. "Internalizing problems among primary school children in Hong Kong prevalence and treatment /." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3295109.

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Ngai, Siu-keung George, and 倪紹強. "Gender and schooling: a study of gender role socialization in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958187.

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Fung, Lo Mun-ling. "Understanding teachers' professional development the impact of the target oriented curriculum /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22401040.

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McGowan, Su Y. "“The Other Side of the Pacific”——Social construction of reality of Chinese students in the United States." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3752.

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The film addresses the problem of why it is challenging for Chinese college students to study, socialize and succeed in American universities and how language barriers, differences in family communication, educational systems and socialization between the United States and China contributes to the challenges that Chinese students are facing in the The United States. Some of the problems that Chinese students encounter are getting worse, leading to serious mental health problems or even Chinese students committing suicide.
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Zaharakis, Nikola. "Examining the Parent-Adolescent Bond and Parent-Offspring Marijuana Communication on Marijuana Use and Problems: A Test of Primary Socialization Theory." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/4071.

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Marijuana use among American young adults is rising, and perceptions of harm are declining. Individual states continue to enact more lenient marijuana use and possession laws. Marijuana use is associated with many serious negative outcomes. Thus, marijuana use among this age group has become a public health concern. According to Primary Socialization Theory, parents exert their influence on youth behavior through the parent-adolescent bond and through communication. Previous researchers have identified parent-offspring communication about alcohol and tobacco as a potentially important target of prevention efforts. Little research has yet explored marijuana communication and its potential influence on use-related outcomes. This study sought to model the influence of the parent-adolescent bond and parent-offspring communication about marijuana on marijuana use and problems related to use. In order to model this influence, the Communication about Marijuana (CAM) measure first was developed. In Study 1, an initial pool of items tapping marijuana communication was tested using a sample of 18-25 year old (M=20.22) undergraduate students (N=433). Confirmatory factor analyses were performed to test the fit of the data to the proposed model. In Study 2, a revised CAM measure was tested with a second sample of 18-25 year old (M=20.40) undergraduate students (N=432). The final measure included four content topic factors comprising 9 items, and 3 descriptive items tapping communication context. Structural equation models were specified to model the parent-adolescent bond and marijuana communication content on student self-reported past year marijuana use and marijuana use problems. Results suggested that the parent-adolescent bond was protective on marijuana use frequency, while models including only the manifest variable parental support better fit the data with regard to marijuana use problems. Communication content was somewhat differentially related to outcomes. Discussions encouraging abstinence, offering advice on peer pressure and monitoring use were related to more frequent use. Communication that conveyed disappointment about marijuana use and offered advice about peer pressure and choosing non-using friends was related to more marijuana use problems. Positive relations between communication and use outcomes were unexpected, but may reflect reactive parenting. Results and implications for future research are discussed in the context of the extant literature.
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Baublytė, Vida. "Papildomo ugdymo svarba pradinių klasių mokinių pozityviajai socializacijai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060705_095322-10363.

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The individual like a personality grows and ripens only in a society. The whole social environment has an influence on a person‘s socialization. Socialization takes place rapidly, especially in the primary school age. The primary school age is a propitious time to develop sociality, because primary school students are interested in the activities rather than in the results of these activities. In practical activities the child acquires not only individual experience but social experience too. The after-school education is important for development of children‘s competences, civic development, social problems solving and development of children‘s skills and talents. The aim of my diploma thesis was to disclose the importance of after-school education for primary school students’ positive socialization. During the research theoretical (study of pedagogical, psychological, methodical literature, analysis of the laws and documents), empirical (pedagogues’ and parents’ testing, children’s written works), statistical (amending statistic data) methods were used. The research findings disclosed the positive standpoint of primary school community to after-school education and it was recognized as necessary for primary school students. An exclusive role in the process of education, while developing an all-round educated personality and developing a person’s qualities, social, communicative skills is occupied by after-school education. During the research it was determined that... [to full text]
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Hansen, Caroline. "Förskollärare eller grundskollärare? : Så påverkar högskolestudierna valet av inriktning för några lärare på den kombinerade lärarutbildningen." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14541.

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April 28th 2010 the Swedish parliament decided that the combined teacher exam will be divided into four parts. This means that the education for preschool teachers and primary school teachers will have to be separated and future teachers will have to decide before their studies what ages they want to work with. To investigate if this could affect the quality of the choice I have interviewed 5 new teachers from the combined teachers program about what ages they wanted to teach before they began to study and what ages they wanted to teach after completed studies. I did this to see whether the choice was influenced by the educations or not. It turned out that all 5 had an idea of what ages they wanted to teach in before they began the educations and only one of my interviewees changed her mind during the studies. The others felt that their choice was confirmed during the educations. It was mainly during the practical training that they received an idea of what it was like to work as a teacher. Four of them received a positive image of what it was like to work in preschool, while several of them said they got negative experiences from primary school. This could be one of the reasons why four of the five interviewees work in preschool today. The person who changed her mind changed from wanting to work in primary to wanting to work in preschool after the practical training. The interviewees chose the profession that they perceived filled their need of affection, appreciation and acknowledgement. They also thought that the profession they opted out seemed more difficult than the profession they have today. They identified themselves no more or less with any career before they began the studies and feel today that they can only identify with the profession they want, which in all except one case, is the profession they’ve got. The idea of what teachers are like changed during the studies and became more positive and reality based. All interviewees got more knowledge about teachers and their work during the studies and had a better understanding to base their decision on after completed studies.
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Gasiūnaitė, Greta. "Pradinių klasių mokinių fizinis aktyvumas ir socializacija." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140619_105436-23414.

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Tyrimo objektas – pradinių klasių mokinių fizinis aktyvumas ir socializacija. Tyrimo tikslas – nustatyti ir įvertinti pradinių klasių mokinių fizinio aktyvumo, socializacijos ir jų tėvų fizinio aktyvumo ryšį. Hipotezė: Fizinis aktyvumas tiesiogiai teigiamai susijęs su pradinių klasių vaikų socializacija Uždaviniai: 1. Nustatyti ir įvertinti pradinių klasių mokinių fizinį aktyvumą ir socializaciją. 2. Nustatyti ir įvertinti pradinių klasių mokinių tėvų fizinį aktyvumą. 3. Nustatyti pradinių klasių mokinių ir jų tėvų fizinio aktyvumo ryšį. 4. Nustatyti pradinių klasių mokinių fizinio aktyvumo ir socializacijos ryšį. Rezultatai: Biržų rajono ir Kauno rajono pradinių klasių mokinių organizuota fizinė veikla po pamokų vidutiniškai trunka 3,21 ± 7,2 val. per savaitę, pradinių klasių mokinių fiziškai aktyvus laisvalaikis vidutiniškai trunka 5,47 ± 5 val. Pradinių klasių mokiniai sėsliai laisvalaikį praleidžia vidutiniškai 27,5 ± 20,8 val. Išvados: 1. Tyrimo rezultatai parodė, kad pradinių klasių mokinių fizinis aktyvumas pagal rekomenduojamas PSO rekomendacijas nėra pakankamas. Biržų rajone fiziškai aktyvių tirtųjų pradinių klasių moksleivių buvo daugiau negu Kauno rajone. Tirtieji moksleiviai turėjo aukštą socialumo įvertį. 2. Mažiau nei puse tirtųjų pradinių klasių moksleivių tėvų buvo nepakankamai fiziškai aktyvūs. 3. Ryšio tarp pradinių klasių mokinių ir jų tėvų fizinio aktyvumo neaptikome. 4. Fizinis aktyvumas pradinių klasių moksleivių socialumui poveikio neturi. Pasiūlymai:... [toliau žr. visą tekstą]
Research objects: physical activity and socialization of primary school students and their parents physical activity relation. Research aim: estimate the bond between primaty school pupils physical activity, socialization and their parents physical activity Hypothesis: Physical activity is directly related with socialization of primary school students Objectives: 1. Identify and evaluate physical activity and socialization of primary school students. 2. Identify and evaluate physical activity of primary school parents. 3. Identify coherence of primary school students and their parents activity. 4. Identify connection between physical activity and socialization of primary school students. Results: Primary school pupils from Biržai and Kaunas region takes organized phisical activity after school approximately between 3,21 ± 7,2 hours per week. Moreover, primary school pupils leisure related with phisical activity approximately takes between 5,47 ± 5 hours per week. Primary school pupils spent their leisure sudentary approximately 27,5± 20,8 hour per week. Conclusions: 1. Research results show that physical activity of primary school students is not properly according to advised PSO recommendations. Physically active primary schools students are more in Biržų region than in Kaunas area. Tested sudents have high sociability level. 2. Less than half tested parents of primary school students have poor physical activity. 3. We do not identify coherence between physical activity of... [to full text]
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Van, Derveer Naylor Sharon L. (Sharon Lynne). "Teachers' Perceptions of their Enculturation Process." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331999/.

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The purpose of this study was to construct portrayals of teachers7 work conceptions in various career stages from the stories they told and the metaphors they used to describe the ways in which teachers learned about their work. Specifically, the study included preservice teachers, first-year teachers, third-year teachers, and teachers with more than four years of teaching experience at the elementary and secondary school levels. Thirty-five elementary and secondary school teachers from the North-Central area of Texas participated in this study (nineteen inservice and sixteen preservice teachers). Qualitative techniques were employed to collect data. The preservice teachers filled out a questionnaire and wrote short stories about their preconceptions of their first year of teaching. Inservice teachers were interviewed using a short questionnaire and a long interview schedule. Nine inservice teachers participated in a storytelling workshop/focus group session. Group stories based on predetermined scenarios were constructed, tape-recorded and transcribed. The focus group session was videotaped and transcribed. Fifteen categories emerged from the analysis of the data: cyclical, ritualized, hierarchical, reciprocal, developmental, experiential, reflective, cumulative, body of knowledge, folkloric, individualized/personalized, order/control/manage, disciplinarian, facilitative, and replicative. These categories represent a summary of the constructs, images, contextual maps and metaphors held by these teachers to describe their enculturation process. The descriptive categories developed in this study offer teacher educators, supervisors and teachers a basis for understanding the culture of teachers. The storytelling technigues used in this study provide a means by which teachers and teacher-related personnel can generate further information about the enculturation process that can be applied to recruitment, orientation/ induction programming, reflective teacher preparation and change strategies.
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Books on the topic "Primary socialization"

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Relationships in the primary school classroom. [London]: P. Chapman Pub., 1988.

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Kutnick, Peter. Relationships in the primary school classroom. (London): Paul Chapman, 1988.

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Wade, Rahima Carol. Joining hands: From personal to planetary friendship in the primary classroom. Tucson, Ariz: Zephyr Press, 1991.

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Social worlds of children learning to write in an urban primary school. New York: Teachers College Press, 1993.

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Canter, Lee. Teaching students to get along. Santa Monica: L. Canter, 1995.

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Boys and Girls Together: Improving Gender Relationships in K-6 Classrooms (Small Book Series, 5). Stenhouse Publishers, 2003.

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Wade, Rahima Carol. Joining Hands: From Personal to Planetary Friendship in the Primary Classroom. Zephyr Press (AZ), 1991.

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Tyler, Tom R., and Rick Trinkner. Legal Socialization in the Juvenile Justice System. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190644147.003.0009.

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Chapter 9 discusses legal socialization within the juvenile justice system. Adolescence is a developmental period during which many young people have contact with legal authorities, primarily the police. These contacts involve high levels of discretion for law enforcement, and studies show the manner in which that discretion is exercised has strong consequences for the subsequent orientations that adolescents have toward the law as well as their later law-related behavior. In particular, adolescents react to how fairly the authorities treat them. Juvenile justice is a particularly contentious area of policy with many punitive practices advocated in spite of evidence that they do not build legitimacy or reduce crime. On the other hand, experiencing justice is shown to promote legitimacy and lower offending.
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Willoughby, Brian J., and Spencer L. James. The Influence of Parents and Families. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190296650.003.0007.

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This chapter begins to explore how parents and families influence emerging adults’ beliefs about marriage. Parents are the primary focus. Two key roles parents play in their children’s lives in terms of future behavior and current orientations are socialization and the intergenerational transmission of values. For emerging adults with happily married parents, many of the marital paradoxes appeared to vanish. The authors discuss how having never-married or divorced parents affects marital beliefs. Observing conflict generally appears to diminish many emerging adults’ view of marriage regardless of the current marital status of their parents. The influence of siblings is also explored. Parents and other family influences appear to be one of the key foundations on which emerging adults have built their internal conceptualization of modern marriage.
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Cole, Ester, and Maria Kokai, eds. Consultation and Mental Health Interventions in School Settings. Hogrefe Publishing, 2021. http://dx.doi.org/10.1027/00583-000.

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This unique volume by leading educational practitioners and academics has been designed to meet the ever-growing challenges faced by educational systems in addressing the mental health, learning, and socialization needs of students. Using a unique and comprehensive consultation and intervention model, the book provides evidence-based guidance that interlinks primary, secondary, and tertiary prevention and intervention applications that allow for systematic consultation, planning, and cost-effective services. The clear and easy to apply model is used to look at specific student needs that are commonly encountered in schools (e.g., depression, ADHD, giftedness) and at issues that require school-level interventions (e.g., diversity, promoting resilience). Practitioners will appreciate the numerous downloadable practical resources and tools for hands-on applications that are available online to purchasers of the book. This book is an invaluable resource for school psychologists and mental health service providers, as well as for academics involved in training pre-service practitioners.A comprehensive guide to meeting the psychological needs of students in school settings This unique volume by leading educational practitioners and academics has been designed to meet the ever-growing challenges faced by educational systems in addressing the mental health, learning, and socialization needs of students. Using a unique and comprehensive consultation and intervention model, the book provides evidence-based guidance that interlinks primary, secondary, and tertiary prevention and intervention applications that allow for systematic consultation, planning, and cost-effective services. The clear and easy to apply model is used to look at specific student needs that are commonly encountered in schools (e.g., depression, ADHD, giftedness) and at issues that require school-level interventions (e.g., diversity, promoting resilience). Practitioners will appreciate the numerous downloadable practical resources and tools for hands-on applications that are available online to purchasers of the book. This book is an invaluable resource for school psychologists and mental health service providers, as well as for academics involved in training pre-service practitioners.
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Book chapters on the topic "Primary socialization"

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Jackson, Jane. "Culture and the primary socialization process." In Introducing Language and Intercultural Communication, 26–52. Second edition. | London ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351059275-2.

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Preves, Sharon E., and Jeylan T. Mortimer. "Socialization for Primary, Intimate, and Work Relationships in the Adult Life Course." In Handbook of Social Psychology, 151–87. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6772-0_6.

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Kelly, Ashley Scott, and Xiaoxuan Lu. "A Pedagogy of Critical Landscape Planning." In Critical Landscape Planning during the Belt and Road Initiative, 13–36. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4067-4_2.

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AbstractThis chapter, A Pedagogy of critical landscape planning, outlines a form of critical research and practice in landscape architecture that actively engages the global development community. We frame critical landscape planning as produced through three primary struggles: holding cultural-technological positions; ensuring transdisciplinary approaches through culturing and immersion; and maintaining momentum via process-oriented approaches to development. We cover critical landscape planning’s definition as an applied critical research practice, address its primary challenges institutionally, academically, and practically, and describe the aspects of the landscape architecture design discipline that enable it. This is conveyed through reflection on our approaches to project case study selection and design exercises, stakeholder relationships, approaches to fieldwork, capacity for intervention, and association with parallel research efforts. Much of the contents, although supported academically, are structured as suggestions that are equally important as methods for design research and professional practice. These suggestions include replacing “site analysis” with a process of site-specific interdisciplinary socialization and replacing design and planning “concepts” with generative (even if often incommensurable) cultural-technological positions.
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Rosenblum, Leonard A. "Family and Friends in Primate Development." In Social Influences and Socialization in Infancy, 23–39. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-2620-3_2.

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Mari, Giovanni. "Postfazione. Il socialismo di Bruno Trentin come liberazione della persona." In Studi e saggi, 261–74. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-282-9.05.

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Through the commentary on a particularly interesting period taken from the Introduction to La libertà viene prima, the author intends to focus on Bruno Trentin's idea of socialism. Giovanni Mari underlines how this idea foresees the critique of four theses of the modern socialist tradition: 1) socialism is not a model of society, but a continuous process; 2) in our company the company does not constitute a world in itself; 3) the socialization of property does not solve the problems of democracy; 4) the center of civil coexistence is not constituted by the class but by the person. And four positive theses: 1) the form of political action does not foresee two separate times, first the seizure of power and then the reforms; 2) the measure of society is the freedom of the person; 3) the goal of the socialist process is the self-realization of the person; 4) everything begins with the person who works, that is, with the battle for freedom in work.
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"Socialization into School." In The Study Of Primary Education, 208–12. Routledge, 2003. http://dx.doi.org/10.4324/9780203489185-51.

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"ONGOING FAILURE: BREAKDOWNS IN PRIMARY SOCIALIZATION." In Etzioni’s Critical Functionalism, 257–88. BRILL, 2011. http://dx.doi.org/10.1163/9789004190443_011.

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"Primary Socialization and Construction of Reality." In Constructing Social Reality, 43–94. Routledge, 2017. http://dx.doi.org/10.4324/9780203951958-3.

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Otieno, Jeremiah Edwine, Bernard Gichimu Karanja, and Michael Tedd Okuku. "Primary Socialization on the Formation of Child Behaviors in Kenya." In Advances in Electronic Government, Digital Divide, and Regional Development, 317–37. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6471-4.ch017.

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Early childhood socialization is particularly important in the formation of personality. Usually, through socialization, children learn to make important future choices in all spheres of life. This can be in terms of political, social, economic, and physical decision making. Recently, children have been reported to use inappropriate language on adults and their mates; fighting teachers, parents, and adults; burning schools; abusing drugs; engaging in premarital sex; even trafficking drugs; among other social vices. Moreover, children have been seen to value ethnic and religious pessimism. The pessimism has led to the retention of negative ethnicity leading to prejudice and stereotyping. Studies have pointed out poor parenting as the main cause for this disturbing trend. The study was guided by the social learning theory and cognitive development theory. The study adopted a simple analytical framework—the search, appraisal, synthesis, and analysis (SALSA)—to examine the main review types. Data were analyzed using discourse and content analysis.
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Braxton, Gordon. "Facing the Complications of Being an Anti-violent Man." In Empowering Black Boys to Challenge Rape Culture, 64–90. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197571675.003.0004.

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The massive levels of sexual violence that are present today must have a source. Chapter 2 posits that male socialization is a primary contributor to male-perpetrated violence. Few would deny that a male socialization exists but it is rare to examine it. Readers are encouraged to help boys identify those aspects of manhood that negatively influence their lives, and the author shares some concerns about male cultures that boys have expressed to him. The toolbox for recruiters of boys is expanded as freedom from male stereotypes is suggested as a major selling point for boys that challenge traditional male training.
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Conference papers on the topic "Primary socialization"

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Zavertkina, Lyubov V., and Natalya Y. Borunova. "Formation of communication skills in primary schoolchildren with mild mental retardation in a boarding school." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-104-109.

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The article discusses the issues of studying and forming communication skills among junior schoolchildren with intellectual disabilities studying in special (correctional) schools; describes the specificity of communication of mentally retarded primary schoolchildren, the direction of correctional and pedagogical work on the formation of communication skills among students for successful socialization. Communication has been proven to play an important social role in the lives of children with mental retardation.
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Hamida, Layli. "The Impact of Children’s You Tube Videos on English Language Socialization and Acquisition in Indonesia." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.6-7.

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This study aims at describing how the use of English on youtube videos play a significant role in the socialization and acquisition of the language for children in Indonesia. It particularly focuses on the depiction of how the media serve a platform for children’s English language development and socialization and whether parents or other adults’ accommodation reinforces or counteracts the language. Ethnographic interviews were conducted on five middle class parents with children of 3-5 years of age so as to collect information on children and parents’ everyday practices with the media. The findings suggest that parents’ beliefs and ideologies on foreign language socialization as well as their English proficiency lead to their primary support for English. Their everyday media consumption and communication practices with children show how arenas provided by parents have turned into an assumed form of scaffolding in the way that children reflect on the language collected from the media. The research indicates that global practices of English on the internet intersect with local practices of language socialization.
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Pazukhina, S. V., and V. S. Makashova. "Learning the basis of self-regulation as one of the conditions of socialization of senior preschoolers with general speech underformation." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.918.927.

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The article provides a theoretical justification of the model of psychological and pedagogical support of the process of socialization of children of senior preschool age with a general speech underdevelopment. Based on the selected criteria and indicators, a diagnostic program has been developed that allows you to determine the level of formation of the components of socialization of preschoolers with speech disorders — behavioral, cognitive, social and personal. The authors obtained primary data for assessing the level of formation of the studied components of socialization. It is established that children of this category experience difficulties of a communicative, motivational, cognitive nature, which negatively affects the process of their socialization. One of the problematic aspects is the insufficiently formed level of voluntary self-regulation in them. The results obtained are interpreted as manifestations of modal-nonspecific patterns of impaired development and are used to justify the specifics of psychological and pedagogical support of the process of socialization of children in this category. The developed model of psychological and pedagogical support of these children includes three blocks: diagnostic-designing, correctionaldeveloping, consultative-methodical. The authors described the specifics of the content and methods for implementing each of them. The psychological and pedagogical conditions for the socialization of preschoolers with a general underdevelopment of speech are highlighted: the creation of a psychologically positive microclimate supporting the child’s communication in the family and kindergarten; carrying out special work to correct the deficiencies in the development of the components of socialization revealed in them during the diagnosis; development and implementation of an individual educational trajectory for the development of a preschool child with general speech underdevelopment, taking into account the specifics of nosology; systematic monitoring of the psychological and pedagogical status of the child in terms of changing the dynamics of mental development. As one of the conditions, the influence of arbitrary self-regulation on the success of the development of the listed components of socialization was considered.
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Harutyunyan, Gayane, and Gayane Avetisyan. "INFLUENCE OF COMPUTER GAMES AS A SOCIAL AND CULTURAL ENVIRONMENT ON THE PROCESS OF SOCIALIZATION OF YOUNGER PUPILS." In The Impact of the Social Cultural Environment on Childhood: Challenges and Solutions. Armenian State Pedagogical University after Kh. Abovyan, 2021. http://dx.doi.org/10.24234/14ga0h23.

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With the development of computer technologies and the expansion of the gaming market, the number of junior schoolchildren who are fond of computers and computer games is increasing. Information technologies, especially computer games, are changing the normal socio-cultural environment of primary school children. As a result of their obsession with computer games, primary school students begin to live in a new reality, in a new socio-cultural environment that directly affects their personal development and the processes of education and socialization.
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Santoso, Dian Budi, Nuryati, and Nur Rokhman. "Experience of Electronic Medical Records Adoption in Primary Health Care in Indonesia." In The 2nd International Conference on Technology for Sustainable Development. Switzerland: Trans Tech Publications Ltd, 2022. http://dx.doi.org/10.4028/p-j260sd.

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Along with the development of information technology, health care facilities in Indonesia have begun to adopt the use of electronic medical records (EMR). This adoption process needs to be documented as a best practice model for health care facilities in the transition process from paper-based medical records to electronic ones. This paper discusses specifically the adoption process of EMR in primary health care facilities. Focus group discussion, interviews, and documentation studies were carried out in one community health center and one general practitioner clinic in a Special Region of Yogyakarta, Indonesia, which is in the process of transitioning medical record management from paper-based to electronic-based. The transition process begins with the appointment of a key people leader, socialization related to EMR, comparative studies to other health facilities that have implemented EMR, determining the projected impact of EMR implementation, conducting needs analysis and design, starting the implementation of EMR, and conducting periodic evaluations. The transition process went through well by the two primary health care facilities which were the subjects of this study. There are several obstacles from the human resources and the technical side but they can be overcome in line with periodic evaluation and improvement.
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Erthal, Jullyane Lutterbach, and Caroline Matos de Souza Franco Rêgo. "The relationship between tension headache and screen exposure in children and adolescents." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.307.

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Background: Primary headaches are idiopathic or genetic conditions without a known secondary cause. Primary tension-type headache is characterized by bilateral, non-throbbing pain, of mild to moderate intensity. Nowadays, with greater exposure to electronics, a relationship was observed between screen time and increased tension headache among children and adolescents. Objective: Elucidate the association between tension-type headache and increased screen exposure among children and adolescents. Methods: A literature review was carried out after analyzing scientific articles from 2014 to 2020, on Scielo, UPTODATE and Pubmed, in Portuguese and English. Results: With technological development and behavioural changes, the use of electronics has grown among children and adolescents. However, its overuse causes consequences such as a sedentary lifestyle, stress, reduced socialization and complaints of headache. In children, the most prevalent primary headaches are tension-type and migraine. The tension-type headache is characterized by bilateral location, in pressure, with photophobia or phonophobia, without nausea or vomiting. The hypothesis that best explains the association between tension headache and screen exposure is that consecutive periods of electronic activities cause sustained muscle tension and pain. Furthermore, there is an influence of genetic factors, diet and psychological stress. Therefore, it is necessary to raise awareness of the importance of an approach to avoid triggers for headache in children, such as controlling screen time and maintaining healthy habits. Conclusions: The correlation between excessive screen time and headache is substantial and admits an educational performance by health professionals to avoid harmful consequences to growth.
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Chu, Li-Hui, Elliot Wallace, and Jason Ramirez. "Changes in Late Adolescent Marijuana Use During the COVID-19 Outbreak Vary as a Function of Typical Use." In 2020 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2021. http://dx.doi.org/10.26828/cannabis.2021.01.000.17.

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Adolescent marijuana use is a significant public health concern given that many individuals first begin using during this developmental period and an earlier age of onset is prospectively associated with numerous marijuana misuse outcomes. The outbreak of COVID-19 has resulted in stay-at-home orders and social distancing guidelines across the United States. For many adolescents, these orders resulted in a number of changes that could alter one’s marijuana use including changes to marijuana availability, parental supervision, amount of free time, and stress levels. Despite these possible changes, the impacts of the COVID-19 outbreak on adolescent marijuana use are unknown. The aims of this analysis were to 1) assess changes to marijuana use among late adolescents related to the COVID-19 outbreak, and 2) examine whether these changes vary as a function of one’s pre-COVID-19 levels of use. Data described here come from a screening survey for a larger study which was completed by 156 adolescents (ages 14-18, 78% male) after the stay-at-home order was put in place in Washington state on March 23rd, 2020. All participants completed a self-report questionnaire that included demographic information, marijuana use, and changes to marijuana use following the state’s stay-at-home order. In the sample, 55 participants described themselves as never having tried marijuana, and none of these participants reported having used during the COVID-19 outbreak. Of the 101 participants who reported any prior marijuana use, 44 reported stopping or decreasing their use as a result of COVID-19, 30 reported using similar amounts as before, and 27 reported increased marijuana use as a result of COVID-19. A chi-square test of independence revealed that changes in use significantly varied as a function of pre-COVID-19 levels of use, X2 (2, N = 98) = 29.79, p < .001. The odds of irregular and light marijuana users decreasing their use was 13.73 times higher than moderate and heavy users. Moderate and heavy users had higher odds of maintaining their current use (5.04 times higher) and increasing their use (3.07 times higher) compared to irregular and light users during the COVID-19 outbreak. Primary reasons given for decreasing use included decreased availability and less socialization. Primary reasons for increasing use included more free time, fewer responsibilities, and coping with stress and anxiety. The findings suggest that although marijuana use may appear to decrease on average across a range of late adolescents that vary according to their regular use, these decreases are not likely among moderate and heavy users who may actually be at increased risk of marijuana misuse during the COVID-19 outbreak.
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Hornung, Severin, Matthias Weigl, Britta Herbig, and Jürgen Glaser. "WORK AND HEALTH IN TRANSITION: TRENDS OF SUBJECTIFICATION IN APPLIED PSYCHOLOGY." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact056.

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"Reported is the synthesis of a series of seven studies on work and health, conducted collaboratively by researchers in applied psychology and occupational medicine. This qualitative meta-study develops a framework, in which reviewed studies are structured, aggregated, integrated, and interpreted in a theory-guided iterative process of themed analysis. Building on empirical results, the subsequent interpretive integration seeks to demonstrate, how overarching, pervasive, and in psychological research typically underemphasized tendencies of “subjectification” manifest in exemplary work contexts, research topics, and results. Subjectification of work is operationalized in dimensions of work intensification (performance focus), work internalization (goal adoption), and work individualization (job personalization). A meta-dimension is work insecurity (personal risk), cultivated in contemporary management ideologies of employee self-reliance. Following thematic description, content-analytical structuring criteria include: a) focus on work task (activity) versus working conditions (context); b) primary (close, direct, explicit) versus secondary (inferred, indirect, subtle) references to and/or indication for identified tendencies of subjectification; and c) theoretically assumed and empirically examined relationships with negative (psychopathological) and positive (psychosalutogenic) short, medium, and longer-term attitudinal and health-related work effects, as well as the personality-shaping impact of long-term occupational socialization. Psychological aspects of work tasks are core to 4 studies, 3 focus on working conditions and organizational practices. References to intensification were dominant in 4 studies, whereas 5 include internalization processes, and 3 predominantly focus on individualization of work. All studies share secondary or indirect references to other subjectifying tendencies. Examined work effects were aggregated into a matrix of short, medium and long-term positive and negative manifestations of health and wellbeing. Results suggest tensions and pressures arising from the motivational individualization of work tasks and conditions, resulting internalization of organizational interests and goals (e.g., performance, efficiency, costs), coupled with system-inherent tendencies of work intensification. These dysfunctional dynamics constitute risks factors for psychologically detrimental or harmful forms of self-management, self-control, and self-endangering work behavior, as manifestations of “internalized” incompatibilities between work and health in the neoliberal workplace, aggravated by existential threats associated with political-economic crisis. Outlined are implications of subjectification for a critical reevaluation and reorientation of basic theoretical assumptions of research and practice in applied psychology and occupational health."
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Fedosova, Oksana Y., and Anton Y. Gordievsky. "The specifics of speech development of preschoolers with different forms of cerebral palsy." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-121-130.

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Speech therapy disorders against the background of general motor dysfunction of children with cerebral palsy dramatically reduce their communicative abilities, significantly limiting the possibility of socialization in modern society. In a comprehensive study conducted with the participation of children with cerebral palsy aged six to seven years, the presence of a relationship between the pathological state of the nervous system and the specifics of motor and speech disorders was established. Taking into account the combined symptoms of cerebral palsy in the course of pedagogical work provides early prediction of speech disorders, primarily of a dysarthric nature, and provides an opportunity for a full-fledged choice of the main directions and specific techniques of speech therapy.
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Reports on the topic "Primary socialization"

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Spencer, Trina, Kerstin Tönsing, and Shakila Dada. Augmentative and Alternative Communication (AAC) Interventions that Promote Labeling, Commenting, and Telling: A Systematic Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0078.

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Review question / Objective: The aim of this systematic review is to identify and describe the augmentative and alternative communication (AAC) interventions that improve the labeling, commenting, and telling skills of children with communication disabilities. To that end, the following questions will be addressed: What is the quality and quantity of research investigating AAC interventions to promote labeling, commenting, and telling skills of children with communication disabilities? Which (if any) AAC interventions have sufficient empirical evidence to support their recommendation in practice for teaching children with communication disabilities labeling, commenting, and telling skills? Condition being studied: Speech is the primary modality of communication and socialization. However, not all individuals develop functional speech due to a variety of developmental or acquired disabilities, such as autism spectrum disorders (ASD), cerebral palsy (CP), or traumatic brain Injury. Although diagnoses vary, all these individuals share the condition of being unable to meet all the communication needs that others without disabilities typically meet through speech. Such Individuals are typically described as having complex communication needs or a severe communication disorder, or as requiring augmentative and alternative communication (Von Tetzchner & Basil, 2011).
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