Dissertations / Theses: '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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Alvarez, Sara P. "NUESTROS SONIDOS: A CASE STUDY OF BILINGUAL MUSIC AND PLAY AMONG PRIMARY-SCHOOL AGE HERITAGE LANGUAGE LEARNERS." UKnowledge, 2014. http://uknowledge.uky.edu/english_etds/7.

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The demographics in the United States continue to show a dramatic increase of immigrant students who speak a language other than English at home (Smitherman; U.S. Census); however, schooling ideologies and practices continue to treat developing bilingualism as a detriment to students entering school rather than a resource (Canagarajah; Heath; Matsuda; Valdés et al; Richardson; Santa Ana; Street). In this case study, conducted in the “Nuevo New South” (Mohl; Rich and Miranda), I observed how bilingual music and play in school-like settings can promote bilingual literacy practices and bridge gaps between traditional schooling practices and communities ways of languaging. Engaging in structured music and play practices creates spaces that can generate moments of felicidad and meta-construction of heritage language users as bilinguals.

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Fung, Lo Mun-ling, and 馮廬敏玲. "Understanding teachers' professional development: the impact of the target oriented curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29790906.

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Lindgren, Karlsson Johanna, and Anna Brandt. "Sex-och samlevnadsundervisningens innehåll,upplägg och genomförande som en del avskolans socialiseringsroll : En studie från elevernas perspektiv." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44947.

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This is a qualitative essay that deals with students' experience of primary school sex andrelationship education. The purpose was to gain new knowledge into how students in theirfirst year of high school experienced primary school sex education about sexuality, consentand relationships in terms of both its form and content, with a hope to contribute knowledgethat may be relevant to the school's actors who from 2022 will implement new curriculumchanges. The subjects we have chosen are students who are in their first year of uppersecondary school and have a relatively recent and clear picture of the teaching they receivedfrom primary school. To collect our data, we used a qualitative method of focus groupinterviews that were recorded and transcribed. The data has been analyzed with the help ofPeter L. Berger and Thomas Luckmann’s socialization theory and Judith Butler's queertheory, as well as five articles with previous research. The results of our study reveal, asdescribed in background and previous research, a failure to provide an education that isadapted to today's societies problems and youth culture. Specifically there is a lack ofconversation and up-to-date knoledge about LGBTQ identities, the course literature'spresentation of heteronormativity and the teacher's need for competence development andinterpretation of the curriculum's content in this subject. There was also a lack of deeperdiscussions regarding relationships, feelings, consent and desire, and a greater participationand engagement in the teaching was desired.

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Riddle-O'Connor, Kerry. "Inclusion kindergarten: A pilot program." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/749.

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Ferrari, Geverson Aparício. "A Brigada Militar e os direitos humanos : práticas e percepções sobre Direitos Humanos nas escolas de formação de praças durante a sociabilização secundária." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/106932.

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Na atualidade do Brasil, os debates que versam sobre Direitos Humanos e aparato policial ganham maior força e evidência nas conversas informais, nas redes sociais, na mídia em geral e, também, nos bancos acadêmicos. Neste contexto, a presente dissertação, que se insere na linha de pesquisa que estuda violência, criminalidade e cidadania, visou saber quais são as práticas e as percepções sobre Direitos Humanos nas escolas de formação de praças no Estado do Rio Grande do Sul. Então, o objeto de estudo são os cursos da Brigada Militar, compostos por soldados e sargentos que estavam em curso de formação nas cidades de Porto Alegre, Santa Maria, Montenegro e Esteio. A metodologia de pesquisa lançou mão de entrevistas abertas e grupos focais, na busca de dados qualitativos, e dessa forma visou uma amostra equitativa em cada escola. Assim, em cada uma delas foi entrevistado um grupo de alunos, e desse grupo alguns alunos foram convidados a participar do grupo focal. Foram aplicadas 83 entrevistas abertas, além de 23 participantes ouvidos com o mesmo roteiro nos grupos focais, totalizando 106 alunos. Além da pesquisa de campo, também foram realizados estudos a partir de referenciais teóricos que ajudaram a compreender o processo de formação a partir de uma ótica sociológica. Também foi possível conhecer a história da corporação com relação ao ensino em sua trajetória a partir da formação iniciada em 1982 e chegando aos dias atuais. Conceituar Direitos Humanos também foi um objetivo alcançado na dissertação, especialmente as três gerações que tratam de direitos individuais, direitos sociais e direitos transindividuais. Com base na pesquisa empírica, e tendo em mente as conceituações acima elencadas, foi possível verificar que considerável parcela dos alunos tem seus Direitos Humanos violados, figurando uma das respostas à pergunta de partida desta dissertação em sua última parte, sabendo como são as práticas e as percepções sobre Direitos Humanos nas escolas de formação de soldados e sargentos da Brigada Militar.
Currently in Brazil public debate on police work and Human Rights gain wider repercussion. This dissertation aims at making a contribution to the understanding of the practices and perceptions over Human Rights according to the views manifested by new police recruits to the Brigada Militar, the military police of the State of Rio Grande do Sul, while attending to mandatory formal training prior to their appointment on active duty from 11/09/12 to 19/04/13. A total of 106 students, comprehending private soldiers and sergeants, engaged in the research. This number encompasses part of the students who attended to training courses in the cities of Porto Alegre, Santa Maria, Montenegro and Esteio. As a methodology to gather qualitative data for the purpose of the analysis, there have been employed an openended written questionnaire and focal groups. In total, 83 questionnaires and 23 focal groups have been conducted. The theoretical frame work entangles the sociological perspective over the material collected in the research field. From this study, it is possible to make known aspects of the institutional history with specific regard to the teaching within the police corporation in Rio Grande do Sul, from 1982 up to the present days. An effort has been made in conceptualizing Human Rights underits three generations: individual rights, social rights and transindividual rights. Based on the empirical research and bearing in mind the concepts listed above, there has been possible to address questions over the practices and perceptions about Human Rights as manifested by those police recruits of the Brigada Militar.

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Zhang, Dan. "Le genre à l'école en Chine : représentations et pratiques des enseignants à l'école primaire - l'exemple de Shanghai." Thesis, Lyon, École normale supérieure, 2013. http://www.theses.fr/2013ENSL0873.

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Le système d'éducation expose les individus à un processus de socialisation par lequel ils intériorisent ce qui est considéré comme des valeurs appropriées. A travers le processus de cette socialisation scolaire, les élèves incorporent des valeurs majeures de la société à travers l’enseignement et les contenus pédagogiques, et cette conscience des valeurs majeures est renforcée par les attitudes et les attentes des enseignants, par leur focalisation sur telle ou telle catégorie d’élèves, ainsi que par l’impact de leurs pairs. La présente recherche vise à savoir comment le genre fonctionne pendant l’interaction enseignant-élève en classe dans les écoles primaires (publiques) de Shanghai aujourd’hui. Elle vise à observer comment agissent les stéréotypes du genre dans ces interactions. Pour répondre à ces questions, la recherche compare huit écoles primaires de Shanghai, sélectionnées en fonction des écarts des milieux sociaux et géographiques ainsi qu’en fonction de la réputation concernant la qualité de l’enseignement dans telle ou telle école. La méthode utilisée est d’abord celle de l'entretien avec des enseignants. Il s’agissait de leur demander qu’elle était leur conscience du genre, qu’elle était leur attitude à l’égard des élèves en fonction des deux sexes, ce qu’ils attendaient des garçons et des filles, et sur quelles catégories d’élèves ils focalisaient davantage leur attention au cours de l’enseignement. Tout cela sans révéler les objectifs de la recherche visant à mettre à jour leurs représentations et leurs préjugés concernant le genre. On a ensuite procédé à toute une série d’observations en classe réelle, pour vérifier si la pratique des enseignants correspondait ou non à ce qu’ils affirmaient dans les entretiens. De ces entretiens et de ces observations, il ressort que l’attention portée avant tout aux garçons est renforcé par le système de l’éducation chinoise qui met l’accent sur les résultats aux examens, et n’évalue les écoles et les enseignants qu’en fonction des notes obtenues par les élèves. Or, les stéréotypes du genre associent les questions de logique et d'imagination aux garçons qui sont censés pouvoir y répondre plus facilement que les filles ; et associent aux filles les questions « affectives » ou répétitives. Par ailleurs, les filles en classe se comportent plus docilement et font donc partie des élèves silencieux dont les enseignants ne s’occupent pas beaucoup. Ainsi, en analysant le processus d'interaction dans la classe entre les enseignants et les élèves, nous voyons que l’attitude et les préoccupations des enseignants, jouent à long terme un rôle très important pour renforcer les différences du genre
An education system exposes individuals to a process of socialization during which the values that are considered appropriate become internalized. Through this process of socialization in schools, students adopt fundamental societal values from the pedagogic contents in class and other educational venues. The awareness of the fundamental values is reinforced by teachers’ attitudes, expectations, different focuses on specific students as well as the impact of their peers.This research aims to find out what role gender plays in the teacher-student interaction in the classrooms of the primary schools (public) in Shanghai today. It seeks to examine how gender stereotypes operate in these interactions. This study compares eight primary schools in Shanghai, which were chosen because of the diverse array of student social backgrounds, geographical locations and teachers’ quality. The methodology started by interviewing teachers in the sampled schools. We did not explicitly reveal the objectives of the questionnaires in order to avoid teacher gender prejudice. Some of the questions are: Do you have different perspectives on the roles of male and female students? Do the perspectives change your expectations about the students? What impact might this "consciousness" (or non-consciousness) about gender have on student behaviour ? What attitudes may you have expressed toward girls and boys during classroom interactions? Are there any differences or similarities in your educational expectations concerning boys and girls? How do these expectation show up in the daily life of students in the classroom? Do these expectations change across subjects taught in schools? How effectively do you deal with student behavior (docility, undisciplined attitudes, etc.) Do your responses to these behaviors differ across gender? What shades can be made according to the social and geographical situation of schools in the sense that this situation leads to a different social recruiting of students? We investigate whether the thoughts and perceptions of the teachers on gender differences correlates with academic performances of boys and girls and how these differences are built into the teacher-student relationship. [...]

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Милько, Н. Б. "Особливості соціалізації дітей з особливими потребами в сучасному соціумі." Thesis, Чернігів, 2021. http://ir.stu.cn.ua/123456789/24935.

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Милько, Н. Б. Особливості соціалізації дітей з особливими потребами в сучасному соціумі : випускна кваліфікаційна робота : 231 "Соціальна робота" / Н. Б. Милько ; керівник роботи Т. І. Коленіченко ; НУ "Чернігівська політехніка", кафедра соціальної роботи. – Чернігів, 2021. – 106 с.
Магістерська робота присвячена розкриттю проблеми особливостей соціалізації дітей з особливими потребами в сучасному соціумі та окреслення рівнів участі батьків в процесі соціалізації дітей з особливими потребами, за допомогою визначених критеріїв, рівнів та показників. Визначення рівня участі батьків в процесі соціалізації дітей з особливими потребами надасть змогу змістовно розкрити особливості процесу соціалізації як первинного агенту соціалізації, та надати практичні рекомендації соціальному працівнику щодо здійснення процесу соціалізації дитини з особливими потребами. У першому розділі кваліфікаційної роботи нами проаналізовано теоретичні засади механізму соціалізації, охарактеризовано дітей з особливими потребами як об’єкта соціальної роботи та розглянуто соціальноправовий захист дітей з особливими потребами. У другому розділі наведено емпіричне дослідження, визначено критерії, рівні та показники участі батьків в процесі соціалізації, обґрунтовано особливості соціалізації дітей з особливими потребами в сучасному соціумі. У третьому розділі беручи за основу отримані результати в ході емпіричного дослідження, надано методологічні рекомендації соціальному працівнику щодо активізації ролі батьків в процесі соціалізації дітей з особливими потребами на основі підходу Синергізму.
The master's thesis is devoted to solving the problem of socialization of children with special needs in modern society and outlining the levels of parental involvement in the socialization of children with special needs, using certain criteria, levels and indicators. Determining the level of parental participation in the process of socialization of children with special needs will allow to reveal the features of the socialization process as the primary agent of socialization, and provide practical recommendations to the social worker on the socialization of children with special needs. In the first section of the qualification work, we analyzed the theoretical foundations of the mechanism of socialization, described children with special needs as an object of social work and considered the social and legal protection of children with special needs. The second section presents an empirical study, defines the criteria, levels and indicators of parental participation in the socialization process, substantiates the features of socialization of children with special needs in modern society. The third section, based on the results obtained during the empirical study, provides methodological recommendations to the social worker to enhance the role of parents in the socialization of children with special needs based on the Synergism approach.

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Henninger, Aline. "La socialisation de genre à l'école élémentaire dans le Japon contemporain." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCF015.

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Cette thèse porte sur la socialisation de genre des élèves scolarisés dans les écoles élémentaires japonaises dans les années 2010 : elle montre l’existence de situations et d’expériences de socialisation différenciée entre les filles et les garçons.L’objectif de ce travail est de détailler comment l’acquisition et l’apprentissage de certaines normes genrées se déroule pendant le quotidien des élèves, un processus souvent évoqué mais rarement détaillé dans les travaux portant sur ce sujet. Dans ce but, trois méthodes complémentaires sont utilisées : une enquête ethnographique, des entretiens semi-directifs et des dispositifs d’enquêtes spécifiques pour évoquer avec les enfants les questions de genre.Retranscrire la parole des enfants permet d’avoir accès à leur représentation de la différence entre les deux sexes. Acteurs de leur propre socialisation, les enfants élaborent le masculin et le féminin, notamment à travers le langage, l’apparence, les activités, les jeux, la mise en scène des corps, l’expression du sentiment amoureux et de la sexualité. Même si le cadre scolaire contribue à organiser la séparation des sexes et à normaliser les rôles sociaux sexués, les enfants organisent les rapports de genre en effectuant une relecture des modèles que proposent l’école et les autres instances socialisatrices. Les groupes de pairs jouent ainsi un rôle important dans ce processus complexe de socialisation.Ce travail, circonscrit aux études japonaises, se situe au croisement des études de genre et de la socio-anthropologie de l’enfance
This research is about gender socialization of children going to Japanese primary schools in the 2010s: it shows the evidence of experiences taking place during differentiated socialization of girls and boys.The purpose of this study is to specify how pupils are acquiring and learning gender norms during their daily life, knowing that those processes are often raised but hardly described in related research works. To achieve this, three complementary methods were set: an ethnographic study, semi-directive interviews and special investigation schemes in order to discuss about gender issues with children.To write down children’s own words is a way to access their representation of sex differences. While being social actors of their own socialization, children are constructing masculinity and femininity, through language, external look, activities, plays, body staging, sexuality and feelings of love expression. Even if the school system organizes sex segregation and normalizes gender roles, children are negotiating those gender relations while performing in their own way the models that school and other social structures offer. Peer groups are also playing a significant role into these complex socialization processes.This thesis in Japanese studies is based on both gender studies and childhood studies

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Matos, Francis Valdivia de. "Um estudo psicossocial sobre formação e transformação identitária com gêmeos univitelinos." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/17112.

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This study aims to understand the process of identity formation and transformation with monozygotic twins. We intend to analyze how the identity of two twin brothers develops along their life course, considering that both shared the same historical and social context, constituted by structural conditioning factors represented by the family, school, community and society institutions. The identity proposal as a metamorphosis in search of emancipation developed by Prof. Dr. Antonio da Costa Ciampa (1987), was our guiding line for the accomplishment of this research. We chose the life history narrative method to deepen the understanding of the dynamics of the two twin brothers identity formation; in this research they are named Ricardo and Rogério, they are now 50 years old, and are born, raised and living in the city of São Paulo-SP . The study of the identity formation processes involved the primary socialization, focused on the childhood phase and the beginning of school life, as well as the secondary socialization, focused on the period of career choices, beginning of professional life and current life and career moment
O presente estudo tem por objetivo compreender o processo de formação e transformação identitária com gêmeos univitelinos. Pretendemos analisar como as identidades de dois irmãos gêmeos se desenvolve ao longo de sua trajetória de vida, considerando que ambos partilharam o mesmo contexto histórico e social, constituído pelos condicionantes estruturais representados pelas instituições família, escola, comunidade e sociedade. A proposta de identidade como metamorfose em busca de emancipação, desenvolvida pelo Prof. Dr. Antonio da Costa Ciampa (1987), foi nossa linha norteadora para a realização da presente pesquisa. Optamos pelo método de narrativa de historia de vida para aprofundar no entendimento da dinâmica da formação e transformação da identidade dos irmãos gêmeos, aqui chamados de Ricardo e Rogério, hoje com 50 anos de idade, nascidos, criados e residentes na cidade de São Paulo-SP. O estudo dos processos de formação identitária envolven a socialização primária focada na fase da infância e inicio da vida escolar; bem como a socialização secundária focada na fase das escolhas profissionais, trajetória profissional e momento atual de vida e carreira

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Audebert, Pascale. "Construction des identités professionnelles chez de jeunes professeurs des écoles issus des immigrations : le rôle des relations interpersonnelles des contextes familial et scolaire." Thesis, Paris, CNAM, 2014. http://www.theses.fr/2015CNAM0956/document.

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Cette recherche qualitative, conduite dans un cadre épistémologique socioconstructiviste, a pour objectif d’explorer la construction des identités professionnelles de jeunes professeurs des écoles issus des immigrations. Les données de l’enquête ont été recueillies à l’aide d’entretiens semi-directifs auprès d’une population de 20 professeurs des écoles de la région Aquitaine âgés de 30 à 35 ans (10 issus des immigrations – 10 d’ « origine française »). Une analyse de contenu thématique du verbatim des entretiens a ensuite été réalisée. Des comparaisons entre les 2 groupes ont mis au jour des points communs et des différences au niveau : de l’éducation familiale reçue, des valeurs, du rapport à la religion, du choix du métier (désirabilité relative), des représentations et postures professionnelles. L’analyse du discours des enseignants issus des immigrations a révélé l’apport primordial des relations interpersonnelles dans la construction de leur Soi professionnel : c’est dans les interactions et dialogues avec les autrui significatifs de leurs contextes de vie (notamment familial et scolaire) que ces sujets se sont orientés, ont élaboré et concrétisé leur projet professionnel. Si en tant que descendants de parents immigrants, ils ont à relever des défis spécifiques (se construire dans une identité biculturelle, faire face à la discrimination, etc.), la diversité de leurs parcours d’intégration psychosociale et de leurs processus de personnalisation se manifeste par la construction d’identités professionnelles plurielles. Celles-ci se traduisent notamment par 2 manières d’être au métier : s’investir d’une mission professionnelle interculturelle en jouant un rôle de médiateur auprès d’élèves issus de familles défavorisées et/ou immigrées ; ne mettre en œuvre aucune pratique volontariste
This study, conducted from a socioconstructivist framework, used qualitative methodology to explore the construction of minority teachers’ professional identity. Data collection consisted of in-depth semi-structured interviews with 20 primary school teachers aged from 30 to 35 years old (10 descendants of immigrants – 10 of French origin). The verbatim was analyzed using content analysis methodology. Comparisons between the 2 groups have shown differences and similarities in their: familial education, values, relationship to religion, career choice, professional representations. The analysis of minority teachers’ interviews has revealed the primordial contributions of interpersonal relationships in the construction of their professional Self (with significant others from family and school contexts, in particular). As descendants of immigrants they have faced specific challenges (face racism and discrimination, build an ethnic identity, etc.), the diversity of their psychosocial integration paths occurs in the construction of contrasted professional identities. Some of them are motivated by a desire of social justice, the goal of creating a bridge between mainstream culture and minority cultures becoming a career mission. Others, don’t do anything in particular for disadvantaged pupils or for those belonging to ethnic minorities

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Cunha, Marinaldo de Almeida. "Expectativas de estudantes concluintes do ensino médio em escolas públicas estaduais de Campina Grande: trajetória e perspectiva." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/10502.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico
Success and School failure have been quite common themes in academic papers researching on students graduating high school from public or private schools. However, few investigate the student look that still attends this level of education, and what these people expect of themselves for the near future with the way the determinants received from family and social relationships influence the young in your possible choice. Thus, this paper aims to identify the expectations of young students on their own destiny and the relationships involving their choices upon completion of high school. The study is an empirical research aimed to characterize individuals in socio-economic terms, in addition to showing existing profiles in the classroom and seek to know the social relations kept by the subjects in and out of school. Primarily aimed to understand the expectations of young high school students from public schools in the city of Campina Grande, Paraíba. Therefore we wish to observe how the environment and social groups such as family, school, among others, have a direct or indirect influence on the individual to choose the educational path and / or professional to be followed after completion at this level of education. The Pierre Bourdieu s concepts of cultural, social and economic capitals will be the work tab in the quest to understand how social origin and social relations are determining factors in the choice of the future of the individual. We also employ the concepts of primary and secondary socialization of Berger and Luckmann. The first form of socialization is responsible for the insertion of the individual in social media, and the second, by the process that introduces the individual already socialized into new sectors of society
Sucesso e fracasso escolar têm sido temas bastante comuns em trabalhos acadêmicos que pesquisam sobre estudantes egressos do ensino médio de escolas públicas ou privadas. Entretanto, poucos relacionam o olhar do estudante que ainda cursa esta etapa de ensino, e o que esses indivíduos esperam de si mesmos para um futuro próximo com a forma pela qual os determinantes recebidos dos familiares e das relações sociais influenciam o jovem na sua possível escolha. Sendo assim, este trabalho pretende identificar as expectativas de jovens estudantes sobre seu próprio destino e as relações que envolvem suas escolhas na conclusão do ensino médio. O estudo consiste numa pesquisa empírica que visa caracterizar os indivíduos em termos socioeconômicos, além de traçar os perfis existentes na sala de aula e procurar conhecer as relações sociais mantidas pelos sujeitos dentro e fora da escola. Prioritariamente buscamos identificar as expectativas de jovens estudantes do ensino médio de escolas públicas estaduais da cidade de Campina Grande, Paraíba. Pretendemos assim, constatar de que forma o meio e os grupos sociais, tais como a família, a escola, dentre outros, exercem influência direta ou indireta sobre o indivíduo na escolha do caminho educacional e/ou profissional que pretende seguir após a conclusão deste nível de ensino. Os conceitos de capital cultural, social e econômico de Pierre Bourdieu serão o guia do trabalho na busca de compreender como a origem social e as relações sociais são fatores determinantes na escolha do futuro do indivíduo. Também empregamos os conceitos de socialização primária e secundária de Berger e Luckmann. A primeira forma de socialização é responsável pela inserção do indivíduo nos meios sociais e, a segunda, pelo processo que introduz o indivíduo já socializado em novos setores da sociedade

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Fachinetto, Rochele Fellini. "A "casa de bonecas" : um estudo de caso sobre a unidade de atendimento sócioeducativo feminino no RS." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/14686.

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Esta dissertação trata dos processos de socialização primária e secundária das adolescentes autoras de ato infracional que cumprem medida sócio-educativa de internação na Fase – Fundação de Atendimento Sócio-Educativo do Estado do Rio Grande do Sul, em Porto Alegre. O objetivo deste trabalho é, através da socialização primária, elaborar o perfil dessas jovens e, a partir da socialização secundária, compreender as condições em que elas vivem na instituição e como vivenciam a medida sócio-educativa de internação. Para tal, a análise desses processos considera quatro dimensões principais: a individual, a familiar, a coletiva e a educacional/profissional. A problematização deste trabalho se insere na perspectiva da sociologia da conflitualidade, que centra a sua análise nos mecanismos de controle social exercidos pelo Estado. De modo a articular distintas áreas do conhecimento, lança-se mão também das contribuições teóricas da sociologia jurídica e da criminologia através da perspectiva do labeling approach, que mostra como esse controle social acaba “selecionando” alguns indivíduos em detrimento de outros. Desta forma, busca-se elaborar o perfil das adolescentes, com intuito de verificar quem são as jovens “selecionadas” pelos mecanismos de controle social e como são construídos seus processos de socialização primária. Em relação à internação, procura-se compreender como as jovens vivenciam a privação de liberdade, como constroem as relações no cotidiano institucional, quais estratégias elas lançam mão nesse universo. O estudo possibilitou verificar que o controle social não atua somente na “seleção” das condutas para ingresso no sistema, mas ele persiste durante a internação das jovens, através de práticas que configuram um tipo de atendimento específico destinado somente às meninas, que procura “adequá-las” a determinados padrões socialmente aceitos. O trabalho também problematiza o ECA, pois, ainda que represente uma conquista em relação aos direitos das crianças e adolescentes, muitas das suas garantias são utilizadas como recurso para aumentar o controle sobre as internas.
This paper deals with the primary and secondary socialization process of female juvenile transgressors who are sentenced to a social-educational measure of detention at Fase (Fondation of Social and Educative Service of do Rio Grande do Sul, in Porto Alegre. The goal of this study is, through primary socialization, to establish the profile of those girls and, trough secondary socialization, to understand the conditions which they live in that institution as well as how they experiment the social-educational measure of detention. For this, the analyze of those processes considers four main dimensions: the individual, familiar, collective and educational/professional ones. The problematization of this research is in the sociology of conflictuosity perspective that focus on the analyze of social control mechanisms used by State. In order to articulate different fields of knowledge, it is also used theorical contributions from Law sociology and criminology through labeling approach point of view which demonstrates how that social control ends up “selecting” some individuals to the detriment of others. Through this, the profile of those girls is elaborate in order to check who are the girls selected by social control mechanisms and how they primary socialization processes are built. In relation to detention, the aim is to understand how those girls live without their liberty, how they build relationships inside the institutional routine, what strategies they use in that universe. The study has allowed to verify that social control does not only act in the “selection” of behaviors that can make part of this system, but it remains during the detention of the girls through practices that characterize a kind of specific care designated only to the girls and that try to “fit them” to new socially accepted patterns. The study also reflects about ECA (Statute of the Child and the Adolescent), once, even if it still represents a success in relation to child and adolescent rights, many of the guarantees are used as a tool to increase control over the interns.

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Ouellet, Marie. "L'ouverture aux autres en tant que variable pouvant avoir un effet sur les conduites de réciprocité et d'unilatéralité dans une situation de conflit socio-cognitif entre pairs /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1996. http://theses.uqac.ca.

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Desmitt, Claire. "Comment l'amour de l'art vient aux enfants : ethnographie des dispositifs, pratiques et acteurs de la « démocratisation culturelle » entre École primaire et musée d’art." Thesis, Lille 3, 2019. http://www.theses.fr/2019LIL3H035.

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En se fondant sur les apports des Sciences de l'éducation et de la sociologie de la culture, de l'éducation, de l'enfance, de l'action publique et de la socialisation, cette thèse cherche à montrer comment se construisent précocement les dispositions des enfants vis-à-vis des « mondes de l'art », pour parler comme Howard Becker, ou autrement dit comment l' « amour de l'art » vient (ou non) aux individus, et ce dès l'enfance. Nous cherchons en particulier à répondre aux questions suivantes : comment peut s'imposer très tôt un arbitraire culturel et des catégories de perception et d'appréciation comme celles d' « art », d'« œuvre d'art », de « culture » ou d' « artiste » ? Comment façonne-t-on, dès l'enfance, des êtres sociaux ayant incorporé les attitudes et habitudes, les dispositions mentales et comportementales, associées au discours dominant du prosélytisme culturel ? Comment parvient-on à imposer des modes d'appropriation légitimes des biens culturels ? Comment différentes catégories d'agents de socialisation s'approprient-elles ces normes et comment contribuent-elles à l’entreprise d’inculcation d’un rapport de déférence à l’art ? Et comment peuvent émerger des espaces de résistance à l'ordre culturel, tant du côté des agents socialisés que des agents de socialisation ? Pour explorer ces questions, nous nous appuyons sur une série d’enquêtes ethnographiques menées dans trois musées d'art et plusieurs écoles primaires, articulant observation directe et entretiens, permettant de décrire et d’analyser des dispositifs (non seulement les lois, les institutions mais aussi, dans une perspective foucaldienne, les règles, les discours ou encore les aménagements architecturaux), des acteurs (institutions nationales et supranationales, agents muséaux et de l'Éducation nationale, personnel politique, parents) et des pratiques socialisatrices (dans le cadre des musées d’art en particulier, en lien avec l’institution scolaire et les familles). Cela nous amène à reposer la question de la « démocratisation culturelle », en tant que catégorie d’action publique, dans un contexte scolaire marqué par l’injonction à développer l’éducation à et par l’art, et dans un contexte économique où les institutions et les biens culturels occupent une place importante dans la production de richesses
Our thesis is situated at the crossing of education sciences and sociologies of culture, childhood, public action and socialization. It seeks to show how dispositions toward « Art worlds », to speak like Howard Becker, are early built. In other words, we are trying to know how the « love of art » comes (or not) to people from childhood. We are particularly interested in answering the following questions : how a cultural arbitrariness is early imposed ? How categories of perception and appreciation as « art », « artwork », « culture » or « artist » are built ? How children are shapped to incorporate attitudes and habits, mental and behavioral dispositions which are associated with the dominant discourse of cultural proselitism ? How norms of legitimate appropriation of cultural goods are imposed ? How differents categories of socialization agents appropriate these norms to inculcate a respectful report to art ? And how spaces of resistance to cultural order can emerge on the side of adults and children too ? To explore those questions, we relied on a fieldwork in three art museums and several primery schools, articulating direct observations and interviews. With this qualitative approach, we described and studied what Michel Foucault calls « dispositifs » (not only laws, ordonnances of institutions but also rules, speeches and spacial and architectual developments), actors (national and supranational institutions, museums, schools and political agents, parents), and pratices of socialization (particularly in art museums, in connection with school institution and families). That brings us to ask the question of « cultural democratization », as a type of public action, in a school context marked by an injonction to develop education to and by art. We also paid attention to an economic context where cultural institutions and goods occupy an important place in wealth production

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Boxberger, Clémence. "Violences et justice dans les cours de récréation à l'école élémentaire." Thesis, Artois, 2016. http://www.theses.fr/2016ARTO0101/document.

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Cette recherche interroge, dans une perspective pragmatique, la teneur des disputes entre pairs dans les cours de récréation à l'école élémentaire. Le régime de dispute en violence (Boltanski, 1990), caractérisé par des épreuves de force engageant exclusivement la force des personnes constitue le pivot de notre recherche. Comment et sous quelles conditions les interactions enfantines basculent-elles dans le régime de dispute en violence ou inversement sortent-elles de ce régime ? A l'aide d'une méthodologie fondée sur une approche ethnographique (observations et entretiens semi-scénarisés) et des questionnaires soumis aux écoliers, nous avons été en mesure de caractériser les formes émergentes de ce régime de dispute en violence, révélant ainsi une violence protéiforme ne se limitant pas au seul phénomène du harcèlement. Nous avons démontré que les écoliers recourent à des normes corporelles spécifiques et à des principes issus du monde domestique et du monde civique en vue de stabiliser l'ordre social en récréation et peuvent, sous certaines conditions, employer la violence comme un dispositif visant à contrecarrer les menaces pesant sur ces normes et principes. La compétence à s'extraire du régime de violence est apparue fortement corrélée aux dispositifs pédagogiques en place dans les écoles et à la grandeur que les élèves accordent aux enseignants ainsi qu'aux justifications et dispositifs que ces derniers emploient. La grandeur accordée à ces dispositifs et à la figure enseignante s'est enfin révélée, au fil de l'analyse comme étant étroitement imbriquée à la grandeur politique et civique que les enseignants accordent à l'écolier
This sociological research deals with arguments among children in the school playground at primary school and follows a pragmatic sociological approach. The violent argument regime (Boltanski, 1990), is characterised by power struggles, that exclusively involves people strenght, without any principles. This violent argument regime is the centre of this research. How, and under which conditions peer interactions can get out of that regime? Using a methodology built on an ethnographic approach (observations and interviews based on scenarios) and on questionnaries to pupils, we've been able to characterise the emerging forms of the violent regime, and we showed the existence of a multifaceted violence at elementary school that can't be reduced merely to schoolbullying : this analysis's questionning the psychological approach of schoolbullying at school and discards the portraits of pupils who are either a persecutor or a victim : they can be both of them. Furthermore, pupils use physical norms and principles of justice that come from the domestic and the civic spheres in order to regulate the social order in the school playground and to get out of the violent regime. However, they can also, in the name of those principles, use violence as a device which enable them to stem the threats to those same principles. Moreover, the pupils ability to get out of the violence regime is linked to the teaching devices in the schools and to pupils perception of the teachers and the regulations that teachers use – or don't use. Some teaching devices could help pupils to get out of the violent argument regime and could restructure pupils principles and norms of justice

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Inoue, Sunami. "L'éducation à la vie (inochi) à l'école primaire au Japon : approche anthropologique au miroir du 21e siècle." Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAG008/document.

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Cette recherche s’intéresse aux pratiques pédagogiques des enseignants portant sur le développement du respect de soi, des autres, voire de la vie des élèves en primaire au Japon. L’ « éducation à la vie » est liée au contexte social et scolaire de l’apparition des phénomènes massifs de brimades, de violences, de refus d’aller à l’école et de suicide. S’y associent souvent les problèmes psychologiques comme une faible estime de soi, la tendance dépressive, le développement relationnel et communicationnel insuffisant.Une enquête a été menée auprès des acteurs éducatifs adultes à Kyôto. Prenant une approche anthropologique, nous avons construit une conception de l’éducation à la vie basée sur les données empiriques. Les résultats montrent qu’en faisant cette éducation, les enseignants participent pleinement à la transmission culturelle et à la socialisation des élèves, tout en les éduquant aux normes et aux valeurs culturelles et sociales
This research focuses on the pedagogical practices of teachers relating to the development of self-respect, respect of others and the lives of primary students in Japan. “Life education” is linked to the social and educational contexts of the emergence of bullying, violence, refusal to go to school and suicide among children and young people, which are often associated with psychological problems such as low self-esteem, depressive tendency, insufficient relational and communication development. A survey was carried out among different adult educational actors at the primary school level in the city of Kyoto. Adopting an anthropological approach, life education was examined based on empirical data. The results show that by teaching life education, teachers fully participate in the cultural education and socialization of pupils, while at the same time educating them about cultural and social norms and values

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Lolo, Monney Happy Rosalie. "Vers une évaluation du projet école intégrée (enseignement en langue vernaculaire) dans l'enseignement primaire en Côte d'Ivoire : une analyse des performances scolaires d'élèves ivoiriens." Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM3067.

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La côte d'Ivoire comme la plupart des pays de l'Afrique subsaharienne, est multilingue avec environ soixante (60) langues reparties en quatre grands groupes géographiques et culturels (Mandé, Gur, Kru, Kwa). La langue de scolarisation héritée de la colonisation n'est pas la langue de première socialisation des apprenants. Les connaissances scolaires sont inadaptées aux pratiques issues de la réalité socioculturelle des apprenants. Le faible pourcentage des réussites est attribué à une large part à l'incompétence en français des élèves. En 2000, dix (10) langues ivoiriennes (abidji, agni, baoulé, bété, guéré, koulango, mahou, senoufo, yacouba), sont introduites dans le système éducatif à travers le projet école intégrée (PEI). Le projet école intégrée est installé dans les zones rurales. Ses objectifs principaux sont d'une part, l'amélioration de la couverture scolaire qui est passé de 76% en (2001-02) à 74,3% en (2006-07), indiquant ainsi que près de 26% de la population d'âges scolarisables n'a pas accès à l'école. En milieu rural l'accès à l'école est réduit, (66% en milieu rural contre 83% en milieu urbain, in rapport d'état du système éducatif), et varie d'une région à une autre avec une déperdition de 35%. Le PEI se caractérise par un bilinguisme de transition, l'enseignement est entièrement en langue locale au cours préparatoire première année (CP1), le français est appris oralement. Au CP2 et au CE1 (cours élémentaire première année), l'enseignement est bilingue, les apprentissages en lecture/écriture se font à partir des deux langues et dans toutes les matières
Côte d'Ivoire, like most sub-Saharan African countries is a multilingual country with about sixty (60) local languages split into four main geographical and cultural groups: the Mandé, the Gur, the Kru, and the Kwa). The language of socialisation inherited from the colonial period is not learners‘s first language. What pupils learn at school is not adapted to their socio-cultural realities. Lower rate of success at school is on one side mostly due to the learner's incompetence in French. In 2000 ten (10) Ivorian local languages ( Abidji, Agni, Baoulé, Bété, Guéré, Koulango, Mahou, Sénoufo, Yacouba,) were introduced into the educational system in the framework of the integrated school project (PEI in French). The integrated school project (I S P) exits in rural areas only. Its main objectives are on one hand to improve school needs cover, which fell from 76% (in 2001- 2002) to 74.3% in (2006-2007), thus indicating that nearly 26 % of kids who have reached the age to go to school do not have access to school. In rural areas, access to school is still low (66 % in rural areas against 83% in urban areas, says the national report on the educational system), and varies from one region to another with the loss of 35%. The integrated school project (I S P) is characterized by a bilingualism of transition. The teaching is entirely conducted in the local language of the region at CP1 (first grade), French is introduced only orally. At CP2 and CE1 (second and third grade) teaching takes palace in a bilingual classroom environment .Learning how to read and write is conducted in both languages; this in all the school subjects

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Ben, Miled Aïcha. "Éducation familiale et rapport au savoir chez des garçons et des filles tunisiens de première année d'école primaire : une approche interactionniste sociale." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2012. http://tel.archives-ouvertes.fr/tel-00727300.

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L'objectif de cette recherche est d'analyser l'impact des processus éducatifs sous-jacents à l'élaboration du rapport au savoir chez des garçons et des filles tunisiens scolarisés en première année de l'école primaire. Nous centrons notre étude sur l'analyse des processus psychologiques selon les dimensions impliquées dans la construction identitaire et sociale du sujet. En accord avec notre approche interactionniste sociale qui privilégie l'étude de l'interstructuration entre l'individu et ses milieux de vie, nous avons mené des entretiens auprès de 16 enfants et des trois dyades : parents-enfants, élèves-enseignants et parents-enseignants. Notre approche qualitative repose sur une démarche d'analyse inductive basée essentiellement sur l'étude de cas singuliers de garçons et de filles selon des styles éducatifs prototypiques. Les résultats révèlent que les enfants élaborent des formes hétérogènes de rapport au savoir dès le début de l'entrée à l'école. Nos analyses permettent d'établir l'existence d'une concordance entre les styles éducatifs parentaux et les figures du rapport au savoir élaborées par les jeunes enfants-élèves. Il s'avère que si l'influence du milieu familial est déterminante, elle n'est pas exclusive si nous considérons d'une part, l'action dialectique des diverses milieux de vie et d'autre part, l'activité de réappropriation singulière du sujet comme acteur de son propre développement. De ce point de vue, les interactions avec l'enseignant peuvent donner du sens aux activités scolaires, enrichir l'expérience scolaire et susciter le rapport au savoir des élèves.

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Al-Bataineh, Anke. "Cent ans après : Politiques scolaires et la vitalité des langues en danger le cas de l'arménien occidental." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015INAL0017/document.

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L’arménien occidental est classé comme langue en danger depuis 2010, mais il est enseigné dans un réseau d’écoles arméniennes à travers une diaspora mondiale, crée par un génocide en 1915. Les inscriptions sont en déclin dans les écoles du Moyen-Orient depuis quatre décennies, alors qu’en France on observe un développement des écoles privées. Toutes les écoles sont confrontées à une culture éducative en évolution. Les données sont collectées à Beyrouth, Amman, Paris et Marseille, et des participants venant d’Alep. L’approche est interdisciplinaire, poststructuraliste et constructiviste, dans le but de comprendre le rôle des politiques scolaires dans l’attractivité des écoles et dans la transmission linguistique et dans la promotion de la vitalité de la langue dans chaque contexte. L’analyse de discours est employée pour analyser les représentations de la langue et des écoles aux niveaux personnel et structurel. Les théories de la vitalité ethnolinguistique et de la socialisation linguistique aident à éclairer les liens entre la politique, le choix des parents, et la vitalité de la langue. Le choix des parents est approché du point de vue de la psychologie de la consommation, et finalement c’est la notion de l’habitus (de Bourdieu) qui éclaire le mieux les dynamiques de ce choix et pourquoi il constitue souvent une rupture définitive avec l’institution. L’étude montre que les politiques au-delà de l’institutionnel ont moins d’influence sur le maintien de la langue que l’inscription à l’école et les discours dominants. Des préconisations sont formulées pour des changements de la politique scolaire et de la pédagogie
Western Armenian was declared “definitely endangered” in 2010, although the language is taught in private Armenian schools across a global diaspora created by a genocide in 1915. Enrollment in Armenian schools in the Middle East has been declining for four decades, while the Armenian schools of France are growing & evolving & all are facing a rapidly changing educational climate. Conducted in Beirut, Amman, Paris & Marseille, and involving participants from Aleppo, this study analyzes data from more than 100 diasporan Armenians and a dozen schools. An interdisciplinary, post-structuralist & constructivist approach is taken to understanding the roles of school policies in attracting parents to Armenian schools, in effectively transmitting the language to students, & promoting the vitality of the language in each of the four contexts. Discourse Analysis is applied to both structural & personal representations of the language & of the schools. Ethnolinguistic Vitality & Language Socialization theories are used to understand the connections between policy, parent school choice & the wider vitality of the language. Parent school choice is looked at in terms of consumer psychology, and ultimately Bourdieu’s concept of habitus is the most apt for explaining why Armenian parents choose non-Armenian schools, & why this often becomes a definitive family break from the institution. Policy above the school level is found to have less impact on vitality than school enrollment & dominant discourses on language maintenance. Recommendations are made for policies & pedagogy

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Ching-Ling, Liu, and 劉靜鈴. "The process of post-bachelor primary school teachers’ professional socialization." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/74920997477237620009.

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碩士
國立嘉義大學
國民教育研究所
95
The process of post-bachelor primary school teachers’ professional socialization Liu Ching-Ling Graduate Institute of Elementary Secondary Education National Chiayi University Abstract This research uses Qualitative Inquiry Methodology and gathers all the information by interviewing. Recall the interviewers’ personal experience and analyze the related materials. This research helps us to understand the process of post-bachelor primary school teachers’ professional socialization. The interviewers are one male teacher and four female teachers. The aims of this research are to: (1) analyze teacher professional ability (2) analyze post-bachelor primary school teacher professional socialization before they entered the teacher-cultivating institutions. (3) analyze post-bachelor primary school teacher professional socialization in the teacher-cultivating institutions. (4) analyze post-bachelor primary school teacher professional socialization when they are doing teaching-related jobs. The results: 1. The experience of post-bachelor teachers before they entered the teacher-cultivating institutions helps teacher professional socialization. （1）The experience in the college period is positive to post-bachelor primary school teacher professional socialization. （2）Working experience increases post-bachelor primary school teachers’ professional abilities. （3）The motivation of being a teacher enhances the willingness of post-bachelor primary school teachers to go further study in their professional fields. 2. The process of teacher professional socialization in the teacher-cultivating institutions is positive and helpful to post-bachelor primary school teachers. 3. The teacher professional socialization in working periods is a direct and continuous process, but it will have positive or negative influence from the surroundings. Keywords：Post-bachelor primary school Teacher, Teacher Professional Socialization, Teachers’ Professional Competency

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Chien, Hung-hsu, and 簡宏旭. "The Relations between Consumer Socialization and Consumer Behavior in Grade 5-6 Students of Primary School." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/8jm4k9.

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碩士
國立中山大學
中國與亞太區域研究所
97
ABSTRACT Paper name：The Relations between Consumer Socialization and Consumer Behavior in Grade 5-6 Students of Primary School The school（courtyard）the group leaves：National Sun Yat-sen University, Institute of China and Asia -Pacific Studies Student：Chien Hung-hsu Instructs professor：Dr. Weng Jai-hsi In earlier days, Taiwan was an agricultural society and economic conditions of general families were rather poor. It was after the take-off of Taiwan economy that it brought progress and prosperity to Taiwan society and upgrading of living standard to families. These of course resulted in increase of consumption capacity as well as drop in age of consumers and increase of frequency of consumption behavior. Studying the consumption behavior of children can help the understanding of development of adults’ mode of consumption behavior. In this research, we adopted Questionnaire Survey and targeted at senior students of elementary school. The survey recovered 1,140 valid responses. The purpose of this research is in studying the effect of consumption behavior of senior students of elementary school with different background variables and consumption socialization. In this research, we divided consumption behaviors into Material Enjoyment, Calculated, Pulsating, Conspicuous types. Independent sample T test, ANOVA, Pearson Product / Difference Correlation and certain other statistical analysis method were employed to test the assumptions of the research. Findings of the analysis of the results of research are: a. There is significant difference in parental influence over the socialization of consumption of senior students of elementary school with different background variables, b. There is significant difference in peer influence over the socialization of consumption of senior students of elementary school with different background variables, c. There is significant difference in TV commercial influence over the socialization of consumption of senior students of elementary school with different background variables, d. There is significant difference among students of elementary school with different background variables and e. There is significant correlation between socialization of consumption and consumption behavior of senior students of elementary school. Finally, based on the result of the research, we present suggestions for reference of parents, schools and future researchers. Key words: Consumer Behavior, Consumer Socialization, Students of Primary School.

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Shu-Fen, Chen, and 陳淑芬. "A Study of Participation Motive and Sport Socialization of the Pupils in Sport Community of the Primary School." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/2r2z8p.

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碩士
國立臺東大學
健康促進與休閒管理碩士在職專班
97
The purpose of this study was to explore the participation motive of the pupils in the sport community and the sport socialization in this process. ‘The measurement table of participation motive in sport community of the pupils’ edited by Chia-Fuwei Cheng and ‘the measurement table of sport socialization of defined item sport for students’ edited by Huang-Chia Hung were used as study tools. The objective of this study were the pupils from fourth grade through sixth grade who attended sport community, separated grade and random cluster sampling was used, 825 copies of questionnaire were issued to 33 primary schools and 778 effective copies were obtained. After descriptive statistics and discussion, three items of results were concluded: 1.Boys in primary school were higher than girls in sport development, self-challenge, achievement requirement, and pleasure from sport, especially the boys who attended various ball terms which had longer time for practice, long term attended and extra time for sport were higher participation motive. 2.The degree of influence by peer, community, media on boys were much higher than on girls. The pupils attended ball terms were easier influenced by community and media; the pupils who had extra time for sport were higher degree influenced by sport socialization. 3.The higher participation motive of the pupils, the higher degree of sport socialization.

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Navare, Savita R. "The role of education in socialization of Scheduled Caste Women - A case study of primary school teachers in Pune." Thesis, 1990. http://hdl.handle.net/2009/5756.

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Mills, Kathryn Jean. "An exploration of children in middle childhood`s homeschooling experience." Thesis, 2009. http://hdl.handle.net/10500/3308.

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The study explores children in middle childhood’s experiences of homeschooling. The researcher makes use of a qualitative research design in the form of a case study, studying the participants’ experiences of homeschooling in their natural setting. The sample consisted of children in middle childhood who participated in semi-structured interviews exploring their individual experiences pertaining to learning at home, their familial relationships and their social learning in the homeschooling environment. Developmental aspects relating specifically to middle childhood are discussed and utilised along with the views of the participants in this study, those of experts, and literature reviews in order to gain a genuine understanding of the child’s experience of homeschooling.
Sociology
M. Diac. (Play Therapy)

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WU, RUEY-CHIAO, and 吳瑞巧. "Comparison of the differences of socialization between the only-child and the child with siblings (Subjects: the pupil of primary school in Taipei County, Taiwan)." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/77022614733313294823.

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碩士
國立臺北大學
社會學系
95
The main purpose of this study is to analyse the outcomes of socialization and influence on the only-child at early-stage of social networks short of affinity with siblings, later in primary education system.With understanding the advantages and disadvantages of being "only-child" in family and with comparasion of other similiar studies internationally, we respect to further involve in the discussion of the only-child social problem in Taiwan In this study we found three dimensions of development in the process of socialization to the "only-child" and the "non only-child". First, there is no significant difference between the two. Second, there was little obvious difference between the two at early stage in family, however there has been more and more significant differences between the two with the environmental and aged progress. The "only-child" faces the disadvantage to become socialized.Third, the difference at early-stage in family between the two does exist a few but will converge with time, finally come to the equivalently developmental status. The outcome of our study is partially different compared to the studies in the U.S. and the Mainland China. The "only-child" is not apparent to show their dominancy on academic achiements and self-care capabilities for daily life. Upon the aspect of personal characters, no statistically significant outcome of the personality traits of virtue is found , except the apparent behaviors which are not found appropriate for the "only-child" during the process of socialization.

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Chu, Yu-Yun, and 朱鈺雲. "The impact of Teacher's Socialization Style, Peer relationships, Parent-child relationship on Student's Learning Adjustments - A study of a primary school in New Taipei City." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/22649078957814805476.

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碩士
國立臺北大學
社會學系
101
The purpose of this study was to investigate the impact of teachers' disciplinary styles, parent-child relationship and peer-relationship on elementary school students’ learning adaptation (learning attitude, learning habit, learning method). Through random sampling, questionnaires were distributed to grade 1st to grade 6th students in Xinzhuang Dist, New Taipei City. A total of 672 valid samples were collected. All date were analyzed by descriptive statistics, one-way ANOVA and Multiple Regression Analysis. The main research findings are as follows: 1.Female students have better learning adaptation. 2.Lower graders have better learning adaptation than olders. 3. The better parent-child relationship he has, and the better learning adaptation he will be. 4. The better peer-relationship he has, and the better learning adaptation he will be. 5. Students whose teachers adopt an authoritative disciplinary style have better learning adaptation. Based on our research findings, this study proposes some suggestions to educational officials, elementary school teachers and further research.

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McFarland, Amy Lene'. "Growing Minds: The Relationship Between Parental Attitude about Nature and the Development of Fine and Gross Motor Skills in Children." Thesis, 2011. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9067.

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Adults associate their childhood with playing outdoors, often in natural settings. This type of free play is valuable to child development. Children tend to use outdoor play areas in physically active ways, and time spent outdoors relates positively to increased physical activity in children. However, children today are spending an increasing amount of time indoors rather than outdoors. Recent research has shown that the amount of time children spend in outdoor play is directly related to parental concerns about their children's exposure to outdoor hazards. The purpose of this project was to investigate the relationship between parental attitude toward nature and the development of fine and gross motor skills in young children. The sample for this study was drawn from parents of children ages 3 to 5 years old enrolled at one of two University Child Development Centers. The assessment tool used was composed of sections that ask parents about their attitudes toward nature, about their young children spending time outdoors, how much time their children actually spend in outdoor and indoor activities, and standard demographic questions. The childcare centers independently assessed d correlations and ANOVA. Results from this study indicated that parents had positive views toward nature and towards their child's recreation. Children who participated in certain indoor activities tended to score higher in the area of fine motor skills. However, children who spent more time indoors in free play had lower gross motor skill scores. Parents who scored better on the Parental Attitude toward Their Child's Outdoor Recreation scale reported that their child spent more time in outdoor free play and outdoor organized sports and activities. Parents preferred outdoor play spaces when compared to indoor play spaces and specifically those outdoor spaces that were constructed with more nearby natural components.

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Mkuchu, Sydney Gamaliel Valentino. "Gender roles in textbooks as a function of hidden curriculum in Tanzania primary schools." Thesis, 2004. http://hdl.handle.net/10500/1894.

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One gender related issue addressed in the Education and Training Policy of Tanzania is the thrust to ensure that gender equality prevails in the schooling process. One way of implementing gender equality is the elimination of gender role stereotyping in school textbooks. Tanzania scholarship on gender shows that there is knowledge gap on how gender roles are depicted in textbooks. Furthermore there are no adequate mechanisms to ensure the production of textbooks that are free from gender stereotyping. Based on a Liberal Feminist Framework, the study using content analysis method has examined the extent to which gender roles had been portrayed in the 40 textbooks in the six subjects taught in Tanzanian government primary schools. Further, employing interviews, the study examined mechanisms instituted by the Ministry of Education and Culture (MOEC) and Publishers to ensure that the production of textbooks is not gender biased. The findings of this study include the following:  Female compared to male characters were being under represented in:  Frequency of appearance and power related aspects such as leadership, ownership of property and association with technology,  leisure and sports activities;  The depiction of reproductive and productive roles is biased into traditional femininity and masculinity;  Gender biased language is minimal; and  Personality traits are differentiated between traditional masculinity and femininity groupings; and  The mechanisms to eliminate gender stereotyping in producing textbooks are inadequate as the emphasis is on producing textbooks that matched with the official curriculum. The Hidden Curriculum Theory and the corresponding Social Learning Theory instruct that gender biased hidden messages in textbooks are acquired by students through socialization. Gender biased hidden messages have the negative impact of creating a society that disrespects gender equality. While both boy and girl learners are negatively affected by these messages, girls are more affected in not building positive self-esteem, have less career options and few role models. The study concludes with recommendations to stakeholders in textbooks production to produce non-sexist textbooks. The recommendations are intended to generate awareness on the importance of producing textbooks that are non-sexist. This is coupled with recommendations for further studies.
Educational Studies
D. Ed. (Comparative Education)

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Aparício, Cristina Lopes. "Relatório de estágio do ensino da prática supervisionada: crescer para ser." Master's thesis, 2014. http://hdl.handle.net/10400.26/9462.

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Este relatório insere-se no âmbito da Educação Pré-Escolar e 1.º Ciclo. No mesmo é apresentado uma síntese da prática pedagógica desenvolvida em contexto Pré-Escolar, num grupo heterogéneo e em contexto de 1.º ciclo, numa turma do 2.º ano. No desenvolvimento dessa prática foi identificada, em ambos os grupos de crianças, uma problemática / área de intervenção prioritária, a área de formação pessoal e social, no domínio da cooperação, socialização e respeito pelo outro. Por se considerar muito importante o desenvolvimento das competências nesse domínio, procurou-se em literatura educacional soluções que contribuíssem eficazmente na formação das nossas crianças, nomeadamente nesses domínios. Nas pesquisas efetuadas encontrámos vários autores que consideram as metodologias lúdicas como estratégias promotoras do desenvolvimento cognitivo, social e moral. Contemplando a opinião de alguns autores citados ao longo deste trabalho, introduziu-se na prática desenvolvida essas metodologias, de modo a contribuir para o desenvolvimento destas competências. Apresentam-se neste relatório alguns exemplos de atividades realizadas com estas metodologias. No relato e análise das mesmas, em ambas as valências, confirma-se a importância do lúdico e do jogo na aprendizagem e desenvolvimento das crianças. No entanto, os resultados apurados através de instrumentos de avaliação de competências, quer em contexto Pré-Escolar, quer em 1.º Ciclo, não foram muito significativos ao ponto de se considerar que os jogos e as atividades lúdicas promovem o desenvolvimento de competências sociais. Contudo, considerando a abordagem teórica que aponta nesse sentido, pondera-se que a aplicação sistemática destas metodologias alcançaria resultados mais positivos. Apesar de não terem sido alcançados os resultados esperados crê-se, tal como estes autores, que estas são metodologias que devem ser adotadas.
This report pertains to Pre-school Education and Primary Education. It offers an overview of the pedagogical practice developed in a Pre-school context, with a heterogeneous group, and in the context of Primary Education, working with a second grade class. In both groups there was an identification and development of a priority intervention area, the area of personal and social education, which addressed cooperation, socialization and respect for others. Considered a very important area of development, we sought solutions in educational literature to contribute effectively in the education of our children, particularly in those areas. Several authors consider the playful methodologies as promoters of cognitive strategies, social and moral development. Contemplating the opinion of some authors cited throughout this work, we introduced in the practice developed these methodologies in order to contribute to the development of these skills. This report presents some examples of activities with these methodologies. Troughout the reporting and analysis in both education ranges, this study confirms the importance of fun and learning games for the development of the children. However, the results obtained by instruments of skills assessment, both in the Pre-school context and in Primary Education, were not significant to the point of considering that games and playful activities promote the development of social skills. On the other hand, considering the theoretical view that points in that direction, we believe that the systematic application of these methodologies could result in better outcomes. Although we have not achieved the expected results, it is believed, as these authors do, that these methods should be adopted.

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Абакумова, Тетяна Юріївна, and Tetiana Yuriivna Abakumova. "Формування позитивного ставлення до закладу дошкільної освіти в контексті первинної соціалізації дітей молодшого дошкільного віку." Master's thesis, 2021. http://repository.sspu.edu.ua/handle/123456789/11875.

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У кваліфікаційній магістерській роботі теоретично обґрунтовано сутнісну характеристику позитивного ставлення дітей молодшого дошкільного віку до ЗДО в науково-педагогічній літературі, що є актуальним для раннього онтогенезу з високим рівнем спостережливості, знаходження порозуміння з оточенням, позитивним ставленням до себе і світу. Визначено і обґрунтовано педагогічні умови позитивного ставлення. Розкрито критеріально-рівневе оцінювання сформованості позитивного ставлення до ЗДО дітей молодшого дошкільного віку. З’ясовано, що дитина четвертого року життя використовує власні механізми ставлення опираючись на особистий досвід, набутий через наслідування, ігрову діяльність, спілкування і взаємодію з однолітками і дорослими, та власні психологічні резерви, пов’язані зі стресостійкістю, соціальними перевагами, здатністю до пристосування та ідентифікації себе серед інших. Проведена експериментальна робота засвідчує ефективність розробленого комплексу педагогічних умов, що підтверджують отримані результати контрольного зрізу.
The qualifying master’s thesis theoretically substantiates the essential characteristics of the positive attitude of junior preschool children to the preschool education institution in the scientific and pedagogical literature, which is relevant for early ontogenesis with a high level of observation, finding understanding with the environment, positive attitude to themselves and the world. The pedagogical conditions of the positive attitude are determined and substantiated. The criterion-level assessment of the formation of a positive attitude to the health of children of primary school age is revealed. It is found out that a child of the fourth year of life uses his own mechanisms of attitude based on personal experience gained through imitation, play, communication and interaction with peers and adults, and his own psychological reserves associated with stress, social benefits, ability to adapt and self-identification among others. The conducted experimental work testifies to the effectiveness of the developed set of pedagogical conditions, which confirms the obtained results of the control section.

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HOŠTIČKOVÁ, Věra. "Sociální prostředí v rodině osob (dětí), se zdravotním postižením." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-381502.

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The given Diploma Thesis focuses on social environment in the families with disabled children. The first three chapters describe the process of socialization and its impact on human development, then a family creating an environment for primary socialization and finally the third chapter describes examples of physical disabilities and specifics related to socialization of disabled people. This phenomena, examined and verified through the qualitative research, constitutes the issue of the fourth chapter. The qualitative survey is based on semi-structured interviews, followed by their open-coding assessment. The survey demonstrates changes, both in the family and in the family´s social environment, which occurred after the birth of a child with physical disability, or after detecting a diagnosis as a consequence of the acquired disability. The topic in question also discusses difficulties associated with care of a children with physical disability, as for the time, mental, social and other requirements.

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HOUDKOVÁ, Lenka. "Domácí vzdělávání." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-135709.

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The thesis deals with homeschooling. Theoretical part defines the basic concepts of homeschooling and describes the development of a child from six to eleven years of age. There is also analysis of history, development and legislation of homeschooling. The last part describes the practice of homeschooling from the perspective of the family and the institutions. Practical part of the thesis is focused on the search for common characteristics of families and children in homeschooling. This section is based on information obtained through interviews with parents and teachers. Analysis results are reported in the interview evaluation of hypotheses.

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Leškaničová, Lenka. "Pedagogický projekt a jeho uplatnění při osobnostním a sociálním rozvoji dětí v mateřské škole." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-306045.

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The thesis is focused on a preschool-aged children and on possibilities of their personality and social development through the educational project in preschool education. The first, theoretical part, deals with the process of socialization which is broadly developing after the start of preschool education. It also presents pieces of information about educational process in pre-primary school related to the importance of the process of socialization in educational practice as well as in relation to contemporary personality approach and comprehensive integrated approach in preschool education. The main focus remains on the possibilities of educational projects in this area. The second, practical part, explores via observation and questionaire methods the personality expressions of children in social interaction and relationships between children. But first and foremost it verifies the benefits of educational projecting for the possibility of intentional work on personality and social development of children in pre-primary school. KEY WORDS socialization, personality of a preschool child, pre-primary school, preschool education, personality model of preschool education, pre-primary school teacher, educational project

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ŠTORKOVÁ, Andrea. "Opodstatněnost programů primární prevence rizikového chování na základních školách v ČR." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-152551.

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The final thesis deals with the substantiation of primary prevention programmes in primary schools in the Czech Republic, which are carried out by external employees in non-profit organizations. The first part is characterized by contemporary youth in the context of the society. The second part is devoted to high-risk behavior. This section describes the different forms of high-risk behaviour and factors that affect its origin. The third section describes the historical context of primary prevention, principles of effective primary prevention and the implementation of primary prevention programmes in Czech schools. The fourth section examines the ethical issues. The individual interests of persons involved into primary prevention are described here. The last part deals with the individual principles of effective primary prevention and evaluate the real level of fulfillment of these principles. The effectiveness and conclusion of this work is based on the results of evaluating these programmes. The conclusion applies to the evaluation, importance and relevance of the identified aspects of primary prevention programmes in schools.

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Laranjo, Anabela Coentro Vicente da Silva. "Partilhar saberes e experiências: uma experiência de aprendizagem cooperativa, numa turma de 1º ciclo." Master's thesis, 2011. http://hdl.handle.net/10437/1686.

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Orientação: Isabel Rodrigues Sanches da Fonseca
O presente Trabalho de Projecto enquadra-se no Curso de Mestrado em Educação Especial - Domínio Cognitivo e Motor, da Universidade Lusófona de Humanidades e Tecnologias e teve como objectivo a intervenção junto de uma turma de 1º ano, seguindo a metodologia da investigação-acção. Este projecto foi desenvolvido numa escola de 1º ciclo, a qual faz parte de um dos Agrupamentos de Escolas da cidade de Portalegre. Esta escola é frequentada por 185 alunos cujo contexto sociocultural é bastante heterogéneo, apresentando estes grande disparidade a nível económico, social e afectivo. Das 8 turmas existentes na escola, 2 são de educação Bilingue de Alunos Surdos. Contudo, várias são as crianças consideradas com Necessidades Educativas Especiais (NEE) pertencentes às restantes turmas, duas delas da Unidade de Apoio à Multideficiência. Pelo facto de na turma com a qual nos propusemos trabalhar existirem crianças consideradas com Necessidades Educativas Especiais e os seus alunos apresentarem também hábitos de trabalho individualista, planificámos a nossa intervenção com base num trabalho cooperativo, privilegiando os saberes já adquiridos como base para a nova aprendizagem, no sentido de promover uma verdadeira educação inclusiva. Ao longo da nossa intervenção em contexto de sala de aula, planificada conjuntamente com a professora titular da turma, bem como ao nível do contexto familiar, após cada sessão, foi elaborado o relatório descritivo da mesma e realizada uma reflexão e respectiva avaliação de todo o processo desde o início até ao fim da aula, visando a sua reformulação sempre que tal se justificasse. Desta forma e como poderemos constatar ao longo deste trabalho e mais à frente nas reflexões conclusivas deste Projecto, foi através da partilha dos saberes e das reais capacidades de cada aluno, fosse ele considerado com NEE ou não, que se fomentou a verdadeira educação inclusiva neste grupo/turma, sendo que, no nosso caso, a autonomia e a socialização foram áreas de grande enfoque.
This research project fits into the Master's Degree in Special Education - Cognitive Domain and Motor, Lusophone University of Humanities and Technology and the intervention was aimed at a class of 1st year, following the methodology of action research. This project was developed in a school in a cycle, which is part of one of the school groups in the city of Portalegre. This school is attended by 185 students whose socio-cultural context is very uneven, with these great disparity in economic, social and emotional issues. Of the eight existing classes in school, two are of Bilingual Education of Deaf Students. However, many are considered children with Special Educational Needs (SEN) belonging to other classes, two of the Support Unit to multiple disabilities. Because of the class with which we set to work there are considered children with special educational needs and pupils make too individualistic work habits, plan our intervention on the basis of cooperative work by focusing on the already acquired knowledge as a basis for new learning in order to promote effective inclusive education. Throughout our intervention in the context of the classroom, planned jointly with the professor in class, and the level of family context, after each session, the report was prepared describing the same and held a discussion and the review of all process from the beginning to the end of class, seeking to recast its always so justified. In this way and how we saw throughout this work and further ahead in the concluding reflections of this project was through the sharing of knowledge and real abilities of each student, he was regarded with special needs or not, that fostered inclusive education in the real group / class, and, in our case, autonomy and socialization have been areas of great emphasis.

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"The Development of Adult Sex-typed Social Behavior in Lemur catta." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.14674.

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abstract: Unanswered questions about the evolution of human gender abound and are salient across the anthropological disciplines and beyond. Did adult sex-typed behavioral tendencies actually evolve? If so, when? For what purpose? The best way to gain insight into the evolution of human gender is to understand the evolution and development of sex-typed behavior in comparative primate taxa. Captive research indicates that there are many proximate factors likely to shape the development of sex-typed behavior in non-human primates—prenatal and postnatal endocrinological experience, social experience, ecological factors, and their interactions. However, it is largely unknown how sex-typed behavior proceeds and is shaped by those factors in evolutionarily salient environments. This study investigated one—whether extrinsic sexually differentiated social interactions are likely influential in the development of adult sex-typed behavior in wild-living Lemur catta. Little is known about sex-typed development in this species or in strepsirrhines in general. This research therefore addresses an important phylogenetic gap in our understanding of primate sex-typed development. Behavioral observations were carried out on mixed cross-sectional sample of adult females (n=10), adult males (n=8), yearling females (n=4), yearling males (n=4), and newborn females (n=16) and males (n=14) at Beza Mahafaly Special Reserve in southwest Madagascar from September 2008 to August 2009. Twenty-three sex-typed behaviors were identified in adults using linear mixed effects models and models of group response profiles through time. Of those, only eight had a pre-pubertal developmental component. Infants did not exhibit any sex differences in behavior, but juveniles (prepubertal, weaned individuals) resembled adults in their (relatively few) patterns of expression of sex-typed behavior. Most adult sex-typed behaviors in this species apparently develop at or after puberty and may be under gonadal hormone control. Those that develop before puberty do not likely depend on extrinsic sexually differentiation social interactions for their development, because there is no clear evidence that infants and juvenile male and females are not treated differently by others according to sex. If sexually differentiated social interactions are important for sex-typed behavioral development in subadult ,italic>Lemur catta, they are likely intrinsically (rather than extrinsically) driven.
Dissertation/Thesis
Ph.D. Anthropology 2012

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Součková, Jaroslava. "Žák 1. třídy a jeho adaptace v sociální oblasti z pohledu rodičů a učitelů 1. tříd ZŠ." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-354570.

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The diploma thesis deals with the adaptation 1st class primary school pupils, to the school environment in social area. It is divided into theoretical and practical part. The theoretical part is focused on the process of adaptation pupil to the school environment, it explains the concept of socialization, analyzing school maturity, the readiness and the terms of school education. The practical part is based on a combination of quantitative and qualitative research. The method of questionnaire, interview and observation provides the identified data to deal with the issue of adaptation pupil at the 1st class primary school in the social field and analyzes the attitude of parents and first class teachers to the adaptation pupils to the school environment in the social sphere. The aim of the diploma thesis is analyzing the opinion to that issue by parents and first class primary school teachers.

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Dissertations / Theses on the topic 'Primary socialization'

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