Relevant bibliographies by topics / Psychological aspects of Nursery schools

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

Academic literature on the topic 'Psychological aspects of Nursery schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Psychological aspects of Nursery schools"

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Delarue, V. V., G. V. Kondratyev, O. I. Shutova, and T. I. Guba. "ETHICAL AND PSYCHOLOGICAL COLLISIONS ON REFERRAL OF VIII TYPE INSTITUTIONS LEAVERS TO NURSING HOMES FOR CHRONIC MENTAL PATIENTS." Bioethics 26, no. 12 (November 2, 2020): 50–52. http://dx.doi.org/10.19163/2070-1586-2020-2(26)-50-52.

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Former research showed that up to 20–25 % of those who leave schools of type VIII (schools for children with cognitive development disorders) are referred to nursery homes for chronic mental patients not due to medical problems but because of social ones. According to the authors’ opinion, such social practice has more positive than negative aspects. However, this issue requires extensive discussions. Organizing special post-diploma training courses of 16–24 hours on ethical-psychological aspects of referral various categories of patients (not only leavers of type VIII institutions) to nursery homes for chronic mental patients also seems to be reasonable.
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Ermolova, T. V., A. V. Litvinov, N. V. Savitskaya, and O. A. Krukovskaya. "COVID-19 and students' mental health: foreign studies." Современная зарубежная психология 10, no. 1 (2021): 79–91. http://dx.doi.org/10.17759/jmfp.2021100108.

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This analytical review provides a broad outline of the historically significant process of consolidating the global scientific community in the face of the threat posed to the psyche of children and young people by the COVID-19 pandemic. The formation of vector data arrays, revealing aspects and prevalence of mental disorders of children, provoked by a pandemic, is shown. In the majority of students, the additional neuro-psychological load led to increased anxiety, depressive states, post-traumatic stress, decreased learning capacity. There are studies of the psyche of students in families in connection with the phenomenon of screen-time (time spent at the computer screen), the presence of comorbid disorders, narrowing of communication, closing schools. The importance of adequate parenthood for children's mental well-being, educational strategy for parents, volunteers, nurses is shown. The direction of telepsychiatry as a remote care tool has been demonstrated. Pilots of the concept of mental disorders of students against the background of the pandemic are presented. The questions about the delayed cumulative effect of mental disorders in students and the continuing incompleteness of knowledge about it are also raised.
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Romi, Shlomo. "Psychological Aspects in Religious Residential Schools in Israel." Residential Treatment for Children & Youth 15, no. 1 (May 15, 1997): 27–46. http://dx.doi.org/10.1300/j007v15n01_03.

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Tismer, K. G. "Psychological Aspects of Temporal Dominance during Adolescence." Psychological Reports 61, no. 2 (October 1987): 647–54. http://dx.doi.org/10.2466/pr0.1987.61.2.647.

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To evaluate several assumptions regarding the development of time orientation during adolescence the circles test was administered to different age groups ( M = 13.8 yr.; M = 17.7 yr.; M = 23.3 yr.). Data for this cross-sectional analysis were collected from a sample of 962 German male and female adolescents (secondary modern and vocational schools, teachers' college). The findings show an effect of age, but not of sex-role influences on temporal dominance; especially the data yielded a decrease of future dominance and an increase in present dominance during adolescence. An interpretation for these results may be found in Lewin's 1946 theory of the “reality-irreality” dimension of time perspective.
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Voronkevych, Oksana, and Solomiya Chopyk. "PSYCHOLOGICAL ASPECTS OF SOCIAL EMPLOYEE’S WORK WITH EXCITERS OF BOARDING SCHOOLS." Social work and education 6, no. 1 (March 30, 2019): 8–18. http://dx.doi.org/10.25128/2520-6230.19.1.1.

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Erdil, Fethiye, and Fatoş Korkmaz. "Ethical Problems Observed By Student Nurses." Nursing Ethics 16, no. 5 (August 11, 2009): 589–98. http://dx.doi.org/10.1177/0969733009106651.

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This descriptive study was conducted to determine nursing students’ observation of ethical problems encountered in their clinical practice. Data were collected through a questionnaire from 153 volunteer nursing students at a university-based nursing school in Ankara, Turkey. The students reported that some patients are either physically or psychologically mistreated by doctors and nurses; they were not given appropriate information; they were subjected to discrimination according to their socio-economic situation; and their privacy was ignored. The findings reveal that nurses’ own unethical behaviors contribute to a rise in ethical problems. It is argued that nurses should internalize their professional and ethical roles in order to provide safe and ethical care and be good role models for students.
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Korolenko, Vyktor, and Vladymyr Shenkevich. "Modern aspects of moral health of schools." Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 154–57. http://dx.doi.org/10.33310/2518-7813-2019-65-2-154-157.

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Moral education is one of the forms of moral inheritance in society. In the perception of modern society moral is a synonym of ethics. Thus, the term «moral education» means the process of the purposeful forming of child moral values and reinforcement the habit complex which is proper to the norms and moral accepted in a society. Nowadays, when the standards of legal cruelty are widely presented in mass media, entertaining programs and computer games which children are involved in since their preschool age, moral education of young people claims special attention. In the present paper the problem of schoolchildren moral development and socialization is considered. Taking into account current pedagogical conditions various approaches to the issue particularly the ways of the modern youth psychological impact efficiency improvement have been analyzed. The results of the conducted research show the need for higher school children socialization level since it’s the basis of the personality development. The importance of innovative pedagogical achievements use in the course of young people moral education is stressed. Moral education is one of the forms of inheritance of morality in society. A moral is in understanding of modern society, is the synonym of ethics. Thus, under moral education it is possible to understand the process of the purposeful forming for the child of the moral settings, and also fixing of habits of conduct, proper to the norms and moral, accepted in society. Presently, when the standards of legal cruelty with people are widely presented in mass medias, entertaining transmissions and films, and also in computer games which children master from preschool age, moral education of children must spare the special attention.
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Podolian, V. M. "Adolescent Drug Addiction in Ukraine: Social and Psychological Aspects." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 6, no. 3 (June 26, 2021): 256–62. http://dx.doi.org/10.26693/jmbs06.03.256.

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Adolescent drug addiction in Ukraine is a serious problem that requires proper attention and evaluation from modern society. Timely public reaction to this issue determines the methods of its solution and ways to prevent adolescent drug addiction in Ukraine in the future. The urgency of the subject matter is determined by the danger of drug addiction among Ukrainian adolescents and the lack of attention paid by parents to the study of this problem and the lack of proper attention to this issue in most Ukrainian schools. Prospects for research in this area are determined by the need to identify the main social and psychological aspects that motivate modern Ukrainian adolescents to use drugs. This will allow to redirect the situation and create conditions to prevent a situation in society where drug use by Ukrainian adolescents would be possible. The purpose of the study is to identify the dominant psychological and social factors that motivate adolescents to start using drugs. Materials and methods. The main research method is the method of analysis, which was used to comprehensively consider and describe the factors that push young people to use drugs, despite the obvious threat to their health and life. Authors consider issues of social and psychological aspects of adolescent drug addiction, problems of relations in society and families where adolescents begin to use drugs. The study covers the types of family relations and the nature of intra-family relations, in which adolescents start using drugs. Conclusion. The main social and psychological factors that push modern young people to take drugs are identified. In the course of this study, conclusions were drawn about the significant role of existing problems in modern Ukrainian families, where children begin to use drugs early. Preventive conversations in schools, other educational institutions and at home are effective tools in the fight against adolescent drug addiction. Competitions in various sports among teenagers and mass cross-country races also have pronounced influence. The practical value of the study in this area is to identify and state opportunities to create methods to combat adolescent drug addiction and the complete elimination of the harmful effects of drugs on modern Ukrainian schoolchildren
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Poneliene, Reda, and Danguole Dargiene. "GEROS MOKYKLOS KONCEPCIJOS ĮGYVENDINIMAS IKIMOKYKLINIO UGDYMO ĮSTAIGOJE: LOPŠELIO-DARŽELIO „TRYS NYKŠTUKAI“ ATVEJIS [IMPLEMENTATION OF THE CONCEPT OF A GOOD SCHOOL IN THE PRE-SCHOOL EDUCATION INSTITUTION: THE CASE OF THE NURSERY SCHOOL “TRYS NYKSTUKAI”]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 9, no. 3 (December 25, 2017): 141–50. http://dx.doi.org/10.48127/spvk-epmq/17.9.141.

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The concept of a Good School creates preconditions for raising the level of quality of the performance of the country’s schools implementing general curricula, for showing the activity direction for schools and for enabling them to act. In order to ensure the quality of pre-school education, self-evaluation of the performance of pre-school education institutions, which promotes reflection on the activities of the staff of pre-school educational institutions and the possibilities for changes in quality, acquires increasing importance. Following the position that self-evaluation of the quality of institutional activities is significantly affected by community agreements on the quality of education and its characteristics, the qualitative research (case study), aiming to find out which aspects of the Good School and features characterizing them are characteristic to a concrete pre-school education institution, was conducted. The study involved various interest groups (parents, children, pedagogues). It was identified that the characteristic features of a good nursery school had included the aspects of the educational environment, life in the school and staff, which enabled to assume that the properly selected educational environment and professional, qualified pedagogues influenced children’s quality participation in the life of the educational institution. Besides, the research results can be the basis for improvement of the educational practice in a particular institution, separately analysing those aspects of the good school (nursery school) and features describing them which received less attention of investigated persons and providing guidelines for further studies on the quality of education. Key words: good school, aspects of the good school, pre-school education institution, self-evaluation of the quality of school performance, quality of education.
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Santos, Patrícia Domingos dos, Franciele Cascaes da Silva, Bruna Weber Santos, and Camila Isabel Santos Schivinski. "Early childhood education professionals’ knowledge about prevention, detection and treatment of acute respiratory infections in children." Acta Scientiarum. Health Sciences 41 (July 4, 2019): e43759. http://dx.doi.org/10.4025/actascihealthsci.v41i1.43759.

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The present study aimed to identify and compare knowledge and practices of early childhood education professionals from three public nursery schools (A, B and C) in the city of Florianópolis/SC relative to prevention, early detection and handling of acute respiratory infections (ARIs) in children aged between zero and six years old. A total of 120 educators answered a questionnaire. The instrument was composed of 15 close- and open-ended questions, five of which were scored. In statistical analyses, the Anova One-Way test revealed no significant differences for knowledge between professionals from the three institutions, with nursery school B having the highest mean score (6.12 ± 0.8), showing fair knowledge about child care. Overall results point to existing gaps concerning the need for guidance on these aspects of a child’s health.
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Dissertations / Theses on the topic "Psychological aspects of Nursery schools"

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Reynolds, Carol A. (Carol Ann). "Attitudes of Nursing Faculty Toward Patients With AIDS and Patients With a Homosexual Lifestyle." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332811/.

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The purposes of this study were (1) to determine whether patients with AIDS are stigmatized by nursing faculty, (2) to determine whether practicing homosexuals are stigmatized by nursing faculty, (3) to determine whether faculty attitudes toward AIDS patients are influenced by the patients' sexual preference, and (4) to determine whether faculty attitudes toward practicing homosexual patients are influenced by the patients' disease. This study is a modified replication of studies by Kelly et al.
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Wurf, Gerald Charles. "Reducing bullying: an evaluation of school-based initiatives for the prevention and management of bullying." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B29789370.

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Bence, Carol J. "The effect of clinical practice on empathy in BSU students and graduates of religiously related and nonreligiously related schools." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/471709.

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The present study investigated the relationship between the effect of clinical practice on empathy in BSN students and graduates in religiously and nonreligiously related programs. The non-experimental survey used a non-probability, convenience sample including 156 student and graduate nurses from two BSN programs. The subjects completed the Empathy Construct Rating Scale, a self-administered questionnaire demonstrating a high degree of validity and reliability. The results indicated no statistically significant correlation between the length of practice and empathy among students, first year, and fourth year graduates. Also, no statistically significant difference existed between the empathy scores of students and graduates from a religiously related and a nonreligiously related school. The conclusions drawn from this study are that there is no relationship between empathy and length of practice, nor is empathy related to the religious orientation of the nursing program.Ball State UniversityMuncie, IN 47306
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Darney, Christine Kyle. "The experience and aftermath of chronic bullying on individuals' socio-emotional development." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1214.

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Bullying behaviour is fast becoming a common feature in schools around the world. It is a practice that provokes concern, as it infringes upon the child’s right to human dignity, privacy, freedom and security. The physical, emotional and educational consequences of bullying behaviour can never be underestimated (Oyaziwo, 2008). Limited research has been conducted in South Africa regarding the prevalence and possible long-term effects of chronic bullying at school. This study intended to explore and describe the prevalence of bullying behaviour among a sample of grade 8 learners and the prevalence of previous chronic bullying at school among a sample of young adults in the Nelson Mandela Metropole. In addition, the study aimed to explore and describe the relationship between chronic bullying at school and self-esteem and attachment styles. Finally, the contextual factors which may influence the outcomes of chronic bullying for victims were explored and described. The study was exploratory descriptive in nature and employed a mixed method research design. Participants were selected by means of non-probability sampling. The sample consisted of 225 grade 8 learners at a secondary school in the Nelson Mandela Metropole and 101 young adult participants who had completed their school education in the Nelson Mandela Metropole within the past sixteen years. Data on the demographics of the sample was gathered through the administration of a biographical questionnaire. Furthermore, the Olweus (1996) Bully/Victim Questionnaire was utilized in order to obtain information about the prevalence of bullying behaviours among the participants. James Battle’s (1981) Culture-Free Self-Esteem Inventories were used to measure the construct of self-esteem, and Bartholomew and Horowitz’ (1991) Relationship Questionnaire was employed in order to identify the participants’ current attachment styles. Individual semi-structured interviews were later conducted among a sub-set of young adult participants, who had experienced chronic bullying at school, in order to identify the contextual factors which may have influenced the xiii outcomes of their experiences of victimization. Descriptive and inferential statistics, including correlations and multivariate analysis of variance (ANOVA), were utilized in order to analyze the quantitative data. Key findings revealed that eighty-five percent of the grade 8 participants had been involved in bullying behaviours at school this year and ninety-one percent of the young adult participants had been involved in bullying behaviours during some stage of their school careers. No significant relationship was found to exist between bullying and self-esteem in the grade 8 sample. Self-esteem scores did however vary significantly among the victims, bully-victims and bystanders in the young adult sample. Correlational coefficients confirmed that there was a significant relationship between previous chronic bullying at school and the total self-esteem scores of participants in the young adult sample. Findings also showed that there was no significant relationship between bullying and attachment in either of the samples in this study. Finally, qualitative results revealed that a number of contextual factors influenced the outcomes of chronic bullying at school for the sub-set of young adult victims. These factors included: The nature, frequency and duration of the bullying behaviour, the victims’ social support at the time as well as the victims’ personal characteristics.
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Tang, Oi-lai, and 鄧愛麗. "A comparison study of the self-concept of students between schools adopting and not adopting the activity approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958862.

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Baron, Vita. "Nutrition messages in elementary school textbooks : a study of language arts and math texts used in English schools in Montreal." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59565.

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This study examines references to foods mentioned in elementary school texts used in Montreal English schools. A study of 58 language arts and math texts used in grades 1-6 revealed a total of 4,391 references to foods in words and/or pictures. A large proportion of these references were to sugar-rich foods. A higher percentage of adult females prepared foods, followed closely by adult males. Boys were shown as eating food more frequently than any other group. Eating with one's peers was far more frequent than eating with the family, while a surprising number of children depicted in texts used in grades 1-3 consumed their food alone. The results of this study suggest that, because unintended information may influence childrens' nutritional habits, more attention should be paid to concomitant messages in elementary school textbooks.
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Hannon, James G. "Place Needs and Client Outcomes of Wilderness Experience Programs in Maine: A Descriptive-Interpretive Approach." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/HannonJG2004.pdf.

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Roodt, Estelle. "Veerkragtigheidskenmerke van gesinne waarvan ʼn kind geboelie word." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6604.

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Thesis (MA)--University of Stellenbosch, 2011.
AFRIKAANSE OPSOMMING: Afknouery is ’n algemene verskynsel onder laerskoolkinders. Alhoewel afknouery dikwels as ’n normale deel van die grootwordproses beskou word, dui verskeie ondersoeke op die negatiewe sosiale, sielkundige en fisiese gevolge wat daarmee gepaard gaan. Wanneer ’n kind geboelie word, raak dit noodwendig die hele gesin. Elke gesin het egter unieke eienskappe of maniere om krisisse (soos afknouery) te hanteer en daarby aan te pas. Gesinsveerkragtigheid verwys na die gesin se vermoë om weerstand te bied teen, en te herstel na, ontwrigtende lewensuitdagings. Die doel van hierdie ondersoek was om vas te stel watter gesinskenmerke geassosieer kan word met goeie aanpassing van gesinne waarvan ’n kind geboelie word. Die studiepopulasie was gesinne met laerskoolkinders wat vir ses maande of langer geboelie is in die voorafgaande drie jaar, en wat in die Suid-Kaap woon. Ma’s het as verteenwoordigers van hul gesinne opgetree en namens die gesinne aan die ondersoek deelgeneem. Agt-en-veertig verteenwoordigers van gesinne het elk sewe selfvoltooiingsvraelyste asook ’n biografiese vraelys met twee oop einde-vrae voltooi. Die resultate van die kwalitatiewe data het getoon dat gesinne veral deur die afknouery geraak is deurdat die kinders wat geboelie is, negatiewe emosies soos hartseer ervaar het. Die meeste gesinne het die afknouery hanteer deur met ’n onderwyser, skoolhoof of die beheerliggaam te gaan praat, of deur raad te gee aan die kind wat geboelie is. Die resultate van die kwantitatiewe data, wat met behulp van korrelasies en regressie-ontledings verkry is, het die volgende gesinsveerkragtigheidskenmerke geïdentifiseer: die kwaliteit van gesinskommunikasie, positiewe kommunikasiepatrone wat omgee en ondersteuning oordra, standvastigheid en duursaamheid van die gesinseenheid, die gesin se gevoel van interne sterk punte, betroubaarheid en die vermoë om saam te werk, die gesin se pogings om vernuwend en aktief te wees, om nuwe dinge te probeer en om te leer, die mate waartoe die gesin roetines gebruik en handhaaf, die gesin se klem op die vasstelling van voorspelbare kommunikasie tussen ouer en kind, die gesin se klem op die vasstelling van voorspelbare roetines om ’n kind se gevoel van selfbestuur en orde te bevorder, asook die gesin se klem op saamwees. Die bevindinge van hierdie ondersoek vul ’n leemte in die literatuur oor gesinne waarvan ’n kind geboelie word. Dit kan nuttig aangewend word in die beplanning en ontwikkeling van intervensies om hierdie gesinne te versterk en meer veerkragtig te maak. Die geïdentifiseerde gesinskenmerke laat ook die moontlikheid oop vir verdere navorsing om hierdie kenmerke in meer besonderhede te ondersoek en te beskryf.
ENGLISH ABSTRACT: Bullying is a common phenomenon among primary school children. Although bullying is often seen as a relatively normal part of growing up, various studies have indicated its negative social, psychological and physical effects. When a child is bullied, the matter inevitably concerns the whole family. However, every family has unique characteristics or ways of handling and adapting to a crisis (such as bullying). Family resilience refers to the family’s ability to withstand and rebound from disruptive life challenges. The goal of this study was to determine which family characteristics can be associated with positive adaptation in families of which a child had been bullied. The study population consisted of families with primary school children that had been bullied for six months or longer over the past three years, and reside in the Southern Cape. Mothers acted as representatives and participated in the study on behalf of their families. Forty eight family representatives each completed seven self-completing questionnaires as well as a biographical questionnaire containing two open ended questions. Results from the qualitative data, which was analysed using content analysis, showed that families were affected by the bullying, especially in the sense that the children that were bullied experienced negative emotions such as sadness. Most of the families coped with the bulling by talking to a teacher, principal or governing body, or by giving advice to the child that had been bullied. Results from the quantitative data, which was analysed using correlations and regression analyses, indicated positive correlations between family adaptation and quality of family communication, positive communication patterns that convey caring and support, fortitude and durability of the family unit, the family’s sense of internal strengths, dependability and the ability to work together, the family’s efforts to be innovative and active, to experience new things and to learn, the degree to which families use and maintain routines, the family’s emphasis on establishing predictable communication between parent and child, the family’s emphasis on establishing predictable routines to promote a child’s sense of autonomy and order, as well as the family’s emphasis on togetherness. The findings of the study fill a gap in the literature about families in which a child has been bullied. The findings can be utilised in the planning and developing of interventions to strengthen these families and to make them more resilient. The identified family characteristics also leave the possibility of further research to investigate and describe these characteristics in greater detail.
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Hofmann, Karsten C. "Advertising in restrooms." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3803.

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There is a common belief that the special situation one encounters in restrooms is likely to evoke negative associations between the setting and a potential product, and that these presumed associations make advertising in restrooms incompatible with the objectives of advertisers. This general proposition was questioned on theoretical grounds. It was argued that the specific situation in a restroom would be conducive to advertising goals in a number of ways. In addition, while negative associations may occur with certain kinds of products, others were hypothesized to be unaffected. In particular, the potential value of restrooms for communicating public education issues such as AIDS and Cholesterol was examined.
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Thomas, Nanci Terese. "Burnout among Nursing Faculty in Texas." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278474/.

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The study analyzed burnout of nursing faculty to determine the frequency, intensity, and predictors of burnout. Christian Maslach's burnout questionnaire, Maslach Burnout Inventory (MBI), and a demographic data survey were used to measure burnout. A random selection of 250 nursing faculty was mailed both a burnout questionnaire and a demographic data survey. There were 192 useable responses that were used in the study. Each questionnaire and demographic data survey were reviewed for completeness and rechecked for accurate data entry. The results were presented in summary tables. Data analysis included frequency, means, Pearson r, and downward, stepwise regression analyses. There was a high frequency and intensity of burnout in all nursing faculty, as measured in the three MBI subscales (depersonalization, emotional exhaustion, and personal accomplishment). There was a significant relationship between the number of hours nursing faculty spend with academic advising and the intensity of emotional exhaustion. None of the demographic data, except hours spent in academic advising, were a predictor of burnout.
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Books on the topic "Psychological aspects of Nursery schools"

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Mostaedi, Arian. Preschool & kindergarten architecture. Singapore: Page One, 2006.

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Preschool & kindergarten architecture. Barcelona: Carlos Broto, 2006.

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Alexander, Jane. Spirit of the nursery. New York, N.Y: Watson-Guptil Publications, 2002.

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Starting a nursery: A practical guide for early-years professionals. London: TSL Education, 1999.

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Coping with changing schools. New York: Rosen Pub. Group, 1993.

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L, Espelage Dorothy, and Napolitano Scott A, eds. Bullying prevention and intervention: Realistic strategies for schools. New York, NY: Guilford Press, 2009.

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Atle, Dyregrov, ed. Effective grief and bereavement support: The role of family, friends, colleagues, schools, and support professionals. London: Jessica Kingsley Publishers, 2008.

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The brain-targeted teaching model for 21st-century schools. Thousand Oaks, Calif: Corwin, 2012.

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M, Wadsworth Reba, ed. Bullying hurts: Teaching kindness through read alouds and guided conversations. Portsmouth, NH: Heinemann, 2012.

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1973-, Forbes Alison, ed. The peaceful nursery: Preparing a home for your baby with feng shui. New York: Delta Trade Paperbacks, 2006.

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Book chapters on the topic "Psychological aspects of Nursery schools"

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Wright, Michelle F., and Bridgette D. Harper. "Cyberbullying." In Advances in Human and Social Aspects of Technology, 94–120. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-4168-4.ch005.

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The purpose of this literature review is to describe youths' involvement in cyberbullying. The term “youths” refers to individuals in elementary school, middle school, and high school. The chapter begins by providing a description of cyberbullying and the definition of cyberbullying. The next section describes the characteristics and risk factors associated with youths' involvement in cyberbullying. The third section focuses on the psychological, social, behavioral, and academic difficulties associated with youths' involvement in cyberbullying. The chapter concludes with recommendations for schools and parents as well as recommendations for future research. The chapter draws on research utilizing quantitative, qualitative, mixed-methods, cross-sectional, longitudinal, and cross-sequential designs, and those from various disciplines, including psychology, communication, media studies, sociology, social work, and computer science.
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Aysmontas, Bronyus, and Md Akther Uddin. "The Modern Problem of Psychological and Pedagogical Foundations of Russian E-Learning Systems." In Handbook of Research on Estimation and Control Techniques in E-Learning Systems, 197–215. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9489-7.ch014.

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The chapter draws attention to the psychological and psycho-pedagogical aspects of the use of information technology in education. In this regard, the core aspects are considered. Much attention is paid to such research as the study of the effect of distance learning on cognitive and personal development of students; development of subjectivity university students; psychological and cognitive barriers in distance learning. It is emphasized that only a small number of universities in the Russian Federation has assumed responsibility to engage in learning disability issues. The main difficulty is to teach students with disabilities. This chapter provides annotation project of the Ministry of Education and Science of the Russian Federation “Development and testing of models of teaching and methodical center providing higher education for disabled persons and persons with disabilities with a variety of Diseases”. As part of this project there will be the implementation of a program of networking for students with disabilities in the format of the Consortium. The main objective of the Consortium is to describe the principles of networking schools, considered as a possible model of networking schools and Interpretation of the basic steps of creating intercollegiate information and educational network of universities.
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Fisher, Lisa. "Why Psychology and Criminal Justice Can Only Take Us So Far." In Handbook of Research on School Violence in American K-12 Education, 121–38. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6246-7.ch005.

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Concerns about continued increases in violent behavior in American schools and schools' ability to mitigate and reduce risks abound. Psychology and criminal justice have contributed much to what we know and understand about violence in schools; however, the author argues that these dominant disciplinary perspectives also obscure some important aspects of these phenomena, namely focus on underlying cultural logics that may be impacting violence in schools. In this chapter, the author sets out to achieve two objectives. First, she provides an overview of areas of focus in current literature in psychology and criminal justice that represent the dominant framework within which school violence in the U.S. is viewed. Additionally, she examines those disciplinary perspectives in terms of specific strengths and limitations. Second, she presents and describes a series of social psychological theories and pulls those theories into a coherent framework to demonstrate the value of the social psychological lens in studies of school violence and stimulate further discussion and research on this important topic.
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Fisher, Lisa. "Why Psychology and Criminal Justice Can Only Take Us So Far." In Research Anthology on Rehabilitation Practices and Therapy, 1840–57. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3432-8.ch093.

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Concerns about continued increases in violent behavior in American schools and schools' ability to mitigate and reduce risks abound. Psychology and criminal justice have contributed much to what we know and understand about violence in schools; however, the author argues that these dominant disciplinary perspectives also obscure some important aspects of these phenomena, namely focus on underlying cultural logics that may be impacting violence in schools. In this chapter, the author sets out to achieve two objectives. First, she provides an overview of areas of focus in current literature in psychology and criminal justice that represent the dominant framework within which school violence in the U.S. is viewed. Additionally, she examines those disciplinary perspectives in terms of specific strengths and limitations. Second, she presents and describes a series of social psychological theories and pulls those theories into a coherent framework to demonstrate the value of the social psychological lens in studies of school violence and stimulate further discussion and research on this important topic.
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Lee-Piggott, Rinnelle. "School Culture, Effectiveness and Low SES in Trinidad." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 188–225. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch011.

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This chapter presents a cultural diagnosis of three schools of differing effectiveness states – ‘excelling', ‘mostly effective' and ‘under academic watch' within Trinidad, which face socio-economic challenges. It utilizes a multi-method, multiple case study approach and presents an adapted conceptualization of school culture, which is used as an analytical framework to diagnose the professional orientation of teachers within the cultures of the participating schools. Findings reveal that teachers' professional orientation, particularly their dispositions and psychological states, are critically important to many aspects of schooling, including students' orientations and their academic performance and achievement.
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Lee-Piggott, Rinnelle. "School Culture, Effectiveness and Low SES in Trinidad." In Advances in Educational Marketing, Administration, and Leadership, 195–241. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1700-9.ch009.

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This chapter presents a cultural diagnosis of three schools of differing effectiveness states – ‘excelling', ‘mostly effective' and ‘under academic watch' within Trinidad, which face socio-economic challenges. It utilizes a multi-method, multiple case study approach and presents an adapted conceptualization of school culture, which is used as an analytical framework to diagnose the professional orientation of teachers within the cultures of the participating schools. Findings reveal that teachers' professional orientation, particularly their dispositions and psychological states, are critically important to many aspects of schooling, including students' orientations and their academic performance and achievement.
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Shestopalova, Olena, and Nadiya Shulyuk. "PSYCHOLOGICAL ASPECTS OF PROFILE ORIENTATION IN THE PROCESS OF IMPLEMENTATION THE CONSCIOUS CHOICE OF AN EDUCATIONAL TRAJECTORY BY SENIOR PUPILS." In Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-28.

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The substantiation as well as description of the technology of profile orientation in 8-9 grades of Ukrainian secondary schools are givenin the context of Ukrainian educational reform. Based on the empirical research the data of approbation of a diagnostic complex and an algorithm of group and individual work in the context of supporting future senior pupils’ conscious choice of an educational trajectory are resulted. The article presents the experience of transition programmes and career guidance for future senior pupils in the system of general secondary education of the USA and Japan, as well as the correspondent domestic experience. The aim of the publication is to present the results of testing the profile orientation technology in the unity of diagnostic, consulting and educational activity in order to implement the conscious choice educational profile in Ukrainian high school by 14-15 years old adolescents. Research methodology. The development of psychological aspects of pre-professional training is included into the general problems of the system of psychological and pedagogical, informational and organizational activities in the transition from secondary to senior school. On the basis of the theoretical analysis of experience of implementing foreign countries profile education, the basic directions of transitional programmes at entering high school for future senior pupils are highlighted. Based on the ideas of the work of the Haydens service in the USA, the use of the "F-test" and professional tests in Japanese schools and G.V. Rezapkina's programme of selection for profile classes the authors offer a vision of profile orientation technology in the context of reforming and restructuring in Ukrainian high school activities. In particular, the programme of complex assessment of motivational and intellectual characteristics of 9th grade graduates and the system of group and individual work on profile orientation are presented. Experimental work began in 2019. According to the experiment programme a comprehensive psychodiagnostics of motivational features, aptitudes, intellectual potential and special abilities of students of 8-9 grades was conductedduring 2019-2020. The sample of the study amounts 176 students of 8-9 grades (85 females, 91 males), aged 14-15 years. The result of testing the profile orientation technology is the analysis of the statistical distribution and verification of the methods reliability that are included in the psychodiagnostic complex, identifying the components effectiveness of further consulting and educational work with graduates of the main level of secondary school.
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Armor, David J. "The Future of Desegregation and Choice." In Forced Justice. Oxford University Press, 1995. http://dx.doi.org/10.1093/oso/9780195090123.003.0009.

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Like most issues stimulated by the civil rights movement over the past four decades, the tangled web of policy questions associated with school desegregation defies easy resolution. The debate over desegregation policy has touched upon many aspects and levels of human society, including values, law, education, and social theory; therefore, arriving a succinct set of policy conclusions, especially one accompanied by substantial consensus, is unrealistic. The debate cannot and should not be reduced simply to a matter of law, to ideological differences, or to disagreements over social science theories. Any attempt to oversimplify the desegregation issue does injustice to those with the greatest stake in its outcome, namely, the students, parents, and educators who reap its rewards and shoulder its costs. Adding to this complexity is the fact that desegregation issues have shifted so much over time that the important policy questions differ from one decade to the next. During the 1950s, the legal and value debate was over compulsory segregation, and social theorists debated whether separate schools were harmful or beneficial for children. During the 1970s, the legal and value debate shifted to compulsory desegregation and whether the benefits of mandatory busing justified its deep divisiveness and its unintended consequences. During the 1990s the debate has shifted once again, this time in several directions. The federal courts struggle with the conditions under which to grant unitary status (and dismissal) to school districts with court-ordered desegregation plans. Surprisingly, considering the great controversy in the 1970s, school boards in the 1990s debate whether to seek unitary status or, if not under court order, to adopt desegregation plans on their own. Civil rights groups are back in court, not only to oppose unitary status but also to demand even broader remedies than those granted during the 1970s. They have requested metropolitan remedies between cities and suburbs, and they have petitioned for racial parity in classrooms, discipline rates, and even academic achievement. Ironically, some of these latest court challenges have come full circle, invoking the psychological harm thesis of Brown that most legal scholars dismissed as irrelevant to the law.
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"Lack of parental interaction and support has consistently been found to be crippling to the development of young children. Spitz's (1945,1947) widely quoted study of foundling homes versus nursery care related maternal and social deprivation to increased infant mortality, susceptibility to disease, retardation in growth, and failure to achieve developmental milestones. Whereas the Spitz study compared the effects of interaction between two highly specialized environments, McCarthy and Booth (1970) found evidence of a syndrome resembling Spitz' "hospitalism" occurring in children living at home with their parents. The most prominent abnormalities they described were dwarfism and subnormal weight/height ratios, interestingly, with little or no evidence of malnutrition. Behaviorally, the children exhibited varying degrees of bodily neglect, apathy, subnormal intelligence, and the inability to play. When these children from 10 families were removed from their homes and placed in the hospital, where it is assumed that a different type of interaction occurred between them and the staff than occurred in their homes, their symptoms, including the dwarfism, were reversed in most cases. While this study was focused explicitly on mothers, like so many studies of mother-infant interaction, the kind of relationship that developed could not have been made possible without either the absence of a father or other available caregiver(s). Behind many studies of negative dyadic interactions is a larger family drama. Such patterns are significantly more difficult to conceptualize and to investi-gate than the study of dyads. At the opposite end of the Ufe cycle, a study by Greene, Goldstein, and Moss (1972) of the psychosocial aspects of sudden death found that among men who developed myocardial infarction, considerable psychological distress had been evoked by circumstances in which there were departures or current disappointing conflicts between the patient and son or daughter, especially a son. Van Heijingen (1966) noted a similar pattern when he reported that rejection by a loved one frequently preceded the clinical emergence of coronary disease. Loss of social supports—particularly loss of a spouse—has been implicated over and over again in rapidly deteriorating health and, not uncommonly, death. Studies of psychosocial correlates of the onset of cancer repeatedly point to torn family relationships as high risk factors in the development of cancer. Similarly, when Parkes, Benjamin, and Fitzgerald (1969) followed the death rates of 4,486 widowers of 55 years of age and older for 9 years fol-lowing the death of their wives, they found that 213 died during the first 6 months of bereavement, 40% over the expected death rate for married men." In Family Medicine, 50–52. Routledge, 2014. http://dx.doi.org/10.4324/9781315060781-9.

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Conference papers on the topic "Psychological aspects of Nursery schools"

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Nazarov, V. L., and N. V. Averbukh. "Psychological Aspects of Bullying and Cyberbullying at Schools." In 2nd International Scientific and Practical Conference on Digital Economy (ISCDE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.201205.016.

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Chudy, Stefan. "Psychological Aspects Of Formation Of Attitudes Among Students At The Secondary Schools To Study." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.6.

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Agapov, Valerii Sergeevich, and Liubov Georgievna Ovda. "Comparative Analysis of Desires and Ideals in the Structure of the Value Sphere of the Personality of Younger Schoolchildren." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96994.

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The article presents the generalized results of a comparative empirical study of the manifestation of desires and ideals in the structure of the value sphere of the personality of younger school choldren in secular (n=218) and orthodox (n=212) schools. The orientation of meeting the needs of younger schoolchildren and its classification is shown. The analysis of the identified ideals and role models of modern younger schoolchildren is compared with the results of a study of the ideals of children in Germany and America conducted in the early twentieth century. General and specific results of comparative analysis of empirical data are presented. The author proves the need to develop and implement in the practice of spiritual and moral education programs of psychological and pedagogical support for the development of the structure of the value sphere of the personality of younger schoolchildren in cooperation with the school, family and Church. At the same time, the methodological significance of the anthropological principle of education with its religious-philosophical, psychological and pedagogical aspects is emphasized.
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Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.

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Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.
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Possoly da Silva Alves, Daianne, Franciele Therezinha Magno Calidoni, Mariana Sales de Oliveira, Thaís Araújo de Azevedo, Thalissa Bastos Batista, Rafaela Pinheiro de Almeida Neves, and Edson Ribeiro de Andrade. "The psychosocial impacts of remote education on black youth: an intersectional debate on the COVID-19 pandemic, gender, race and class." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212452.

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The Covid-19 pandemic has moved scientists from different areas of knowledge worldwide to bring reflections on the impacts caused by it, whose scope goes beyond human health in its physical and psychological aspects and affects the economy, politics, social relations at work, the educational system, etc. Therefore, this project, promoted by the Laboratory for the Study of Stigmatization Processes (LEPE) in partnership with the Racism Studies Line (LER) of the Psychology Course of the Higher Education Institutes at CENSA -ISECENSA, aims to promote the debate on the psychosocial effects of remote education on black youth, through an intersectional analysis between Covid-19 pandemic, gender, race and class. The objective of this research is to understand the ways in which black youth was affected in the psychosocial dimension with the establishment of remote education in the public state network with the Covid-19 pandemic. This is an exploratory research, in which a bibliographic review will be carried out to support the researchers' views on the proposed theme, using books and scientific articles on social psychology, remote education in the Covid-19 pandemic, racism and intersectionality. Besides field research, using the semi-structured interview technique. We intend to conduct group interviews, through Google Meet, with black students graduating from Liceu de Humanidades de Campos high school and from other public schools.. We hope to foster the discussion on structural racism that affects the Brazilian society focusing on the psychosocial vulnerability of black youth in the face of remote education established by the Covid-19 pandemic, and, finally, to publish two scientific articles in “Revista Perspectivas Online” with the obtained results
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