Direct and Indirect Effects of the Family Check-Up on Self-Regulation from Toddlerhood to Early School-Age

Agnieszka Iwanicka, Od biernego odbiorcy do aktywnego mediakreatora – małe dzieci i TIK w świetle badań własnych [From passive recipients to active mediacreators: small children and ICT in the light of own studies]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 23, Poznań 2018. Pp. 143-160. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.23.08 Small children show a lot of media activity: they are perfectly capable of handling new technologies, they have been using them since the first years of their life. What activities they show depends on the family home and the behaviors they observe with their parents. With their support and providing positive patterns, the child can become not only a passive media user, but also an active media content creator, a kind of mediacreator, which over time will have a real impact on the reality in which he grows up. In the article, I present some of the results of the my research, in which I checked what role the media plays in the life of a child in an early school age. I try to answer the question, what media activities are displayed by children – whether it is only passive and imitative, or maybe they are actively creating media content.

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,,UPBRINGING TO TOLERANCE” AS A VALUE SHAPING THE ATTITUDES OF A CHILD IN THE EARLY SCHOOL-AGE - PARTICIPATION OF THE FAMILY AND SCHOOL

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2019vol2.3938 ◽

2019 ◽

Vol 2 ◽

pp. 200

Author(s):

Jolanta Karbowniczek

Keyword(s):

Social Life ◽

World View ◽

Child Rearing ◽

School Age ◽

School Teachers ◽

A Value ◽

Early School ◽

The Family ◽

Early School Age ◽

Definition Of

Dynamic socio-economic, cultural and technological changes as well as the crisis in upbringing and education caused uncertainty, unsteadiness and axiological instability, including the chaos of ethical values, principles and norms. Tolerance as a basic, universal and timeless value in the era of typical ,,anti-value” globalisation should be one of the priority categories of social life, developed in the paradigm of coexistence, cooperation, openness to dialogue and otherness. The article presents empirical research on education and “tolerance” upbringing as a value shaping the attitudes of a child in early school age. The definition of tolerance and intolerance, their essence, scope, types and boundaries was re (interpreted). Two child-rearing environments have been critically and specifically reflected: the family (parents) and school (teachers) as places for shaping and developing tolerant and intolerant attitudes, world-view responsibility and axiological openness.

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Selected Determinants of Children’s Helpfulness at the Early School Age on the Basis of Selected Schools in Myslenice County (Poland)

Journal of Vasyl Stefanyk Precarpathian National University ◽

10.15330/jpnu.5.1.162-167 ◽

2018 ◽

Vol 5 (1) ◽

pp. 162-167

Author(s):

Monika Bajak

Keyword(s):

Social Development ◽

Community Involvement ◽

Family Life ◽

Clear Correlation ◽

Prosocial Behaviour ◽

School Age ◽

Early School ◽

The Family ◽

Early School Age ◽

The Impact

Prosocial behaviour is not constant, it is continually being developed and enriched. It is developed most effectively through social activities and community involvement, but most of all through the participation in the family life. A child becomes a social being through social development. All these social and communal experiences determine children’s willingness to deal and help other people. The aim of this article is to examine a particular type of children’s social behaviour, which is helpfulness. There exists a clear correlation between the structure of the family and the helpfulness of the children which was partially confirmed by the author. There is also an average statistic relationship between the families’ fertility and helpfulness. The author of the paper represents the impact of age peculiarities of a child on his/her social development

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Age-Specific Changes of Activity Self-Regulation in Preschool-Age and Early School-Age Children

Cultural-Historical Psychology ◽

10.17759/chp.2007030405 ◽

2007 ◽

Vol 3 (4) ◽

pp. 39-49 ◽

Cited By ~ 1

Author(s):

O.A. Semyonova ◽

D.A. Koshelkov ◽

R.I. Machinskaya

Keyword(s):

School Children ◽

Self Regulation ◽

Age Groups ◽

Preschool Age ◽

School Age Children ◽

School Age ◽

Neuropsychological Examination ◽

Behavioural Difficulties ◽

Early School ◽

Early School Age

This research aimed to study age-specific changes of activity self-regulation in children entering school. Children involved in the research were healthy and didn't have any learning or behavioural difficulties; the research comprised three age groups: 6—7 year old, 7—8 year old and 9—10 year old children. Various components of such functions as activity programming, regulation and verification (i.e. planning functions) were assessed in a neuropsychological examination using a specially developed technique. According to this examination, planning functions formation undergoes progressive changes in preschool-age and early school-age children. A significant improvement in the child's ability to delay his/her spontaneous reactions, to maintain the acquired activity programme, to mediate the child's own actions, and to accept help from an adult can be seen at the age of 7—8 years. Progressive changes in acquiring programmes and developing activity strategies occur chiefly by the age of 9—10. Therefore, the data obtained in the research provide evidence for the heterogeneity in the development of various components of planning functions in children from 6 to 10 years old.

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SELF-IMAGE IN CHILDREN OF DIVORCED PARENTS

International Journal of Cognitive Research in Science Engineering and Education ◽

10.23947/2334-8496-2015-3-2-59-64 ◽

2015 ◽

Vol 3 (2) ◽

pp. 59-64

Author(s):

Slagjana Angjelkoska ◽

Gordana Stankovska ◽

Dimitar Dimitrovski

Keyword(s):

Family Relations ◽

Single Parent ◽

Self Concept ◽

School Age ◽

Single Parent Families ◽

Self Confidence ◽

Self Image ◽

Early School ◽

The Family ◽

Early School Age

The family and its important role in the development of the child is the inspiration for many types of research that have the intention to emphasize certain aspects of family life and the consequences of the family relations in the development of the children.The issue of this research is to find out if there is a connection between the conflict in the family, the divorce of the parents and self-concept in the children of early school age. The research is conducted on 30 children of single-parent families. The children of these single-parent families are children who have lived in families with conflicts and they have been direct or indirect participants in the conflict of the divorced parents.In the process of research, we applied projective techniques: Machover which consists of drawing a person’s figure, as well as a drawing a house and a tree-HTP (House-Tree-Person).The results are obtained through qualitative analysis and interpretation of each drawing particularly.During the investigation the relation between the variables, it is confirmed that there is a considerable connection between the conflict in the family, the divorce of the parents and the self-concept in children. It is confirmed, during the process that the children of divorced parents from negative self-concept. In children of single-parent families it is indicated that this group of children in relation to the psychological picture for themselves presented the following characteristics: lowered EGO, mechanisms for defense, feeling of insecurity, low self-confidence, aggressiveness, great virility, and caution.

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