Reconfiguring relational space: a qualitative study of the benefits of caring for hens for the socio-emotional development of 5 – 9-year-old children in an urban junior school context of high socio-economic exclusion

2021 ◽  
pp. 1-17
Author(s):  
Ciara Gilligan ◽  
Paul Downes
Keyword(s):  
Qualitative Study ◽  
Emotional Development ◽  
School Context ◽  
Economic Exclusion ◽  
Relational Space

scholarly journals Experiencing Disability in the School Context: Voices of Young People Diagnosed With ADHD in Spain

2018 ◽  
Vol 11 (8) ◽  
pp. 79
Author(s):  
Paulo Padilla-Petry ◽  
Carla Soria-Albert ◽  
Jennifer A. Vadeboncoeur
Keyword(s):  
Young People ◽  
Qualitative Study ◽  
Student Voice ◽  
Neurodevelopmental Disorder ◽  
School Context ◽  
Structured Interviews ◽  
School Professionals ◽  
Psychiatric Discourse

Researchers have begun to inquire into the experiences of young people with ADHD, including how they define ADHD and how a diagnosis of ADHD affects them. ADHD is considered a neurodevelopmental disorder and diagnosis is frequently requested by school professionals. The purpose of this qualitative study was to examine the experiences of young people in Spain who are diagnosed with ADHD through student voice research. Using semi-structured interviews, we found that while the participants tended to reproduce the conventional psychiatric discourse on ADHD, they also produced their own explanation of ADHD and of the effects of being labelled with ADHD on their lives in school. Our results highlight both the school’s role in advocating for a diagnosis of ADHD and the lack of an adequate instructional response for students once they have been diagnosed.

scholarly journals THE IMPACT OF EMOTIONAL ATTITUDE OF A TEACHER ON THE PRESCHOOLER’S EMOTIONAL DEVELOPMENT

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Zainab Akram, Khadija Karim, Hafsa Karim
Keyword(s):  
Qualitative Study ◽  
Private Schools ◽  
Emotional Development ◽  
Physical Environment ◽  
Emotional Regulation ◽  
Preschool Teachers ◽  
Personality Development ◽  
Effective Learning ◽  
Quality Learning ◽  
The Impact

Environment, a multi-denotation term, covers the emotional, physical, and the behavioral realms of social setup. The preschool is an inevitably unavoidable step in the academic journey, which is responsible for foundational solidarity, effective learning, career and personality development. Both productive physical environment and behavioral sustainability are required for quality learning. Teacher and pupil relation counts a lot in the emotional development of preschoolers. This research is a qualitative study which focuses on the role teachers’ play in the emotional development of preschoolers. For this purpose, 16 checklist items from Godwin (2000) are adapted and distributed among 50 teachers from five various private and semi private schools in Quetta city. Interviews were also conducted from 10 teachers’ in order to understand the perceptions of teachers regarding understanding of expression and emotional regulation. The results of questionnaires and interviews were descriptively analyzed. It is found that the emotional attitude of preschool teachers impacts the emotional development of preschoolers. Teachers with expressive care along with effective teaching leads to improved students’ emotional development as well as quality learning

scholarly journals Atletismo escolar em diferentes propostas de ensino

2018 ◽  
Vol 16 (2) ◽  
pp. 85-91
Author(s):  
Ronan Junio Fonseca
Keyword(s):  
Qualitative Study ◽  
School Context ◽  
Analytical Framework ◽  
Learning Processes ◽  
Em 12 ◽  
The Subject ◽  
Teaching Learning

Este artigo foi produzido com o objetivo de construir um recurso pedagógico de referência para o ensino de atletismo na escola, através de um quadro analítico com diferentes propostas de ensino, baseado em especialistas no assunto. Trata-se de um estudo exploratório, descritivo e qualitativo, realizado por meio de pesquisa bibliográfica fundamentada em 12 livros específicos da modalidade de atletismo, que remete ao ensino no contexto escolar. Como resultado final, foi possível obter esse referencial com as características pedagógicas inerentes aos processos de ensino-aprendizagem, voltados ao atletismo. Esta pesquisa conclui-se com um recurso didático-pedagógico que auxiliará o professor nas tomadas de decisões sobre como ensinar a disciplina.ABSTRACT. School athletics in different teaching proposals. This article was produced with the aims to build a pedagogical resource that serves as a reference for the teaching athletics in the school, through an analytical framework with different teaching proposals, based on specialists in the subject. The methodology used was an exploratory, descriptive and qualitative study, by bibliographic research based in twelve specific books of the athletics modality that refers to the teaching in the school context. As a result, it was possible to obtain this framework with the pedagogical characteristics inherent to the teaching-learning processes, focused on athletics. This research is concluded with a didactic-pedagogical resource that will help the teacher in making decisions about how to teach the discipline.

scholarly journals Potentials of Multicultural Education in Communal Conflict Areas

Nadwa ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 35-60
Author(s):  
Syamsul Kurniawan ◽  
Muhammad Miftah
Keyword(s):  
Qualitative Study ◽  
Literature Review ◽  
Multicultural Education ◽  
Ethnic Groups ◽  
School Context ◽  
Communal Conflict ◽  
Strategic Role ◽  
Negative Stereotyping

This study focuses on understanding communal conflicts in Indonesia, which are triggered by stereotyping. Indonesians have undergone communal conflicts, especially in the late 1990s. The conflicts were mainly religious and ethnic, suggesting serious tensions in stereotyping between religious and ethnic groups. In this case, the paper seeks to underline the importance of multicultural education in the school context. Education is considered having a strategic role in building positive circumstances among people. Multicultural education is expected to minimize the possibility of building negative stereotyping of one person against another, which could cause conflict. This qualitative study incorporates a literature review of multicultural education and communal conflicts in the Indonesian context.

scholarly journals Quand l’arabe « libanais » entre en classe (2010 à 2012)

2015 ◽  
Vol 12 (1) ◽  
pp. 339-358
Author(s):  
Isabelle Grappe
Keyword(s):  
Action Research ◽  
Qualitative Study ◽  
School Context ◽  
Structured Interviews ◽  
Lebanese Arabic ◽  
Lebanese Students

Cette recherche action formation a été conçue pour remotiver des élèves libanais à l’apprentissage des langues de scolarisation au Liban. Elle vise à analyser dans quelle mesure la transgression par le recours à l’arabe courant ou le « libanais » ainsi qu’un dispositif qui prend en compte les langues de socialisation avec des élèves de 10 à12 ans a permis à ces derniers de mobiliser en classe des ressources plurilingues insoupçonnées par l’école. Cette démarche qualitative s’appuie sur des entretiens semi-directifs, des questionnaires, des séances filmées et un carnet de bord. Using « Lebanese » Arabic in the classroom (2010-2012) Abstract: This action research explores the use of the ‘Lebanese’ Arabic to motivate Lebanese students to use the languages of instruction in Lebanese schools. It aims to examine how much the use of the colloquial Lebanese Arabic and the languages of socialization with 10 to 12 year old students encourage them to use multilingual resources developed outside the school context in their respective classes. The instruments used to conduct this qualitative study are semi-structured interviews, questionnaires, class videos and notebook diary.

scholarly journals Teacher's imaginative elaborations on adolescence: a Winnicottian reading

2021 ◽  
Vol 38 ◽  
Author(s):  
Tháyla Kayty Cardoso Tavares AMARAL ◽  
Emanuele Ferreira da SILVA ◽  
Tania Mara Marques GRANATO ◽  
Lília Freire Rodrigues de Souza Li
Keyword(s):  
Qualitative Study ◽  
Emotional Development ◽  
Social Vulnerability ◽  
Development Stage ◽  
Narrative Approach ◽  
Pedagogical Issues ◽  
Interactive Narrative ◽  
The Face ◽  
Adolescent Conflict

Abstract Adolescents in situations of social vulnerability demand a type of care, from parents, teachers, and society, that protects them from the additional risks to which they are exposed, without compromising the development of their autonomy. This qualitative study aimed to investigate the imaginative elaborations of 30 teachers about adolescence using an Interactive Narrative approach as an investigative resource. The narrative material was analyzed interpretively, searching for the affective-emotional senses underlying the elaborations of the participants, resulting in the following fields of meaning: "Do not turn adolescence into rocket science" and "Adolescence: a sign of danger". In addition to the pedagogical issues, the participants expressed difficulty in dealing with issues that are specific to the adolescent's emotional development, oscillating between stereotyped conceptions and an empathic posture in the face of adolescent immaturity. It is concluded that teachers experience ambivalent feelings towards adolescents, assuming either an authoritarian or a patronizing posture, understanding adolescent conflict as natural at this development stage.

scholarly journals A two-point study of parental perception of digital technology in Croatian preschool children

2020 ◽  
Vol 55 (2) ◽  
pp. 1-13
Author(s):  
Marina Kotrla Topić ◽  
Marina Perković Kovačević ◽  
Ivana Duvnjak
Keyword(s):  
Preschool Children ◽  
Qualitative Study ◽  
Digital Technology ◽  
Emotional Development ◽  
New Technologies ◽  
Parental Perception ◽  
Negative Consequences ◽  
Educational Support ◽  
Digital Devices ◽  
Families With Children

To get a better understanding of the parental perception of digital devices used by preschool children in Croatia, as well as their expectations and mediation strategies, we report the findings from a qualitative study with two measurement points. At the first point, five families with children aged 6 to 7 were interviewed at their homes, where they provided information on how their children engage with new technologies, how such technologies are perceived by different family members and how parents manage their children’s use of digital technology. A year and a half later, the same families were interviewed again, in a similar manner, focusing on the changes which happened in that period, as reported by the parents. Results show that parents find digital technology important and beneficial for children’s cognitive and emotional development, but they fear possible negative consequences of its use. Most often, they use restrictive mediation. A year and a half later, parents also express the need for more educational support when it comes to mediating their children’s interaction with digital technology.

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