Gender and Children's Social World: Esteemed and Marginalised Masculinities in the Primary School Playground

2005 ◽  
Vol 14 (2) ◽  
pp. 177-192 ◽  
Author(s):  
Anne Lodge
Keyword(s):  
Primary School ◽  
Middle Childhood ◽  
Peer Group ◽  
Primary School Children ◽  
Social Worlds ◽  
Institutional Practices ◽  
The Social ◽  
Lower Status ◽  
Relative Status ◽  
The Impact

This article examines the role played by the social worlds of primary school children in producing and reproducing a range of masculine identities. It describes the relatively gender-segregated nature of the culture of middle-childhood, arguing that the specific institutional context reinforces this segregation. The article outlines the range of masculinities documented in the primary school playground and examines the ways in which both the school institution and the peer-group define and police the boundaries of masculinity. The school negatively labels dominant, assertive males through certain institutional practices and attitudes. Certain boys with more androgynous styles are of higher status with peers in this context. The impact of other identities on the relative status of boys is examined. It is shown how those boys who are differently abled are of lower status. Peers perceive them as less socially mature. Their relative invisibility and stigmatisation is partly a consequence of institutional practices.

scholarly journals Bilingual language exposure and the peer group: Acquiring phonetics and phonology in Gaelic Medium Education

2019 ◽  
Vol 24 (2) ◽  
pp. 360-375 ◽  
Author(s):  
Claire Nance
Keyword(s):  
Primary School ◽  
Acoustic Analysis ◽  
Peer Group ◽  
Minority Language ◽  
Conditional Inference ◽  
Primary School Children ◽  
Minority Languages ◽  
Phonological Acquisition ◽  
Medium Education ◽  
The Impact

Aims and objectives:This paper aims to examine the acquisition of phonetics and phonology in the context of Scottish Gaelic immersion schooling. I explore the effect of differing home language backgrounds among primary school children on the production of laterals and stop consonants.Design/methodology/approach:Acoustic analysis was performed on Gaelic and English speech data collected from children in Gaelic Medium Education in the Outer Hebrides, Scotland.Data and analysis:Word list data were collected from 18 children aged 7–11 and analyzed using measurements of formants and duration of stop phases. Half of the sample had little or no exposure to Gaelic in the home, while the other half had differing degrees of family input. Statistical analysis was conducted using Conditional Inference Trees.Findings and conclusions:This study finds that any initial differences between children who enter Gaelic Medium Education as fluent speakers and those who do not are leveled out by late primary school, at least in terms of pronunciation. I suggest that leveled varieties of minority languages can develop in pre-adolescence in peer group settings such as minority language education.Originality:This study is the first to examine phonetic and phonological acquisition in Gaelic-English bilingual children. It is one of a small number of studies to examine bilingual phonological acquisition in immersion schooling. The study supports recent research exploring the development of peer group varieties among young minority language speakers.Significance and implications:This research aims to expand traditional models that consider the extent of exposure to two languages as key in predicting phonetic and phonological production. I suggest that the impact of the peer group and the context of language use are also significant factors. Results suggest potential development of education varieties of Gaelic. These findings have implications for future revitalization strategies for minority languages across the world.

scholarly journals ‘Getting back to normality seems as big of a step as going into lockdown’: the impact of the COVID-19 pandemic on people with early to middle stage dementia

2021 ◽  
Author(s):  
Catherine V Talbot ◽  
Pam Briggs
Keyword(s):  
Well Being ◽  
Cognitive Stimulation ◽  
Social Worlds ◽  
Middle Stage ◽  
People With Dementia ◽  
The Social ◽  
Function Loss ◽  
The Government ◽  
Person With Dementia ◽  
The Impact

Abstract People with dementia can experience shrinkage of their social worlds, leading to a loss of independence, control and reduced well-being. We used ‘the shrinking world’ theory to examine how the COVID 19 pandemic has impacted the lives of people with early to middle stage dementia and what longer-term impacts may result. Interviews were conducted with 19 people with dementia and a thematic analysis generated five themes: the forgotten person with dementia, confusion over government guidance, deterioration of cognitive function, loss of meaning and social isolation, safety of the lockdown bubble. The findings suggest that the pandemic has accelerated the ‘shrinking world’ effect and created tension in how people with dementia perceive the outside world. Participants felt safe and secure in lockdown but also missed the social interaction, cognitive stimulation and meaningful activities that took place outdoors. As time in lockdown continued, these individuals experienced a loss of confidence and were anxious about their ability to re-engage in the everyday practises that allow them to participate in society. We recommend ways in which the government, communities and organisations might counteract some of the harms posed by this shrinking world.

scholarly journals Child safety programs for primary school children decrease the injury severity of dog bites

2021 ◽  
Author(s):  
Bernhard Kienesberger ◽  
Christoph Arneitz ◽  
Vanessa Wolfschluckner ◽  
Christina Flucher ◽  
Peter Spitzer ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Prevention Program ◽  
Injury Severity ◽  
Primary School Children ◽  
Child Safety ◽  
Dog Bite ◽  
Severe Injuries ◽  
Dog Bites ◽  
The Impact

AbstractThis study focuses on the impact of a prevention program regarding dog bites in children. As a consequence of our previous investigation in 2005, we have initiated a child safety program for primary school children starting January 2008 until present to teach children how to avoid dog attacks and how to behave in case of an attack. In our retrospective study, we analyzed all patients younger than 15 years presenting with dog-related injuries between 2014 and 2018. As the main indicator for success of the prevention measures taken, we have defined the severity of injury in comparison to our previous study. Out of 296 children with dog-related injuries, 212 (71.6%) had sustained a dog bite. In the vast majority (n = 195; 92%), these patients presented with minor injuries; the extremities were most commonly affected (n = 100; 47%). Injuries to the head (n = 95; 45%) and trunk (n = 18; 8%) were less frequent. The proportion of severe injuries (8%) was significantly lower compared to our previous study, where 26% of children presented with severe injuries necessitating surgical intervention, while the number of patients requiring in-hospital treatment declined from 27.5% in the period 1994–2003 to 9.0% in the period between 2014 and 2018 (p < 0.05).Conclusion: Teaching of primary school children may effectively reduce the injury severity of dog bites. What is Known:• Dog bites are a substantial healthcare problem especially in children. What is New:• This study shows that a broad-based prevention program for primary school children can effectively decrease the severity but not the frequency of dog bite injuries in children.

scholarly journals Cuisine, Health and Table Manners: Food Boundaries and Forms of Distinction among Primary School Children

Sociology ◽  
2019 ◽  
Vol 54 (3) ◽  
pp. 626-642 ◽  
Author(s):  
Filippo Oncini
Keyword(s):  
Social Class ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Ethnographic Fieldwork ◽  
Social Divisions ◽  
Food Knowledge ◽  
The Social ◽  
Material Environment ◽  
Using Data

Using data gathered during ethnographic fieldwork in two primary school canteens, this article investigates how pupils from different social origins perform and embody social class through food knowledge and demeanour. I employ Bourdieu’s concept of habitus to highlight three main oppositions concerning children’s relationship with food, which are rooted in the social and material environment of their families. Their gastronomic horizons (wide versus narrow), their awareness of the links between nutrients and health (specific versus general) and their embodiment of table manners (etiquette versus ludic) unveil how children’s dispositions are simultaneously structured by familial endowments and actively at work in the construction of social divisions.

scholarly journals An ACT-R Based Humanoid Social Robot to Manage Storytelling Activities

Robotics ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 25
Author(s):  
Adriana Bono ◽  
Agnese Augello ◽  
Giovanni Pilato ◽  
Filippo Vella ◽  
Salvatore Gaglio
Keyword(s):  
Primary School ◽  
School Children ◽  
Critical Points ◽  
Cognitive Architecture ◽  
Humanoid Robots ◽  
Primary School Children ◽  
Interactive Storytelling ◽  
Future Experimentation ◽  
Definition Of ◽  
The Impact

This paper describes an interactive storytelling system, accessible through the SoftBank robotic platforms NAO and Pepper. The main contribution consists of the interpretation of the story characters by humanoid robots, obtained through the definition of appropriate cognitive models, relying on the ACT-R cognitive architecture. The reasoning processes leading to the story evolution are based on the represented knowledge and the suggestions of the listener in critical points of the story. They are disclosed during the narration, to make clear the dynamics of the story and the feelings of the characters. We analyzed the impact of such externalization of the internal status of the characters to set the basis for future experimentation with primary school children.

DEVELOPMENT OF NON-VERBAL MEANS OF COMMUNICATION IN PRIMARY SCHOOL CHILDREN WITH STUTTERING IN THE PROCESS OF COMPLEX CORRECTION

2021 ◽  
pp. 249-252
Author(s):  
Yu. A. Kalyaeva ◽  
Keyword(s):  
Primary School ◽  
Social Relationships ◽  
School Children ◽  
Primary School Children ◽  
Social Activities ◽  
Primary School Students ◽  
School Students ◽  
Social Rehabilitation ◽  
The Social

The article reveals the need for the development of non-verbal means of communication in primary school students with stuttering, the ultimate goal of which is the social rehabilitation of a stuttering child, which includes not only the re-education of his personality and speech, but also the development of social relationships in order to integrate the acquired knowledge into educational and social activities.

The Impact of Grouping Gifted Primary School Students on Self-Concept, Motivation and Achievement From Parents' Perspectives

2005 ◽  
Vol 15 (1) ◽  
pp. 93-104 ◽  
Author(s):  
Danuta Chessor ◽  
Diana Whitton
Keyword(s):  
Academic Achievement ◽  
Primary School ◽  
Goal Orientation ◽  
Educational Experiences ◽  
Gifted Students ◽  
Primary School Children ◽  
Self Concept ◽  
Performance Goal ◽  
The Impact ◽  
Motivation And Achievement

AbstractA degree of controversy and debate exists about the best educational experiences to fulfil the potential of gifted students. Special class placement can give good educational experiences and opportunities for gifted students. However, Marsh and Parker (1984) described the big-fish-little-pond effect (BFLPE) where equally able students have lower academic self-concepts in high-ability schools than in low-ability schools. Self-concept is an important factor in determining academic achievement. The place of motivation in academic achievement is well documented (Ames, 1992; Ames & Archer, 1988; Blumenfeld, 1992; Dweck, 1986) and determined by mastery or performance-goal orientation (Dweck, 1986). The motivation will ultimately have a bearing on both achievement and self-concept. The purpose of this research was to determine the interrelationship of self-concept, motivation and achievement in gifted primary school children in a variety of groupings from a parent's perspective.

scholarly journals Views from Teachers, Children and Parents on the Reception of Refugees in Primary School in Greece

2020 ◽  
Vol 10 (2) ◽  
pp. 1
Author(s):  
Marina Sounoglou ◽  
Aikaterini Michalopoulou
Keyword(s):  
Primary School ◽  
Research Field ◽  
Primary School Children ◽  
Formal Curriculum ◽  
Informal Curriculum ◽  
Children And Parents ◽  
The Social ◽  
Heated Debate ◽  
Research Findings ◽  
Students Attitudes

The refugee issue facing our country in recent years has triggered a heated debate in the social sciences about its impact on students. Most research focuses on the education of refugees and their smooth integration into society and the psychological support of families. However, there is a lack of interest in the research field for refugee reception about the teachers, pupils and parents' views and what their perspective is on this, as they directly and indirectly affect them. In this context, the present study focuses on the perspective of teachers, pupils and parents on the refugee issue, what they feel and how they perceive it, and we will examine whether the formal curriculum and informal curriculum through actions taken teachers can influence students' attitudes. In the direction indicated by the international literature, this research will be structured in a sample data collection (25 teachers, 25 students, 25 parents in Thessaloniki, Greece) through questionnaire and interview questions in primary school children on the perspective of teachers, students and parents on the refugee issue. The research findings are expected to illuminate the perspective of teachers, students, and parents on the current issue of refugee issue.

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