scholarly journals The Evaluation of the Readiness of the child for the Early-school Education in the Context of the Indicators of the School Maturity – the Model of the Mature Child Ready for Education

2015 ◽  
Vol 5 (2) ◽  
pp. 63-77
Author(s):  
Ireneusz Skawina ◽  
Elżbieta Markiewicz
Keyword(s):  
Social Development ◽  
School Environment ◽  
Essential Role ◽  
Basic Education ◽  
Compulsory Education ◽  
Implementation Process ◽  
School Education ◽  
Education Environment ◽  
Early School

Abstract At a time of successively implemented educational reforms on the level of early-school education, presently concerning the youngest generation of Poles, there is an exquisitely topical question about the school maturity of the contemporary child. Hence, an attempt to turn attention to proper preparing the child for taking the compulsory education is a priority objective of the present article. The attention should be also turned to the essential role in this implementation process for the system and methodological education which is a basic education environment - a family. Authors, having exploited the expository method as fundamental form of the realization of the established purpose, made an attempt to depict not only a substantial role of the early-school education (by stressing the appropriate intellectual, emotional and social development of the child), but also to define school maturity indicators and determinants. It was also underlined, that the appropriate assessment of the child’s school maturity constituted the essential determinant of his proper functioning in the school environment. Additionally, an attempt was made to depict the model of the mature child ready for the early-school education through indicating factors which determine acceptable readiness. A return to the current issues of imposing compulsory education on 6-year-old children was also made.

scholarly journals Historical education in the process of democratic transition: The Czech case

2012 ◽  
Vol 23 (3) ◽  
pp. 45-55
Author(s):  
Jaroslav Najbert
Keyword(s):  
School Environment ◽  
Democratic Transition ◽  
Historical Consciousness ◽  
School Education ◽  
The Past ◽  
Historical Education

In his article the author focuses on the process of dealing with the past using the example of Czech democratic transition after 1989. First he defines the very concept ?dealing with the past? in order to define the role of historiography and school education in a symbolic level of such a process. He deals with three basic problems - cultivation of historical consciousness within school environment, implementation of modern didactical concepts and finally using the Czech experience with post-communist historical education he outlines problematic issues surrounding the process of dealing with the past. Besides other things he concentrates on didactic aspects of the concept of cultural and communicative memory.

scholarly journals A IMPORTÂNCIA DA FAMÍLIA JUNTO À ESCOLA NO APRENDIZADO FORMAL DAS CRIANÇAS

2015 ◽  
Vol 12 (3) ◽  
pp. 123-133 ◽  
Author(s):  
Josiane Ap de Araújo Firman ◽  
Sylvia Caroline Russi Santana ◽  
Marcos Lupércio Ramos
Keyword(s):  
Social Development ◽  
School Performance ◽  
School Environment ◽  
Family Intervention ◽  
School Life ◽  
Good School ◽  
The Family ◽  
Teaching Learning

The present study aimed to analyze the role of the family in regard to the learning of children in the school environment to occur in their physical, cognitive and social development. It is also intended to analyze and point out the benefits of family intervention in the education of their children and the preposition of some actions to strengthen this relationship and after contribute to the integral formation of children. Through this research can be seen that the family-union school becomes essential for the proper development of the child in their school life and generates enrichment in the teaching learning since both have the same goal, for it is through good school performance of children that favors the acquisition of knowledge that provide skills and skills for citizenship

scholarly journals The Multy Actors’s Role in Implementation Policy ProcessMulty Actors’s Role in Implementation Policy Process (Case Study in Policy of Compulsory Basic Education 12 Years at Kudus Regency, Central Java, Indonesia)

2020 ◽  
Vol 2 (2) ◽  
pp. 1-7
Author(s):  
Asih Widi Lestari ◽  
Sri Suwitri ◽  
Endang Larasati ◽  
Hardi Warsono
Keyword(s):  
Basic Education ◽  
Central Government ◽  
Implementation Process ◽  
Successful Implementation ◽  
Infrastructure Development ◽  
Central Java ◽  
Implementation Policy ◽  
Universal Secondary Education

Kudus Regency is one area that successfully implemented Policy of Compulsory Basic Education 12 years since 2010 even before the central government issued a Policy of Compulsory Basic Education 12 years. In implemented this policy, Kudus Regency Government based on the Kudus Regency Regulation Number 2/ 2010 about Basic Education 12 Years and Regulation of Minister Education and Culture Republic Indonesia Number 80/2013 about Universal Secondary Education (Basic Education 12 Years). The success of Kudus Regency in implementing compulsory basic education 12 years policy is depending on the role of actors that depending in the implementation process. This research is using descriptive qualitative approach. The results of this research is the successful implementation of compulsory basic education 12 years policy in Kudus Regency can not be sparated from the synergy of multyactors’s role. The role of Central Government and Kudus Regency Government that is by issuing compulsory basic education 12 years policy, i. e Regulation Minister of Education and Culture Number 80/2013 and Kudus Regency Regulation Number 2/2010 about compulsory basic education 12 years, and their programs support. The private sector’s roles, is by providing scholarships and grants to infrastructure development of schools in Kudus Regency. The role of Kudus Regency society is provide full support and enthusiasm in implementing compulsory basic education in Kudus Regency.

scholarly journals STUDENTS TRAINING – FUTURE TEACHERS OF EARLY SCHOOL EDUCATION FOR WORK IN CULTURALLY DIVERSIFIED ENVIRONMENT

2017 ◽  
Author(s):  
Ewa Ogrodzka-Mazur
Keyword(s):  
Professional Training ◽  
School Education ◽  
Intercultural Education ◽  
Future Teachers ◽  
Early School ◽  
Theoretical Assumptions

Referring to theoretical assumptions of pedagogy and intercultural education, the discussion was undertaken on their implementation by students – future teachers working with I-III class children in Cieszyn Silesia. The following issues were focused on: (1) the occurrence and role of elements of intercultural education in teaching children, (2) the range of teaching contents, (3) the implemented programmes and those in the process of preparation. The analysis was also carried out of teachers’ expert preparation and their professional training and improvement concerning the implementation of intercultural education.

Sex Differences in the Interaction of Adults and Preschool Children

1979 ◽  
Vol 44 (1) ◽  
pp. 115-118 ◽  
Author(s):  
Scott H. Alfgren ◽  
Elizabeth J. Aries ◽  
Rose R. Olver
Keyword(s):  
Preschool Children ◽  
School Environment ◽  
Differential Response ◽  
Arts And Crafts ◽  
Task Behavior ◽  
Early School ◽  
Seeking Behavior ◽  
Patterns Of Behavior ◽  
To Receive

The interaction between adults and preschool children was observed while children engaged in a group arts-and-crafts activity. Subjects were 16 male and 16 female children and 2 male and 2 female adults. The percentage of times the child's satisfactory task behavior was followed by an adult response was used as the measure to determine whether adults respond differently to boys and girls, whether this is related to different patterns of behavior displayed by boys and girls, and whether this differential response varies with the sex of the adult. There was a tendency for boys to receive more attention from adults than girls. Female adults showed a greater differential response, giving proportionately more attention to boys than did male adults. The amount of attention a child received was not correlated, however, with amount of attention-seeking behavior displayed by the child during the task. Implications for the role of male adults in the early school environment are suggested.

Early School Leavers and Disadvantage in the Labour Market: A Review of the Role of Career Education

1994 ◽  
Vol 3 (2) ◽  
pp. 15-20
Author(s):  
Wendy Patton
Keyword(s):  
Young People ◽  
Labour Market ◽  
Career Education ◽  
Compulsory Education ◽  
Youth Unemployment ◽  
Training Structures ◽  
Early School ◽  
Research Findings ◽  
And Training

Early school leavers have always been perceived as being at a disadvantage in the labour market, even prior to the days of extreme youth unemployment. Although recent years have seen increasing numbers of young people remain at school or engage in some other form of post-compulsory education or training, there are still many young people who leave school early and do not complete any form of post-compulsory education or training. This paper attempts to review the Australian context on this issue, including research findings on profiles of early school leavers, their eventual employment status and its individual and social cost. The paper then briefly reviews government policy and suggestions for education and training structures and, in particular, the renewed focus on career education and facets of its role with early school leavers.

scholarly journals PERAN PONDOK PESANTREN TERHADAP PENDIDIKAN KARAKTER

2019 ◽  
Vol 5 (2) ◽  
pp. 161-182
Author(s):  
Moh Abdullah
Keyword(s):  
Character Education ◽  
Professional Education ◽  
School Environment ◽  
Basic Education ◽  
Boarding School ◽  
Vital Role ◽  
School Education ◽  
Moral Position ◽  
The World ◽  
Important Position

Absolute education (character) is the basis of every human being that must be internalized in every soul as a human soul, it is a measure of whether someone is good or not. One institution that plays an important role in ahlak education is pondok pesantren. Emphasis in boarding school education is an effort to form a noble man with good personality, good behavior and virtuous, so that attitudes or morals in the world of boarding school education occupy an important position and become the ultimate goal of an education, namely giving birth to people with morals in addition to science. Therefore, moral position is very important for the world of pesantren education. Pondok pesanntren not only conveys material through classic books, but rather to practice in everyday life, so that character education is easily embedded into the souls of students as objects in character education in a boarding school environment. Until now, education is one of the basic education that has been maintained, not displaced by anything, despite continuing trials and panic from various sectors. So that Islamic boarding school educational institutions continue to get good responses from the community. This journal tries to reveal the vital role of pesantren in professional education. Trying to reveal the involvement of Islamic boarding schools in the process of planting ahlak education from the beginning until now.

scholarly journals ¿Estudias o trabajas? La toma de decisiones en los itinerarios formativos de jóvenes

2017 ◽  
Vol 21 (4) ◽  
pp. 139-157
Author(s):  
Vicent Horcas López ◽  
Elena Giménez Urraco
Keyword(s):  
Decision Making ◽  
Young People ◽  
Compulsory Education ◽  
School To Work ◽  
School Transitions ◽  
Structural Elements ◽  
Early School ◽  
Toma De Decisiones ◽  
Pedagogical Relationship

Resumen:Este trabajo aborda el análisis de los discursos de los y las jóvenes en la toma de decisiones sobre sus itinerarios formativos y las transiciones escolares y entre escuela y trabajo. A partir de las entrevistas a jóvenes en dos proyectos de investigación, uno en itinerarios considerados como de “fracaso escolar y abandono prematuro” (educación obligatoria), y otro en itinerarios considerados de “éxito” (hacia la educación superior) pretendemos aproximarnos a los factores que influyen y dan sentido a las decisiones que toma el alumnado en sus diferentes posibilidades académicas. En este marco, la relación pedagógica se muestra como un elemento clave de vinculación con el centro escolar. Sin embargo, el papel del profesorado en la toma de decisiones no es por sí solo decisivo, sino que se combina con otros elementos contextuales y/o estructurales como la clase social, el capital cultural, el rendimiento educativo, el efecto barrio y la familia. Abstract:This paper analyze of the discourses of the young people in the decision making on their training pathways and the school transitions and school-to-work transitions. Based on interviews with young people in two research projects. The first training considered as “school failure and early school leaving” (compulsory education), and the second research considered training pathways of “success” (toward higher education) we intend to approach the factors that influence and give meaning to the decisions that the students take in their different academic possibilities. In this context, the pedagogical relationship is shown as a key element of linkage with the school. However, the role of teachers in decision-making is not alone decisive, but is combined with other contextual and structural elements such as social class, cultural capital, educational performance, neighborhood effect and family.

Discussion on the Role of “Head Teacher” in China’s Basic Education

2021 ◽  
Vol 7 (2) ◽  
pp. 943-948
Author(s):  
Longjun Zhou ◽  
Fangmei Li
Keyword(s):  
Social Development ◽  
Basic Education ◽  
18Th Century ◽  
Head Teacher ◽  
Specific Knowledge ◽  
Knowledge And Skills ◽  
Low Level ◽  
Education Process

From the perspective of the development of education, the initial reason for the emergence of schools is to enable students to master specific knowledge and skills required by society. In this process, it is inevitable to undertake the task of cultivating students’ ideology and morality. Before the 18th century, due to the relatively low level of social development and education, the two functions of “teaching” and “educating” were often intertwined in the education process.

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