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

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

scholarly journals Anger in infancy and its implications: History of attachment in mother–child and father–child relationships as a moderator of risk

2018 ◽  
Vol 31 (04) ◽  
pp. 1353-1366 ◽  
Author(s):  
Rebecca L. Brock ◽  
Grazyna Kochanska
Keyword(s):  
Preschool Age ◽  
Complex Nature ◽  
School Age ◽  
Strange Situation ◽  
Car Seat ◽  
Early School ◽  
History Of ◽  
Early School Age ◽  
The Impact ◽  
Parent Child

AbstractGrowing research has documented distinct developmental sequelae in insecure and secure parent–child relationships, supporting a model of early attachment as moderating future developmental processes rather than, or in addition to, a source of direct effects. We explored maladaptive developmental implications of infants’ anger proneness in 102 community families. Anger was assessed in infancy through observations in the Car Seat episode and parents’ ratings. Children's security with parents was assessed in the Strange Situation paradigm at 15 months. At preschool age, child negativity (defiance and negative affect) was observed in interactions with the parent, and at early school age, oppositionality was rated by parents and teachers. Security was unrelated to infant anger; however, it moderated associations between infant anger and future maladaptive outcomes, such that highly angry infants embarked on a negative trajectory in insecure, but not in secure, parent–child dyads. For insecure, but not secure, mother–child dyads, infants’ mother-rated anger predicted negativity at preschool age. For insecure, but not secure, father–child dyads, infants’ anger in the Car Seat predicted father- and teacher-rated oppositional behavior at early school age. Results highlight the developmentally complex nature of the impact of attachment, depending on the relationship with mother versus father, type of measure, and timing of effects.

scholarly journals Od biernego odbiorcy do aktywnego mediakreatora – małe dzieci i TIK w świetle badań własnych

2018 ◽  
pp. 143-160
Author(s):  
AGNIESZKA IWANICKA
Keyword(s):  
New Technologies ◽  
Media Content ◽  
School Age ◽  
Small Children ◽  
Early School ◽  
The Family ◽  
The Media ◽  
Early School Age ◽  
Family Home ◽  
Over Time

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.

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

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.   

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

2014 ◽  
Vol 42 (7) ◽  
pp. 1117-1128 ◽  
Author(s):  
Hyein Chang ◽  
Daniel S. Shaw ◽  
Thomas J. Dishion ◽  
Frances Gardner ◽  
Melvin N. Wilson
Keyword(s):  
Indirect Effects ◽  
Self Regulation ◽  
School Age ◽  
Direct And Indirect Effects ◽  
Early School ◽  
The Family ◽  
Early School Age

scholarly journals SELF-IMAGE IN CHILDREN OF DIVORCED PARENTS

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.

scholarly journals The Impact of Formal School Entry on Children’s Social Relationships with Parents, Siblings, and Friends

Children ◽  
2021 ◽  
Vol 8 (10) ◽  
pp. 891
Author(s):  
Katharina M. Heuser-Spura ◽  
Julia Jaekel ◽  
Dieter Wolke
Keyword(s):  
Social Relationships ◽  
Social Relationship ◽  
Sibling Relationships ◽  
School Entry ◽  
Supporting Evidence ◽  
School Age ◽  
Early School ◽  
Relationship Qualities ◽  
Early School Age ◽  
The Impact

The normative transition to formal schooling confronts children with social challenges but also opportunities. Longitudinal research on how school entry impacts children’s family and friend-ship relationships is scarce. This study investigated social relationship qualities with parents, siblings, and friends among 1110 children (49.9% female) from the prospective, population-based Bavarian Longitudinal Study at 6 years (before school entry) and 8 years using a forced-choice card-sorting task. Multivariate analyses of variance revealed significant effects of age (i.e., school entry) on social relationship qualities with mothers (Pillai’s Trace (PT) = 0.28, F(9, 1101) = 47.73, p < 0.001), fathers (PT = 0.14, F(9, 1101) = 19.47, p < 0.001), siblings (PT = 0.27, F(9, 1101) = 46.14, p < 0.001), and friends (PT = 0.21, F(9, 1101) = 32.57, p < 0.001). On average, children reported higher levels of parental comfort after school entry. Companionable qualities increased in relationships with friends, whereas sibling relationships became more conflictual from preschool to early school age. Findings provide unique insights into how social relationships develop from preschool to early school age, supporting evidence of the growing importance of friends. Conflict was predominant and increasing in sibling relationships and should be considered more in future research.

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