scholarly journals Institutional Pedagogical Intervention in Early Years of Life on the Path of Lifelong Learning / Institucionalna pedagoška intervencija u ranim godinama života na putu cjeloživotnog učenja

2021 ◽  
Vol 22 ◽  
Author(s):  
Nataša Cvijanović ◽  
Danica Mojić
Keyword(s):  
Child Development ◽  
Lifelong Learning ◽  
Preschool Education ◽  
First Grade ◽  
Early Learning ◽  
Early Years ◽  
Speech Communication ◽  
Pedagogical Intervention ◽  
The Republic ◽  
The Relationship

The research presented in this paper focuses on establishing the relationship betweeninstitutional pedagogical interventions in early years of life, such as the programmebefore going to school, and early learning of children.This relationship is observed through established outcomes that definedevelopmental changes of a child in all aspects of his development: physical,emotional and cognitive, and development of speech, communication and creativity.The task of the research was to determine the correlation between attending thepreschool curriculum and the growth of certain developmental aspects in childrenas an indicator of early learning, while observing preschool education and educationas a fundamental process for developing lifelong learning competence.Evaluation of the aspects of child development is carried out with the use of theScale for determining developmental aspects of children, with the teachers whoperformed the evaluation of children starting the first grade also recording the dataon attending preschool institutions.1,439 children were monitored in 18 schools, which represents about 14% of thetotal population of children who attend the first grade in the Republic of Srpska,one of the entities in Bosnia and Herzegovina.The results of checking the relationship between involving children into thecurriculum before going to school and the developmental aspects of children showthat children who were involved in the curriculum have more expressed aspects ofdevelopment, which also reflects onto more developed abilities for lifelong learning.Key words: aspects of child development; lifelong learning; preschool curriculum.-Istraživanje predstavljeno u ovom radu fokusira se na uspostavljanje odnosaizmeđu institucionalnih pedagoških intervencija u ranim godinama života, poputpredškolskoga programa i ranoga učenja djece.Ovaj odnos promatran je kroz uspostavljene ishode koji definiraju promjene djetetau svim aspektima razvoja: fizičkom, socioemocionalnom i kognitivnom aspektu terazvoju govora, komunikacije i kreativnosti.Cilj istraživanja bio je ispitati vezu između uključenosti u predškolski kurikul ipoboljšanja određenih razvojnih aspekata djece kao indikatora ranoga učenja,prilikom promatranja predškolskoga obrazovanja i obrazovanja kao temeljnogaprocesa za razvoj kompetencije cjeloživotnoga učenja.Evaluacija aspekata dječjega razvoja provedena je upotrebom Skale za utvrđivanjerazvojnih aspekata djece, a provodili su je učitelji koji su procjenjivali djecu napočetku prvog razreda, također bilježeći podatke o pohađanju predškolskihinstitucija.U istraživanje je bilo uključeno 1439 djece iz 18 škola, što predstavlja oko 14 %ukupne populacije djece koja pohađaju prvi razred u Republici Srpskoj, jednomod entiteta u Bosni i Hercegovini.Rezultati istraživanja odnosa uključivanja djece u predškolski kurikul i njihovihrazvojnih aspekata pokazuju da djeca koja su pohađala vrtić imaju izraženijerazvojne aspekte, što se također odražava na razvijenije sposobnosti cjeloživotnogaučenja.Ključne riječi: aspekti dječjega razvoja; cjeloživotno učenje; predškolski kurikul.

scholarly journals ESTADO BRASILEIRO NO LIMIAR DOS ANOS 1990: Estado-Coisa ou Estado-Sujeito?

2013 ◽  
Vol 20 (2) ◽  
pp. 23
Author(s):  
Monica Piccolo Almeida
Keyword(s):  
Civil Society ◽  
The State ◽  
Early Years ◽  
Single Class ◽  
Object State ◽  
Brazilian State ◽  
State And Society ◽  
Sociedad Civil ◽  
The Republic ◽  
The Relationship

Este artigo propõe-se a analisar em uma perspectiva crítica as principais concepções que predominam na literatura especializada acerca do Estado Brasileiro no limiar dos anos 1990. Toma como objeto de investigação as diversas interpretações construídas sobre algumas temáticas que marcaram a meteórica trajetória de Fernando Collor de Mello rumo a presidência da República. Serão assim analisadas algumas das mais importantes obras que têm como tema o Governo Collor na tentativa de mapear a concepção de Estado que predomina em cada obra. Parte-se da hipótese de que é hegemônica entre os analistas a concepção do Estado brasileiro nos primeiros anos de 1990 como Estado-Sujeito que paira acima de uma Sociedade Civil amorfa, passiva. A vertente explicativa aqui defendida, em uma perspectiva diferenciada e sustentada no arcabouço teórico gramsciniano, sustenta que as relações entre Estado e Sociedade devem ser problematizadas e desnaturalizadas. O modelo de Estado que se forjou, então, não é fruto, unicamente, dos interesses de uma única classe. Ele é visto enquanto relação social e fruto de conflitos entre sujeitos coletivos organizados a partir da sociedade civil e profundamente marcado pelos esforços de transformação do discurso e das práticas neoliberais em hegemônicosPalavras-chave: Estado. Neoliberalismo. Governo Collor. BRAZILIAN STATE ON THE BEGINNING OF THE YEARS 1990: Object-State or Subject-State ?Abstract: This paper aims to examine in a critical perspective the main conceptions that predominate in the specialized literature on the State on the threshold of the years 1990. The object of research are the various interpretations built on some thematic that marked the meteoric career of Fernando Collor de Mello into the Presidency of the Republic Some of the most important works that have as theme Collor's Government are analyzed in an attempt to map the conception that predominates in each work. Considering the hypothesis that it is hegemonic, among analysts, the conception of Brazilian State in the early years of 1990 as asubject State that hangs above an amorphous, Civil society. The explanatory section here defended, in a different perspective and sustained in the Gramscian theory, maintains that the relationship between the State and society must be raised and not naturalized. The State model that was forged, so it is not the result only of the interests of a single class. It is seen as a social relation and the result of conflicts among organized collective subjects from civil society and deeply marked by the speech transformation efforts and neoliberal hegemonic practices.Keywords: State. Neoliberalism. Collor's Government.ESTADO BRASILEÑO EN EL UMBRAL DE LOS AÑOS 1990: ¿Estado Cosa o Estado Sujeto?Resumen: Este trabajo se propone examinar en una perspectiva crítica los conceptos principales que predominan en la literatura especializada sobre el estado en el umbral de los años 1990. Tiene por objeto de investigación las diversas interpretaciones construidas sobre algunas temáticas que marcaron la carrera meteórica de Fernando Collor de Mello en la Presidencia de la República. Por lo tanto serán analizadas algunas de las obras más importantes que tienen como tema el gobierno de Collor, en un intento de mapear la concepción que predomina en cada obra. Se basa en la hipótesis que es hegemónica entre los analistas es el diseño del estado brasileño en los primeros años de 1990 como un estado de sujeto suspendido encima de una Sociedad Civil, amorfa. La sección explicativa aquí defendida, en una perspectiva diferente y sostenido en el teórico gramsciano, mantiene que la relación entre el estado y la sociedad debe plantearse como problematizadas y desnaturalizadas. El modelo de estado que forjó, así por lo tanto, no es el resultado sólo de los intereses de una sola clase. Él es visto como una relación social y el resultado de conflictos entre tema organizado colectivos de la sociedad civil y profundamente marcada por las actividades de procesamiento de voz y neoliberal hegemónico en prácticas.Palabras clave: Estado. Neoliberalismo. Collor gobierno.

A New View of Child Development

2001 ◽  
Author(s):  
Laura E. Berk
Keyword(s):  
Child Care ◽  
Child Development ◽  
Boards Of Directors ◽  
First Grade ◽  
Early Years ◽  
Advisory Committees ◽  
University Courses ◽  
Problematic Situations ◽  
Children's Activities

In my three decades of teaching university courses in child development, I have come to know thousands of students, many of whom were parents or who became parents soon after completing my class. I also served on boards of directors and advisory committees for child-care centers, preschools, elementary schools, and parent organizations. And my research continually drew me into classrooms, where for countless hours I observed and recorded preschool and school-age children’s activities, social interactions, and solitary behaviors, in hopes of answering central questions about how they learn. As a byproduct of those experiences, parents repeatedly approached me with concerns about how to foster their child’s development in the early years. Their fervent questions, at times riddled with doubt and anxiety, revealed that creating optimum learning environments for young children at home—and ensuring their access to development-enhancing experiences in child care, preschool, and school—have become mounting parental challenges. Consider the following problematic situations that parents recently raised with me: • Bob and Sharon, parents of a 4-year-old: Our daughter, Lydia, could recite her ABCs and count from 1 to 20 by age 2 1/2. When we looked for a preschool, many programs appeared to do little more than let children play, so we chose one with lots of emphasis on academics. To me, Lydia’s preschool seems like great preparation for kindergarten and first grade, but each morning, Lydia hates to go. Why is Lydia, who’s always been an upbeat, curious child, so unhappy? • Angela, mother of a 4-year-old and 6-year-old: My husband and I have demanding careers and need to bring work home in the evenings. I’ve read that it’s the quality of time we spend with our children that’s important, not the quantity. We try hard to give Victor and Jeannine our undivided attention, but they’re often whiny, demanding, and quarrelsome. Many times we end up sending them to their rooms or letting them watch TV, just to get some peace after a long day. What’s the best way to create quality parent–child time? • Talia, mother of a 7-year-old: My son Anselmo, a first grader, constantly asks us to help him with his homework.

scholarly journals FEATURES OF INVESTMENT OF DEVELOPMENT CENTERS

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Tetiana Vlasenko ◽  
◽  
Liudmyla Andriichuk ◽  
Keyword(s):  
Child Development ◽  
Preschool Education ◽  
Cost Structure ◽  
Preschool Age ◽  
Early Years ◽  
Number Of Children ◽  
Key Factor ◽  
Child Development Center ◽  
Development Center

The early years of a children’s life are very important for his or her health and development. Healthy development means that children of all abilities are able to grow up where their social, emotional and educational needs are met. The role of education is a key factor for an individual’s development. The role of education is a key factor for an individual’s development. After the 1980s the findings of educational research has shown that preschool age is a very important period in one’s development. Preschool education is becoming important in the new millennium because a child’s personality, emotions, cognitive and social abilities develop during the first five years. The article examines the expedience and effectiveness of opening a child development center. The preconditions for the creation of development centers have been studied. The number of functioning preschool institutions in the period from 2011 to 2019 and the number of children born in Ukraine for the corresponding period are analyzed. There is a negative trend towards a decrease in the number of children's educational institutions. Based on these studies, it was concluded that the network of schools does not meet the needs of the population of Ukraine. The calculation of financial indicators of the development center, calculation of break-even point and indicators of project efficiency were made. It is shown what income the center can have from the first year of activity. The dynamics of revenue for three years was also shown. The costs of opening the center are calculated and the dynamics of costs for three years is shown. The cost structure is also analyzed, that is the percentage of fixed and variable in the general cost structure of the enterprise is shown. How many highly qualified staff are needed to ensure the operation of the center, as well as the level of competitive wages were considered. Thus, based on the results of the study, it can be concluded that the opening of a child development center is not only a profitable business but also helps to solve the problems of parents with a lack of places in kindergartens and provide quality services for child development. The study is based on the latest statistics.

Unpacking the Relationship Between Preschool Social Skills and First Grade Academic Competence

2008 ◽  
Author(s):  
Brittany L. Rhoades ◽  
Heather Kiernan Warren ◽  
Mark T. Greenberg ◽  
Celene E. Domitrovich
Keyword(s):  
Social Skills ◽  
First Grade ◽  
Academic Competence ◽  
The Relationship

Self-Determination and Territorial Integrity: Southern Cameroons and the Republic of Cameroun

2019 ◽  
Vol 27 (4) ◽  
pp. 629-653
Author(s):  
Valerie Muguoh Chiatoh
Keyword(s):  
International Law ◽  
Armed Conflict ◽  
Third World ◽  
Self Determination ◽  
Territorial Integrity ◽  
Present Issue ◽  
The Republic ◽  
The Relationship

African states and institutions believe that the principle of territorial integrity is applicable to sub-state groups and limits their right to self-determination, contrary to international law. The Anglophone Problem in Cameroon has been an ever-present issue of social, political and economic debates in the country, albeit most times in undertones. This changed as the problem metamorphosed into an otherwise preventable devastating armed conflict with external self-determination having become very popular among the Anglophone People. This situation brings to light the drawbacks of irregular decolonisation, third world colonialism and especially the relationship between self-determination and territorial integrity in Africa.

The Germans and their Jewish Neighbors on the Ukrainian Areas at the Second Half of the 19th Century

2020 ◽  
pp. 17-27
Author(s):  
D. Meshkov
Keyword(s):  
Everyday Life ◽  
19Th Century ◽  
Russian Empire ◽  
Early Years ◽  
Criminal Cases ◽  
South West ◽  
Multiethnic Population ◽  
The Russian Empire ◽  
The 19Th Century ◽  
The Relationship

The article presents some of the author’s research results that has got while elaboration of the theme “Everyday life in the mirror of conflicts: Germans and their neighbors on the Southern and South-West periphery of the Russian Empire 1861–1914”. The relationship between Germans and Jews is studied in the context of the growing confrontation in Southern cities that resulted in a wave of pogroms. Sources are information provided by the police and court archival funds. The German colonists Ludwig Koenig and Alexandra Kirchner (the resident of Odessa) were involved into Odessa pogrom (1871), in particular. While Koenig with other rioters was arrested by the police, Kirchner led a crowd of rioters to the shop of her Jewish neighbor, whom she had a conflict with. The second part of the article is devoted to the analyses of unty-Jewish violence causes and history in Ak-Kerman at the second half of the 19th and early years of 20th centuries. Akkerman was one of the southern Bessarabia cities, where multiethnic population, including the Jews, grew rapidly. It was one of the reasons of the pogroms in 1865 and 1905. The author uses criminal cases` papers to analyze the reasons of the Germans participation in the civilian squads that had been organized to protect the population and their property in Ackerman and Shabo in 1905.

scholarly journals Plasma angiopoietin-2 is associated with age-related deficits in cognitive sub-scales in Ugandan children following severe malaria

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Benson J. Ouma ◽  
Paul Bangirana ◽  
John M. Ssenkusu ◽  
Dibyadyuti Datta ◽  
Robert O. Opoka ◽  
...  
Keyword(s):  
Severe Malaria ◽  
Parental Education ◽  
Preschool Education ◽  
Kidney Injury ◽  
Malaria Episode ◽  
Enzyme Linked Immunosorbent Assay ◽  
Testing Time ◽  
Age Related ◽  
Angiopoietin 2 ◽  
The Relationship

Abstract Background Elevated angiopoietin-2 (Angpt-2) concentrations are associated with worse overall neurocognitive function in severe malaria survivors, but the specific domains affected have not been elucidated. Methods Ugandan children with severe malaria underwent neurocognitive evaluation a week after hospital discharge and at 6, 12 and 24 months follow-up. The relationship between Angpt-2 concentrations and age-adjusted, cognitive sub-scale z-scores over time were evaluated using linear mixed effects models, adjusting for disease severity (coma, acute kidney injury, number of seizures in hospital) and sociodemographic factors (age, gender, height-for-age z-score, socio-economic status, enrichment in the home environment, parental education, and any preschool education of the child). The Mullen Scales of Early Learning was used in children < 5 years and the Kaufman Assessment Battery for Children 2nd edition was used in children ≥ 5 years of age. Angpt-2 levels were measured on admission plasma samples by enzyme-linked immunosorbent assay. Adjustment for multiple comparisons was conducted using the Benjamini–Hochberg Procedure of False Discovery Rate. Results Increased admission Angpt-2 concentration was associated with worse outcomes in all domains (fine and gross motor, visual reception, receptive and expressive language) in children < 5 years of age at the time of severe malaria episode, and worse simultaneous processing and learning in children < 5 years of age at the time of severe malaria who were tested when ≥ 5 years of age. No association was seen between Angpt-2 levels and cognitive outcomes in children ≥ 5 years at the time of severe malaria episode, but numbers of children and testing time points were lower for children ≥ 5 years at the time of severe malaria episode. Conclusion Elevated Angpt-2 concentration in children with severe malaria is associated with worse outcomes in multiple neurocognitive domains. The relationship between Angpt-2 and worse cognition is evident in children < 5 years of age at the time of severe malaria presentation and in selected domains in older years.

scholarly journals The Relationship between Tree-Ring Growths of Pinus densiflora and Climate from Three Mountains in Central Region, the Republic of Korea

Atmosphere ◽  
2021 ◽  
Vol 12 (7) ◽  
pp. 878
Author(s):  
Chang-Hyun Park ◽  
Ui-Cheon Lee ◽  
Soo-Chul Kim ◽  
Kwang-Hee Lee
Keyword(s):  
Tree Ring ◽  
National Parks ◽  
Central Region ◽  
Climatic Factors ◽  
Pinus Densiflora ◽  
Ring Width ◽  
Republic Of Korea ◽  
Logarithmic Curve ◽  
The Republic ◽  
The Relationship

To analyze the relationship between climatic factors (monthly mean temperature and total precipitation) and tree-ring growths of Pinus densiflora from the central region of the Republic of Korea, more than 20 trees were sampled from three national parks. The tree-ring chronology of Mt. Bukhan covering the period of 1917–2016 was assessed, as well as that of Mt. Seorak across 1687–2017 and Mt. Worak across 1777–2017. After cross-dating, each ring-width series was double-standardized by first fitting a logarithmic curve and then a 50 year cubic spline. Climate-growth relationships were computed with bootstrap correlation functions. The result of the analysis showed a positive response from the current March temperature and May precipitations for tree-ring growth of Pinus densiflora. It indicates that a higher temperature supply during early spring season and precipitation during cambium activity are important for radial growths of Pinus densiflora from the central region in the Republic of Korea.

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