scholarly journals SOCIOLOGY OF PARENTHOOD AS A SEPARATE SUBJECT AREA OF SOCIOLOGY OF THE FAMILY

2016 ◽  
pp. 2-5
Author(s):  
Irina P. Lotova
Vestnik NSUEM ◽  
2020 ◽  
pp. 259-270
Author(s):  
N. A. Vyalykh

The relevance of the article is determined by the need to overcome the existing differences in understanding the subject area of the family studies in Russian sociology today. The aim of the article is a revision of subject boundaries and methodological problems of the family sociology. The novelty of the work is in identifying the externalist and internalist factors that are differentiating the sociological research methodology of marriage and family relations from it’s in other sciences. But currently, there is a tendency to overcome the cognitive one-sidedness of various disciplinary approaches in an attempt to create a comprehensive science of the family.


2021 ◽  
Vol 11 (2) ◽  
pp. 83-98
Author(s):  
Vladimíra Kocourková ◽  
Kamil Janiš ◽  
Veronika Woznicová

Abstract Introduction: The paper focuses on a narrowly specific topic of the family cooperation with an institution of pre-school education - the nursery school (or also just the nursery), concentrating on a specific topic of “media education”. It considers the determining factors and presents partial findings of a research survey aimed at the field of media education in nursery schools. Methods: The paper contains the results of our own questionnaire research, which was carried out online in nursery school teachers. It also contains a theoretical definition of media literacy and media education in the context of the target group. Results: The result is an analysis of the obtained findings and formulated proposals for measures in the given field, which are usable and applicable in practice. Discussion: The individual presented results are continuously discussed with regard to the findings from the field of media education in the nursery school. Today, the world of the media is a common part of life even for children of pre-school age, and therefore it is necessary to teach them to orient themselves in it, which should be one of the tasks of the nursery school. In the Czech Republic, this issue has not yet been addressed at a significant level or to an appropriate extent. Our results are therefore closely linked not only to the discussion comments, but also to the conclusions drawn from them. Limitations: The results of the empirical research may be influenced by the attitudes and prejudices of nursery school teachers in relation to media in pre-school children. Conclusion: An early intervention can teach children to use media for their benefit and prevent media from negatively affecting them. The negative consequences of unrestrained effects of e.g. the television or mobile phones have been empirically proven. This information about the negative consequences is very general, distorted or superficial for the general public (parents), though. We consider the implementation of media education into the “teaching” process in nursery schools to be inevitable, even with regard to a closer cooperation between the institution and parents. However, this also places increased demands on training pedagogical staff in nursery schools in the subject area, creating methodological materials, etc.


2021 ◽  
Vol 75 (3) ◽  
pp. 28-33
Author(s):  
Daurenbek Kusainov ◽  
◽  
Ainur Sadyrova ◽  

Marriage and the family are important institutions of human society. As we know, they include different private institutions: the institute of kinship, the institute of motherhood and fatherhood, the institute of property, the institute of social protection of childhood and guardianship, and others. The process of family formation is the process of assimilation of social norms, roles and standards that regulate courtship, the choice of a marriage partner, family stabilization, sexual behavior, relations with the parents of spouses.The sociology of the family in a narrow sense, as part of general sociology, as a theory of the “middle level”; considers a special sphere of life and culture of families. The sociology of the family deals with a group, and not with an individual subject of life activity. A group of people connected by family and kinship relations forms that part of the social reality that is studied by the sociology of the family, where the family lifestyle is at the forefront. The sociology of the family considers the individual as a member of the family, integral part of the society. The sociology of the family correlates with the sociology of the individual; it studies personality, first of all, through the prism of socio-cultural intra-family ties, family identity of the individual. In any societythe family has a dual character. On the one hand, it is a social institution, on the other-a small group that has its own laws of functioning and development.


1988 ◽  
Vol 16 (2) ◽  
pp. 180 ◽  
Author(s):  
Maxine Baca Zinn ◽  
D. Stanley Eitzen

1996 ◽  
Vol 23 (1-2) ◽  
pp. 575-598
Author(s):  
Lluís Flaquer ◽  
Juilo Iglesias de Ussel

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