scholarly journals Nursery School Cooperation with the Family in the Field of Media Education in Children

2021 ◽  
Vol 11 (2) ◽  
pp. 83-98
Author(s):  
Vladimíra Kocourková ◽  
Kamil Janiš ◽  
Veronika Woznicová
Keyword(s):  
Nursery School ◽  
Subject Area ◽  
Media Education ◽  
Negative Consequences ◽  
Specific Topic ◽  
School Teachers ◽  
Nursery Schools ◽  
Research Survey ◽  
The Family ◽  
The Individual

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.

scholarly journals Η επίδραση της γονικής κατάθλιψης στην ψυχική υγεία των παιδιών

2017 ◽  
Vol 2016 (1) ◽  
pp. 459
Author(s):  
Παρασκευή Κορωναίου ◽  
Alexandros - Stamatios Antoniou
Keyword(s):  
Mental Health ◽  
Parental Depression ◽  
Behavioral Difficulties ◽  
Negative Consequences ◽  
Economic Problems ◽  
Social And Emotional ◽  
The Family ◽  
Mental Problems ◽  
Genetic And Environmental Factors ◽  
The Individual

The purpose of this research was to investigate the effects of depression on the mental health of their children, such as the risk of developing depression in adolescent and adulthood. Although the precise mechanisms of linking parental depression to child psychological problems are unknown, genetic and environmental factors seem to play an important role. Surveys have found that children whose parents were diagnosed with depression were two to three times more likely to develop mental problems than those whose parents did not have depression. Because of depression, the individual suffers in basic social and emotional areas and therefore parents with this disorder appear to have deficits in their interactions with their children, with negative consequences for the development of the latter. Parental depression may also affect children's behavior in indirect ways, such as intercourse and divorce in the family. With regard to mother, postpartum depression appears to have an important role, which may have later consequences for the behavior of girls and boys, and depression in the father is seen to have a greater impact on boys who are at greater risk of developing behavioral difficulties. In addition, the potential for emotional difficulties in children increases when the family coexists with both mental health and socio-economic problems, indicating that coping with the particular needs of these families is likely to prevent childhood mental problems.  

Media Education and Prevention of Cyberbullying

2018 ◽  
Vol 52 (2) ◽  
pp. 140-150
Author(s):  
Eva Poláková
Keyword(s):  
Human Rights ◽  
Civic Education ◽  
Media Education ◽  
Negative Consequences ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary And Secondary Education ◽  
Internet Users ◽  
Learning Conditions ◽  
On Line

Abstract Introduction: European-wide bullying statistics shows that 93% of Internet users aged 9-16 have bullying experience, or have been bullied, or they have been bullying online1. The article highlights the most common threats encountered in communicating in cyberspace, with emphasis on cyberbullying and its possible negative consequences in the context of victim’s self-sacrifice. Based on the results of more researches, including also ours, it justified the need of media education implementation as across-cutting theme in primary and secondary education and high schools in order to develop critical thinking as a prerequisite of respect of human rights and cyberbullying. Conclusions: The didactic materials (praxeological results of applied project APVV-14-0176 solved at the Department of Ethics and Civic education, Faculty of Pedagogy, Matej Bel University in Banská Bystrica) are available online for primary school teachers. Teachers can use them directly to prepare specific media education topics, including cyberbullying, or to adapt them creatively to their own learning conditions and to share their pedagogical experience in an available on-line blog.

Alcoholism: a view family / Alcoholismo: una visión familiar

2003 ◽  
Vol 1 (1) ◽  
Author(s):  
Daniel Lloret Irles
Keyword(s):  
Human Organism ◽  
Real Problem ◽  
Negative Consequences ◽  
Work Settings ◽  
Toxic Drug ◽  
The Social ◽  
The Family ◽  
El Sistema ◽  
The Individual ◽  
The Relationship

Los efectos del consumo excesivo de alcohol sobre el organismo, son ampliamente conocidos, y son, posiblemente, el motivo desencadenante de que las personas con un problema de adicción a este tóxico comiencen un tratamiento de desintoxicación y deshabituación, aunque el problema real de esta adicción, como en muchas otras, sea probablemente las consecuencias familiares, sociales y laborales, que en la mayor parte de las ocasiones resultan devastadoras En este sentido, la familia, como contexto socializador primario del individuo, es el elemento central, más importante tanto a nivel de intervención, como preventivo, en relación al consumo de drogas. Está comprobado que el sistema familia desempeña un papel importante en el desencadenamiento de conductas de consumo, de abuso, y de adicción, (Jacob,T. Johnson, S. 1999) De manera que dejando a un lado los factores genéticos, se puede afirmar que los procesos de socialización familiar destacan su importancia al ser la base de predisponentes tales como las actitudes, la personalidad, el autoconcepto, los valores, y en última instancia las habilidades de comunicación. La relación entre familia y consumo de alcohol no se limita a la causalidad ya establecida, hay otra vertiente no menos importante, que se refiere a la trascendencia de esta patología en las interacciones familiares, y a las dinámicas de relación disfuncionales que se crean debido a este problema. AbstractThe effects that the abusive consumption of alcohol cause within the human organism are well known and are probably good reasons to begin a detoxification treatment for people who suffer a serious addiction to this highly toxic drug, although the real problem about this sort of addiction, as in the case of many others, is probably the negative consequences that it may cause for the family, the social and work settings, which, in most cases, prove to be devastating. In this respect, the family, as the prime socializing element for the individual, is the most important influence at the levels of both intervention and prevention of drug abuse. It has been proven that the family’s attitude plays an important role in the promotion of drug consumption, abuse and addiction (Jacob,T. Johnson, S. 1999). Apart from the genetic factors, however, we can affirm that the family’s social processes highlight their importance because they are the base of the underlying factors in this problem, such as their attitudes, their personalities, their self-esteem, their personal values and finally, their communication skills. The relationship between the family and alcohol consumption is not limited to the already established elements. There is another important angle to the problem. It is the far-reaching effects of this pathologic condition on the way the family interacts and on the dynamics of the malfunctioning relationships that this problem causes. 

scholarly journals Job satisfaction and risk of burnout in special needs nursery school teachers

2021 ◽  
Vol 16 (5) ◽  
pp. 2353-2367
Author(s):  
Tomas Cech ◽  
Simona Dobešová Cakirpaloglu
Keyword(s):  
Job Satisfaction ◽  
Special Needs ◽  
Nursery School ◽  
Maslach Burnout Inventory ◽  
Burnout Syndrome ◽  
Special Educational Needs ◽  
School Teachers ◽  
Nursery Schools ◽  
Increased Risk ◽  
High Level

Teaching in nursery schools is a demanding profession based on interaction with people. As a result, teachers are exposed to an increased risk of burnout. The main goal of the research was to find out to what extent the pedagogical staff of the mentioned nursery schools are endangered by the burnout syndrome and how satisfied they are in their profession. The research group consisted of 90 participants which included teachers from all nursery schools for children with special educational needs in the Czech Republic. To determine the empirical data, the Maslach Burnout Inventory – Educators Survey, Teacher Satisfaction Inventory and One-Dimensional Assessment Scale measuring teachers’ climate perception were used. The results suggest that special needs nursery school teachers are at a high risk of burnout in the dimension of emotional exhaustion and depersonalization in contrast to the high level of personal satisfaction, job satisfaction and satisfaction with the working climate.   Keywords: burnout syndrome; job satisfaction; social climate

Tourism as a Tool for the Fulfilment of the Rights to Rest and Leisure Enshrined in Article No. 24 of the Universal Declaration of Human Rights

2019 ◽  
Vol 76 (3-4) ◽  
pp. 180-188
Author(s):  
Bianca Nicla Romano
Keyword(s):  
Human Rights ◽  
Legal System ◽  
Universal Declaration ◽  
Title V ◽  
Negative Consequences ◽  
Real Right ◽  
Right To Work ◽  
The Individual ◽  
The Right ◽  
Italian Constitution

Art. 24 of the 1948 Declaration of Human Rights recognises and protects the right of the individual to rest and leisure. This right has to be fully exercised without negative consequences on the right to work and the remuneration. Tourism can be considered one of the best ways of rest and leisure because it allows to enrich the personality of the individual. Even after the reform of the Title V this area is no longer covered by the Italian Constitution, the Italian legal system protects and guarantees it as a real right, so as to get to recognize its existence and the consequent compensation of the so-called “ruined holiday damage”. This kind of damage has not a patrimonial nature, but a moral one, and the Tourist-Traveler can claim for it when he has not been able to fully enjoy his holiday - the essential fulcrum of tourism - intended as an opportunity for leisure and/or rest, essential rights of the individual.

VALUE EDUCATION SYSTEM IN INDIA

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Jyoti Narayan Patra ◽  
Jayanta Mete
Keyword(s):  
Education System ◽  
Personality Development ◽  
The Family ◽  
The Individual ◽  
The Right

Values are like seeds that sprout, become saplings, grow into trees and spread their branches all around. To be able to think right, to feel the right kind of emotions and to act in the desirable manner are the prime phases of personality development. Building up of values system starts with the individual, moves on to the family and community, reorienting systems, structures and institutions, spreading throughout the land and ultimately embracing the planet as a whole. The culture of inclusivity is particularly relevant and important in the context of our society, nation and making education a right for all children.

THE VALUE OF LOVE IN THE SYSTEM OF FORMATION OF THE PROFESSIONAL MATURITY OF THE EDUCATOR

2020 ◽  
Vol 1 (10(79)) ◽  
pp. 12-18
Author(s):  
G. Bubyreva
Keyword(s):  
Russian Federation ◽  
The State ◽  
Educational Process ◽  
Wide Range ◽  
The Family ◽  
The Russian Federation ◽  
The Government ◽  
The Individual ◽  
The Right

The existing legislation determines the education as "an integral and focused process of teaching and upbringing, which represents a socially important value and shall be implemented so as to meet the interests of the individual, the family, the society and the state". However, even in this part, the meaning of the notion ‘socially significant benefit is not specified and allows for a wide range of interpretation [2]. Yet the more inconcrete is the answer to the question – "who and how should determine the interests of the individual, the family and even the state?" The national doctrine of education in the Russian Federation, which determined the goals of teaching and upbringing, the ways to attain them by means of the state policy regulating the field of education, the target achievements of the development of the educational system for the period up to 2025, approved by the Decree of the Government of the Russian Federation of October 4, 2000 #751, was abrogated by the Decree of the Government of the Russian Federation of March 29, 2014 #245 [7]. The new doctrine has not been developed so far. The RAE Academician A.B. Khutorsky believes that the absence of the national doctrine of education presents a threat to national security and a violation of the right of citizens to quality education. Accordingly, the teacher has to solve the problem of achieving the harmony of interests of the individual, the family, the society and the government on their own, which, however, judging by the officially published results, is the task that exceeds the abilities of the participants of the educational process.  The particular concern about the results of the patriotic upbringing served as a basis for the legislative initiative of the RF President V. V. Putin, who introduced the project of an amendment to the Law of RF "About Education of the Russian Federation" to the State Duma in 2020, regarding the quality of patriotic upbringing [3]. Patriotism, considered by the President of RF V. V. Putin as the only possible idea to unite the nation is "THE FEELING OF LOVE OF THE MOTHERLAND" and the readiness for every sacrifice and heroic deed for the sake of the interests of your Motherland. However, the practicing educators experience shortfalls in efficient methodologies of patriotic upbringing, which should let them bring up citizens, loving their Motherland more than themselves. The article is dedicated to solution to this problem based on the Value-sense paradigm of upbringing educational dynasty of the Kurbatovs [15].

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