scholarly journals A AFETIVIDADE E SUA INFLUÊNCIA NO PROCESSO DA APRENDIZAGEM NAS CRIANÇAS

2018 ◽  
Vol 7 (2) ◽  
pp. 07
Author(s):  
Rayara Nogueira de Sousa ◽  
François Silva Ramos ◽  
Francisca Semirames Nogueira de Sousa
Keyword(s):  
Aggressive Behavior ◽  
Learning Process ◽  
Well Being ◽  
Human Relationship ◽  
Psychic Life ◽  
Children’S Learning ◽  
Essential Tool ◽  
Teaching Learning ◽  
Constant Interest ◽  
Children's Learning

O presente artigo apresenta uma investigação sobre a influência da afetividade no avanço da aprendizagem nas crianças. Pretende-se com esta pesquisa, investigar como as situações de sala de aula ou no interior da escola podem influenciar ou interferir na aprendizagem do educando. Acreditamos que os afetos e emoções são partes integrantes da nossa vida psíquica, e compreendemos que o afeto é um elemento primordial em qualquer relação humana; este necessita estar presente em todas as etapas da vida do sujeito. Porém, ao considerarmos essas afinidades, compreendemos que existe um certo distanciamento da afetividade; a implicação é visível, muitas crianças se tornam adultos em miniaturas, e muitas vezes com um comportamento retraído ou agressivo. Torna-se vital, portanto, entender a importância da presença de um espaço favorável ao exercício do afeto e emoções na vida do aluno. O trabalho exposto se fundamenta numa pesquisa bibliográfica. Para tanto, procuramos fundamento nas teorias de Wallon (1998), Vygotsky (1992) e Piaget (2000), que discorrem acerca da dimensão da afetividade no processo de ensino-aprendizagem, e coloca a ação do professor como fator definitivo neste processo. Para tanto, nesta pesquisa postulamos ser a afetividade uma ferramenta essencial ao desenvolvimento da criança com mediação do professor, haja vista a aprendizagem ser sensível a possibilidades que prevejam interesse constante no bem-estar da criança. AFFECTIVITY AND ITS INFLUENCE IN THE CHILDREN'S LEARNING PROCESS ABSTRACT This paper presents an investigation about the influence of affectivity on the advancement of learning in children. It is intended, with this research, to investigate how the situations of classroom or in the interior of the school can influence or interfere in the student's learning. We believe that affections and emotions are parts that integrate our psychic life, and we understand that affection is a primordial element in any human relationship; this needs to be present in all stages of the individual's life. But when we consider these affinities, we understand that there is a certain detachment from affectivity; the implication is visible, many children become adults in miniatures, and often with a shy or aggressive behavior. It is therefore vital to understand the importance of the presence of a space favorable to the exercise of affection and emotions in the student's life. The work presented is based on a bibliographical research. In order to do this, we seek to base Wallon's (1998), Vygotsky (1992) and Piaget (2000) theories on the dimension of affectivity in the teaching-learning process and place the teacher's action as a definitive factor in this process. For this, in this research we postulate that affectivity is an essential tool for the development of the child with teacher's mediation, since learning is sensitive to possibilities that predict a constant interest in the child's well-being.

scholarly journals Magic Lab Coat: art as a mechanism of action for care and teaching in health/ Mágica bata de laboratório: a arte como mecanismo de ação para o cuidado e o ensino em saúde

2021 ◽  
Vol 7 (6) ◽  
pp. 57788-57800
Author(s):  
Bruno Leotério dos Santos ◽  
Giovana Rocha Queiroz ◽  
Thalia Tibério dos Santos ◽  
Vinícius Rodrigues Andrade ◽  
Fábio Morato de Oliveira ◽  
...  
Keyword(s):  
Medical Students ◽  
Mechanism Of Action ◽  
Medical Practice ◽  
Learning Process ◽  
Health Professionals ◽  
Clinical Picture ◽  
Well Being ◽  
Human Relationship ◽  
Teaching Learning ◽  
The Impact

Background The objectives of the present study are to report the impact of projects such as the Magic lab coat team, which employ arts, focusing on clowning, for the community and, under the perspective of training health professionals. Methods The actions were developed because of an extension action entitled Magic lab coat team having as a partner hospital, hostels, schools, and charities.  The protagonists of this action are medical students, who dress as clowns, bringing joy, humanity and various teachings to the patient and health professionals. Results The activities developed contributed to the teaching-learning process of medical students involved by providing a more humanized training and improvement of communication, expression, and empathy skills. Conclusion The presence of medical students characterized as clowns and focused not only on the clinical picture of patients, allow the well-being of patients, and reconnects them to the focus of all medical practice: the human relationship. The project offers contributions by softening the environment of various health scenarios and influencing the training of health students.

scholarly journals Strategi Kepala Sekolah Dalam Mengatasi Permasalahan Pembelajaran Online di Masa Pandemi COVID 19

2021 ◽  
Vol 8 (2) ◽  
pp. 79-96
Author(s):  
Lukman Asha
Keyword(s):  
Information Technology ◽  
Online Learning ◽  
Learning Process ◽  
School Principals ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Children’S Learning ◽  
Technology And Learning ◽  
Children's Learning

The purpose of this research was to gain an understanding of the principal's strategies as a manager in overcoming problems that arouse during the implementation of online learning at SDIT al-Kahfi in Lebong Regency, Bengkulu Province. This study applied a qualitative approach, with data gathered through observation of learning activities via Whastapp groups and interviews with informants such as school principals, PAI teachers, students, and parents. Following the collection of data, an analysis was performed using Miles’ et al theory in order to find conclusive answers. The principal's strategies to solve the problems of online learning at SDIT al-Kahfi Lebong fell into the following: sending teachers to attend seminars or getting engaged into the training of information technology and learning with peers, providing guidance or training for children in groups or individually, providing counseling and conducting counseling meetings with students’ parents about the importance of android in the learning process, and giving an understanding of the importance of parental cooperation in supervising their children's learning from home.

scholarly journals App-based learning for kindergarten children at home (Learning4Kids): study protocol for cohort 1 and the kindergarten assessments

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Frank Niklas ◽  
Efsun Annac ◽  
Astrid Wirth
Keyword(s):  
Social Inclusion ◽  
Well Being ◽  
Kindergarten Children ◽  
Societal Implications ◽  
Control Group ◽  
Full Potential ◽  
Intervention Approach ◽  
Children’S Learning ◽  
Children's Learning ◽  
At Home

Abstract Background Children’s literacy and mathematical competencies are a critical platform for their successful functioning as individuals in society. However, many children, in particular those with low socio-economic status (SES) backgrounds who may not receive the home support needed to develop to their full potential, are at risk of not reaching sufficient competence levels. The overall aim of this project is to develop innovative computer tablet applications (‘apps’) and test whether the apps support parents in the provision of high-quality home learning environments (HLEs) and impact positively on the short- and long-term development of children’s competencies. Altogether, “App-based learning for kindergarten children at home” (Learning4Kids) is a 5-year longitudinal study funded by the EU and designed to assess the potential impact of a tablet-based family intervention on children’s learning, development, social inclusion and well-being. Methods/design This study uses a multi-method intervention approach and draws on expertise from psychology, education, informatics, and didactics to evaluate the effectiveness of learning apps and the intervention approach. It also exploits new technological possibilities afforded by tablet computers that are very common nowadays in families. Learning4Kids sets out to measure the quality of the HLE, children’s early mathematical, literacy, and cognitive competencies and their behaviour. Here, data will be gathered via standardized tests, observations, and parental and educator surveys and checklists. Data collection also includes the assessment of app usage times via mobile sensing. In cohort 1, 190 families are assigned to one of four groups. One business-as-usual group will only participate in the child assessments, whereas the three remaining groups are provided with tablets for about 10 months. Two intervention groups will receive mathematical or literacy learning apps as well as parental information about these topics and the tablet-control-group will receive similar apps and information that focus on general child development, but not on mathematics or literacy. Discussion Whilst offering substantive advances for the scientific fields of psychology and education, the Learning4Kids study also has broad societal implications. Improving young children’s learning trajectories is both a social and economic imperative as it equips them to achieve greater individual success and to contribute to societal prosperity.

Expression of the Freedom of a Child in the Informal Independent Learning Process

2015 ◽  
Vol 3 ◽  
Author(s):  
Kristina Rudyte
Keyword(s):  
Cultural Identity ◽  
Learning Process ◽  
Social Order ◽  
Independent Learning ◽  
Cultural Meanings ◽  
Home Setting ◽  
Children’S Learning ◽  
The One ◽  
Self Learning ◽  
Children's Learning

<p>Practice of children’s learning/teaching is frequently based on tradicional attitude to a child as a person and a childhood as an immature period in terms of social and cultural meanings (Juodaitytė, 2003, Gulløv, 2005b; Hviid, 2005; Juodaitytė, 2007). Contemporary pedagogy supports a variety of approaches to childhood: <em>from general</em> definition of it as a period, grounding it on psychogenetic peculiarities of this period and ascribing “imperfection” to it as a necessary and self-explanatory characteristics, <em>to</em> its <em>mythologized</em>, strained explanation, employing its pseudo-scientific interpretation, based on theories of “wild thinking”, “primitive civilisations” or “natural selection”.</p><p>Next to such socio-cultural discourse, which prevails in the educational reality, another discourse, which represents the culture children’s informal learning, emerges that implies the culture of children’s self-learning. It is based on the roles, rules that are acceptable to children themselves in the process of learning and the practice of children’s learning (Jurašaitė, 1999; Dencik, 2005; Gulløv, 2005a, 2005b; Hviid, 2005; Jenks, 2005;Juul, 2005a, 2005b). According to such conception, a child is a creator of social order, who is responsible for own learning process and its outcomes.<strong></strong></p><p>One of the conditions for children’s independent learning is a free choice of means, environments, sources, techniques and others. Informal home setting during summer creates favourable conditions for children’s independent learning because children are provided with a choice: how to use various aids, what environments and resources to use for self-learning and what learning methods to apply taking into account own needs and abilities.</p><p><strong>The problem questions</strong><strong>of theresearch: </strong>How does child’s freedom manifest itself in processes of self-learning and how is the socio-cultural identity of an informally learning child conceptualised?</p><p><strong>Research aim – </strong>to reveal the expression of the freedom of children<em>’</em>s who learn informally in a free (unstructured) setting when analysing how children conceptualisethemselves in this process and create the identity of the one learning in the informal independent way.</p><p><strong>Research object </strong>– expression of socio-cultural identity of children, who learn informally in a free (unstructured) setting.<strong></strong></p>

Gifted Children and their Identification: Learning Ability not Intelligence

1986 ◽  
Vol 4 (2) ◽  
pp. 81-84 ◽  
Author(s):  
Maurice J. Tyerman
Keyword(s):  
Learning Process ◽  
Intelligence Tests ◽  
Learning Ability ◽  
Gifted Children ◽  
Learning Capacity ◽  
Children’S Learning ◽  
Extensive Bibliography ◽  
Children's Learning

The limitations of conventional intelligence tests are explored together with an analysis of some tests which have been used across cultures. The writer defends the use of tests of learning ability and the approach of ‘test, teach, test’ is presented as one method of assessing children's learning capacity and learning process. An extensive bibliography invites further reading.

scholarly journals Parents’ perspective on a children’s learning

2021 ◽  
Vol 2 (2) ◽  
pp. 117-125
Author(s):  
Adrijana Višnjić-Jevtić
Keyword(s):  
Family Environment ◽  
Preschool Education ◽  
Well Being ◽  
Academic Skills ◽  
Knowledge And Skills ◽  
Parental Experience ◽  
Childhood Education ◽  
Academic Knowledge ◽  
Children’S Learning ◽  
Children's Learning

Contemporary curricula of early childhood education were founded on perspective of playing learning child.  Although that approach leads to children’s well-being, research by Yahya (2006) has shown that parents do not want their children to learn through play, rather to focus on early and preschool education and teaching academic skills. If parents expect professionals to deliver the knowledge necessary for the development of academic skills to their children, research has been conducted on parental experience of a child’s learning. The aim of the research was to find out how parents understand their children's learning and approach to the contemporary concepts of child learning as well as children’s competence. The research was conducted in the period from November 2017 to May 2019. Parents involved in the study, documented how their children learn in a family environment, assessing their children’s competencies. Results show that parents see learning through everyday situations whereas learning was related to the academic mode (direct teaching of letters), has only appeared in one example. At the end of the research, parents participated in a group interview, discussing their expectations of the institution towards educating children. The results showed that parents expect the institution to encourage the development of a child's social knowledge and skills, while academic knowledge and skills are ranked lower.

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