scholarly journals Younger and Older Together: Children's Interactions in a Mixed-Age Early Childhood Centre

2021 ◽  
Author(s):  
◽  
Tara Jan Fagan
Keyword(s):  
Early Childhood ◽  
Social Interactions ◽  
Leadership Role ◽  
Western World ◽  
Central Feature ◽  
Older Children ◽  
The Social ◽  
Qualitative Nature ◽  
Mixed Age ◽  
The Ideal

<p>Since industrialisation, children have increasingly become educated in age-bands to facilitate manageability. The contemporary 21st century Western world further limits mixed-age interaction for young children, yet there is little concern expressed about educational segregation based on age. At the same time, mixed-age settings have been noted to be beneficial for children's learning. This qualitative exploratory study, situated within a socio-cultural framework, considered the nature of children's interactions in one mixed-age Playcentre. Using narrative records that captured the nuances of the social interactions of three focus children, over the course of three Playcentre sessions for each child, the experiences of an 18-month aged girl, a 3-year-3-month old boy and a 4-year-7-month old girl were analysed to explore the qualitative nature of the social interactions that are enabled in a mixed-age early childhood setting. This study supports earlier studies that indicate that age makes a difference to the type of interactions that children engage in. In this study age impacted on the social interaction techniques and strategies that the focus children applied and was also a factor when choosing a peer to engage with. Older children were the ideal child to observe, and to engage with, and this assigned an unspoken leadership role to these older children. Yet, all children were active in their life-world with all being able to contribute to the interactions at the Playcentre, regardless of age. Each of the focus children took responsibility for one another, contributing to the upholding of centre rules and regulations while also respecting each others' needs. I argue that the children's social interactions within this Playcentre created a sense of togetherness within a community; this was the central feature of children's social experiences in this mixed-age setting.</p>

scholarly journals Younger and Older Together: Children's Interactions in a Mixed-Age Early Childhood Centre

2021 ◽  
Author(s):  
◽  
Tara Jan Fagan
Keyword(s):  
Early Childhood ◽  
Social Interactions ◽  
Leadership Role ◽  
Western World ◽  
Central Feature ◽  
Older Children ◽  
The Social ◽  
Qualitative Nature ◽  
Mixed Age ◽  
The Ideal

<p>Since industrialisation, children have increasingly become educated in age-bands to facilitate manageability. The contemporary 21st century Western world further limits mixed-age interaction for young children, yet there is little concern expressed about educational segregation based on age. At the same time, mixed-age settings have been noted to be beneficial for children's learning. This qualitative exploratory study, situated within a socio-cultural framework, considered the nature of children's interactions in one mixed-age Playcentre. Using narrative records that captured the nuances of the social interactions of three focus children, over the course of three Playcentre sessions for each child, the experiences of an 18-month aged girl, a 3-year-3-month old boy and a 4-year-7-month old girl were analysed to explore the qualitative nature of the social interactions that are enabled in a mixed-age early childhood setting. This study supports earlier studies that indicate that age makes a difference to the type of interactions that children engage in. In this study age impacted on the social interaction techniques and strategies that the focus children applied and was also a factor when choosing a peer to engage with. Older children were the ideal child to observe, and to engage with, and this assigned an unspoken leadership role to these older children. Yet, all children were active in their life-world with all being able to contribute to the interactions at the Playcentre, regardless of age. Each of the focus children took responsibility for one another, contributing to the upholding of centre rules and regulations while also respecting each others' needs. I argue that the children's social interactions within this Playcentre created a sense of togetherness within a community; this was the central feature of children's social experiences in this mixed-age setting.</p>

scholarly journals Superhero of the Polish People’s Republic on the Example of Andrzej Kondratiuk’s Hydro-puzzle

2019 ◽  
Vol ENGLISH EDITION (1) ◽  
pp. 112-125
Author(s):  
Tomasz Kuźmicz
Keyword(s):  
Social Order ◽  
Western World ◽  
The Social ◽  
The Ideal

In my essay I try to depict the superheroes from Polish People’s Republic and how they served as embodiments of the ideal vision of a proper citizen, as advocated by the communist authorities. I also trace the differences between them and their Western counterparts, such as Superman or Batman, based on the example of Andrzej Kondratiuk’s Hydro-puzzle. First of all, the social order they upheld and tried to maintain was presented by propaganda as a total antithesis of the Western world – consumptionist, filled with depravation – the root of all imaginable evil. In spite of that, Hydro-puzzle was not only a grotesque parody of American superhero films but also a mocking critique of the communist reality.

scholarly journals Educação Infantil: O Uso do Lúdico no Processo de Aprendizagem / Early Childhood Education: The Use of the Ludic in the Learning Process

2021 ◽  
Vol 15 (58) ◽  
pp. 475-484
Author(s):  
Daniela Cristina Da Conceição Barros ◽  
Aurelania Maria De Carvalho Menezes
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Point Of View ◽  
Field Education ◽  
Pedagogical Strategies ◽  
Childhood Education ◽  
The Social ◽  
Qualitative Nature

 O presente artigo intitulado Educação Infantil: O Uso do Lúdico no Processo de Aprendizagem; se caracteriza como uma pesquisa bibliográfica de cunho qualitativo que buscou fazer uma análise ao uso dos jogos na educação infantil, como facilitadora no processo de aprendizagem de crianças. Objetivou-se com este trabalho discorrer sobre a infância, a criança, o ensino infantil e o lúdico, pretendendo fazer uma abordagem a estes assuntos, estabelecendo uma relação entre eles, e para que fosse possível, conceitos de autores que publicaram sobre o assunto, foram utilizados ao longo de todo o trabalho. A escolha deste tema para constituir o artigo, se deu a partir da necessidade de discutir sobre as estratégias pedagógicas que o professor precisa ter para tornar o seu trabalho ainda mais atrativo, principalmente dentro da educação infantil. Alia se a isso, a relevância da ludicidade como mediadora de todo esse processo ensino e aprendizagem. Do ponto de vista acadêmico, o trabalho tornou possível a aquisição de notórios conhecimentos, e do ponto de vista pessoal, a realização da pesquisa, bem como da escrita, foram fundamentais para conhecer mais sobre questões que se manifestam como pertinentes, não somente no campo da educação, mas também no meio social. A ludicidade não se trata de jogos e atividades sem nexos, mas sim planejamentos metodológicos que contemplem dentre outras coisas as dificuldades do alunado, por isso é essencial deixar claro que a ludicidade em sala de aula precisa ter um objetivo real para a sua aplicação. --- This article is characterized as bibliographic research of a qualitative nature that sought to analyze the use of games in early childhood education, as a facilitator in the learning process of children. The aim of this work was to discuss childhood, children, early childhood education and play, intending to approach these issues, establishing a relationship between them, and so that it was possible, concepts of authors who have published on the subject, were used throughout the work. This topic was chosen to constitute the article, based on the need to discuss the pedagogical strategies that teachers need to make their work even more attractive, especially in early childhood education. Allied to this, the relevance of playfulness as a mediator of this entire teaching and learning process. From an academic point of view, the work made it possible to acquire notorious knowledge, and from a personal point of view, conducting the research, as well as writing, were essential to know more about issues that appear to be relevant, not only in the field. education, but also in the social environment. Playfulness is not about unrelated games and activities, but rather methodological planning that addresses, among other things, the difficulties of the students, so it is essential to make it clear that playfulness in the classroom needs to have a real objective for its application.  

Value-driven issues throughout the development of sociological theory

2020 ◽  
pp. 147-160
Author(s):  
Gulbarshyn Chepurko ◽  
Valerii Pylypenko
Keyword(s):  
Social Interactions ◽  
Social System ◽  
Sociological Theory ◽  
Social Scientists ◽  
Social Sphere ◽  
Technological Advances ◽  
The Social ◽  
The Individual ◽  
Different Levels

The paper examines and compares how the major sociological theories treat axiological issues. Value-driven topics are analysed in view of their relevance to society in times of crisis, when both societal life and the very structure of society undergo dramatic change. Nowadays, social scientists around the world are also witnessing such a change due to the emergence of alternative schools of sociological thought (non-classical, interpretive, postmodern, etc.) and, subsequently, the necessity to revise the paradigms that have been existed in sociology so far. Since the above-mentioned approaches are often used to address value-related issues, building a solid theoretical framework for these studies takes on considerable significance. Furthermore, the paradigm revision has been prompted by technological advances changing all areas of people’s lives, especially social interactions. The global human community, integral in nature, is being formed, and production of human values now matters more than production of things; hence the “expansion” of value-focused perspectives in contemporary sociology. The authors give special attention to collectivities which are higher-order units of the social system. These units are described as well-organised action systems where each individual performs his/her specific role. Just as the role of an individual is distinct from that of the collectivity (because the individual and the collectivity are different as units), so too a distinction is drawn between the value and the norm — because they represent different levels of social relationships. Values are the main connecting element between the society’s cultural system and the social sphere while norms, for the most part, belong to the social system. Values serve primarily to maintain the pattern according to which the society is functioning at a given time; norms are essential to social integration. Apart from being the means of regulating social processes and relationships, norms embody the “principles” that can be applied beyond a particular social system. The authors underline that it is important for Ukrainian sociology to keep abreast of the latest developments in the field of axiology and make good use of those ideas because this is a prerequisite for its successful integration into the global sociological community.

The critical theory of democracy in Western political thought

2020 ◽  
pp. 117
Author(s):  
Ruqaya Saeed Khalkhal
Keyword(s):  
Political Life ◽  
The Political ◽  
Democratic Process ◽  
The Social ◽  
Science And Politics ◽  
Political Realities ◽  
The Church ◽  
Theory Of Democracy ◽  
Or Applications ◽  
The Ideal

The darkness that Europe lived in the shadow of the Church obscured the light that was radiating in other parts, and even put forward the idea of democracy by birth, especially that it emerged from the tent of Greek civilization did not mature in later centuries, especially after the clergy and ideological orientation for Protestants and Catholics at the crossroads Political life, but when the Renaissance emerged and the intellectual movement began to interact both at the level of science and politics, the Europeans in democracy found refuge to get rid of the tyranny of the church, and the fruits of the application of democracy began to appear on the surface of most Western societies, which were at the forefront to be doubtful forms of governece.        Democracy, both in theory and in practice, did not always reflect Western political realities, and even since the Greek proposition, it has not lived up to the idealism that was expected to ensure continuity. Even if there is a perception of the success of the democratic process in Western societies, but it was repulsed unable to apply in Islamic societies, because of the social contradiction added to the nature of the ruling regimes, and it is neither scientific nor realistic to convey perceptions or applications that do not conflict only with our civilized reality The political realization created by certain historical circumstances, and then disguises the different reality that produced them for the purpose of resonance in the ideal application.

OPTIMALISASI PENGELOLAAN PERKEMBANGAN SOSIAL EMOSI ANAK USIA DINI

Edupedia ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 59-66
Author(s):  
Khulusinniyah ◽  
Farhatin Masruroh
Keyword(s):  
Early Childhood ◽  
Social Development ◽  
Social Relationships ◽  
Emotional Development ◽  
Emotional Reactions ◽  
Early Age ◽  
Important Thing ◽  
Emotion Development ◽  
Social Emotion ◽  
The Social

The social-emotionaldevelopment of children is important to be developed from an early age. The emotionaldevelopment in early childhood, takes place simultaneously with their social development. Even there is claim that their emotional development is influenced by their social development. Itcaused by the emotional reactions displayed by early childhood as a response to the social relationships that they live with other people. The emotional development of early childhood can also affect the sustainability of social relationships. Stimulation is an important thing to give by early childhood educators and parents so they can optimize their social emotion development. With this treatment, they can grow into the life ready person in facing the complex future.

The World Underfoot

2018 ◽  
Author(s):  
Hallie M. Franks
Keyword(s):  
The Political ◽  
Classical Period ◽  
Social Fabric ◽  
Physiological Reaction ◽  
The Social ◽  
The World ◽  
Foreign Land ◽  
Social Gathering ◽  
Set Up ◽  
The Ideal

In the Greek Classical period, the symposium—the social gathering at which male citizens gathered to drink wine and engage in conversation—was held in a room called the andron. From couches set up around the perimeter of the andron, symposiasts looked inward to the room’s center, which often was decorated with a pebble mosaic floor. These mosaics provided visual treats for the guests, presenting them with images of mythological scenes, exotic flora, dangerous beasts, hunting parties, or the specter of Dionysos, the god of wine, riding in his chariot or on the back of a panther. This book takes as its subject these mosaics and the context of their viewing. Relying on discourses in the sociology and anthropology of space, it argues that the andron’s mosaic imagery actively contributed to a complex, metaphorical experience of the symposium. In combination with the ritualized circling of the wine cup from couch to couch around the room and the physiological reaction to wine, the images of mosaic floors called to mind other images, spaces, or experiences, and, in doing so, prompted drinkers to reimagine the symposium as another kind of event—a nautical voyage, a journey to a foreign land, the circling heavens or a choral dance, or the luxury of an abundant past. Such spatial metaphors helped to forge the intimate bonds of friendship that are the ideal result of the symposium and that make up the political and social fabric of the Greek polis.

Conclusion: Rethinking Punishment

2018 ◽  
Author(s):  
Didier Fassin
Keyword(s):  
Social Inequality ◽  
Political Violence ◽  
Social Order ◽  
Social Groups ◽  
The Social ◽  
Ideal Language ◽  
The Status ◽  
The Ideal

If punishment is not what we say it is, if it is not justified by the reasons we invoke, if it facilitates repeat offenses instead of preventing them, if it punishes in excess of the seriousness of the act, if it sanctions according to the status of the offender rather than to the gravity of the offense, if it targets social groups defined beforehand as punishable, and if it contributes to producing and reproducing disparities, then does it not itself precisely undermine the social order? And must we not start to rethink punishment, not only in the ideal language of philosophy and law but also in the uncomfortable reality of social inequality and political violence?

Social ethology of the wolverine

2018 ◽  
Author(s):  
Jeffrey P. Copeland ◽  
Arild Landa ◽  
Kimberly Heinemeyer ◽  
Keith B. Aubry ◽  
Jiska van Dijk ◽  
...  
Keyword(s):  
Social Organization ◽  
Social Interactions ◽  
Resource Availability ◽  
Social Behaviour ◽  
Social System ◽  
Group Living ◽  
Field Studies ◽  
Ecological Framework ◽  
The Social ◽  
Living Species

Social behaviour in solitary carnivores has long been an active area of investigation but for many species remains largely founded in conjecture compared to our understanding of sociality in group-living species. The social organization of the wolverine has, until now, received little attention beyond its portrayal as a typical mustelid social system. In this chapter the authors compile observations of social interactions from multiple wolverine field studies, which are integrated into an ecological framework. An ethological model for the wolverine is proposed that reveals an intricate social organization, which is driven by variable resource availability within extremely large territories and supports social behaviour that underpins offspring development.

A Phenomenology of Rhythm

2018 ◽  
Author(s):  
Lexi Eikelboom
Keyword(s):  
Social Sciences ◽  
Social Interactions ◽  
Henri Lefebvre ◽  
Theoretical Perspectives ◽  
The Social ◽  
Analytical Importance ◽  
Jazz Performance

This chapter proposes a framework for approaching the theological significance of rhythm through phenomenology, prosody, and the social sciences. In accordance with the general categories of phenomenology established by Merleau-Ponty and the “rhythmanalysis” of Henri Lefebvre, the chapter investigates two experiences of rhythm: approaches to analysing the human encounter with rhythm in the reading of poetry and the role of rhythm in social interactions introduced through commonalities between rhythm in conversation and in jazz performance. These explorations establish two features of rhythm that are of analytical importance for the chapters that follow: (1) the synchronic and the diachronic as two necessary but distinct theoretical perspectives on rhythm, each of which emphasizes different features of rhythm and (2) the importance of interruption for understanding rhythm’s significance.

Sign in / Sign up

Export Citation Format

Share Document