Drama in Education as an Educational Tool for the Management of Cultural Diversity in Primary Schools

This paper is focused on the manner drama in education may be applied efficiently for the management of cultural inhomogeneity in the classroom and in groups of children. Research shows that this specific educational methodology has a positive contribution to the development of a wide range of skills of social-emotional development. In an era when cultural diversity in classrooms is more intense than ever, this article proposes theatre-pedagogy practices that establish a collaboration culture in the group and contribute to the acceptance and respect of different religious, national, linguistic and racial identities at school.

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The Irrelevance of Infant Observations for Psychoanalysis

Journal of the American Psychoanalytic Association ◽

10.1177/000306519604400202 ◽

1996 ◽

Vol 44 (2) ◽

pp. 369-392 ◽

Cited By ~ 53

Author(s):

Peter H. Wolff

Keyword(s):

Emotional Development ◽

Psychoanalytic Theory ◽

Developmental Theory ◽

Early Infancy ◽

Social Emotional Development ◽

Research Strategies ◽

Social Emotional ◽

Clinical Theory ◽

Research Programs ◽

Wide Range

The current consensus among psychoanalysts holds that direct infant observations are one means for testing the developmental propositions of psychoanalytic theory; that the observations have already falsified some of the theory's basic propositions; and that they hold the key to a qualitatively different developmental theory of psychoanalysis. The consensus, although not universal, has motivated a wide range of research programs on early infancy, whose findings are commonly interpreted as disclosing psychoanalytic metapsychology and clinical theory in an entirely new light. This essay examines some of the assumptions that have motivated such investigations, as well as the research strategies by which the new versions of theory are promulgated. On the basis of these explorations it is concluded that psychoanalytically informed infant observations may be the source for new theories of social-emotional development, but that they are essentially irrelevant for psychoanalysis as a psychology of meanings, unconscious ideas, and hidden motives.

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Investigation of cognitive, psychomotor and social emotional progress in primary schools by directors’ ideas

International Journal of Innovative Research in Education ◽

10.18844/ijire.v7i1.5548 ◽

2020 ◽

Vol 7 (1) ◽

pp. 32-46

Author(s):

Huseyin Tehdit

Keyword(s):

Primary Schools ◽

Cognitive Domain ◽

Psychomotor Development ◽

Fifth Grade ◽

Ministry Of Education ◽

Social Emotional Development ◽

Structured Interviews ◽

Social Emotional ◽

Teaching Programme ◽

Education Data

The aim of this study was to identify the ideas of the directors about the progress of cognitive, psychomotor and social-emotional skills of the primary fifth-grade teaching programme. This study is qualitative and it is conducted by case study and intertwined case patterns. A total of 12 directors (7 principals and 5 assistant principals) participated in this study who are working in schools in Nicosia district. These schools are linked to the Ministry of Education. Data were collected by semi-structured interviews and were analysed by content analysis. According to the results of this study, students studying in the fifth grade reached the teaching programme’s aims, i.e., 59.83% in the cognitive domain, 42.2% in the psychomotor domain and 76.52% in the social-emotional progress domain. The negative reasons of these results respectively are teachers, individual differences, teaching programme, curriculum incompatibility, lack of infrastructure and college exams. Keywords: Cognitive development, teaching programme, psychomotor development (motor), social-emotional development (affective).

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Individual differences, social attention, and the history of the social motivation hypotheses of autism

Behavioral and Brain Sciences ◽

10.1017/s0140525x18002509 ◽

2019 ◽

Vol 42 ◽

Author(s):

Peter C. Mundy

Keyword(s):

Individual Differences ◽

Early Development ◽

Emotional Development ◽

Social Motivation ◽

Social Attention ◽

Social Emotional Development ◽

Social Emotional ◽

Precise Understanding ◽

The Social ◽

History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

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