Social disadvantage from the perspective of a teacher in preschool education

Introduction. The problematic of social disadvantaged children and compulsory pre-primary school year are actual theme not just for teachers in kindergartens. The aims of compulsory pre-primary school year are equalizing the developmental differences in children development, eliminate handicaps which they bring from families and easier the beginning of primary schooling. The main aim of the research in this chapter, is to highlight the issue of social disadvantaged children and their status in the kindergarten. Methodology. By using three case studies the author has found out how a status of a social disadvantaged child influence a child and its family. The children were from the second class of the kindergarten in the age 5-7. Also, how this problematic is seen by pedagogical workers in chosen kindergarten. As respondents were chosen two teachers in the kindergarten and one teacher assistant, who works directly with the children. The qualitative research was conducted in the kindergarten which is placed in small village with 700 habitats in Vysočina district, Czech Republic. Findings. According to the teachers it is crucial to work differently with the social disadvantaged children. It is important to keep the individual attitude to each child, use diverse method of work with children and keep the motivation high. The children from the social disadvantaged families not always visit the kindergarten. In the Czech Republic, it is an obligation to attend at least one year before the start of compulsory schooling. The environment where they live is not always stimulating enough for the equal development. The kindergarten is place where they can get the potential, familiarize with many activities and rituals. Conclusions. The main challenge is link families of children who visit the kindergarten and continue developing the idea of active family and child from social disadvantaged environment. Due to this attitude the next generation can be influence by this positive thinking. Thus, it can help to build next positive and engaging generation.

PERANAN RUMAH SINGGAH AL MAUN DALAM MEMBERIKAN PENDAMPINGAN ANAK TERLANTAR DI KOTA BENGKULU

The most disadvantaged child is a child chosen 5-18 years due to a certain cause (due to several groups: poverty, one of the parents / guardian who is sick, one / both parents / guardian), the family is not harmonious, there is no caregiver) so it cannot fulfill basic needs physically, spiritually, or socially. In the city of Bengkulu at the present time every meeting involving children is scheduled between 5-18 years and the children are busking and asking for mercy by two-wheeled or four-wheeled motorists. Pay attention to the attention of the Bengkulu city government in handling and providing assistance to the outermost child so that in this case the bBengkulu provincial government has overcome the 1945 Constitution. Hoping the government has responsibility for the care and guidance of abandoned children. How is the concept of al-maul shelter in providing assistance to neglected children in the city of Bengkulu. to find out the role of open houses in providing assistance for abandoned children in the city of Bengkulu. Empirical Law Research is a legal research method that uses empirical facts derived from human behavior, both verbal policies obtained from interviews and research conducted through direct search. Primary data is data obtained directly from the field based on respondents and informants. Secondary data is obtained from literature books, regulations, internet browsing, and other documents. Work program stopover al maun is, access to fulfillment of children's identity, access to basic education and character of children, access to health training, skills training, development of children's interests and talents, increasing family capacity, building networks with various related parties. Keywords: Neglected Children; Al Maun Shelter; Work program;

Plasticity of Intelligence, Education Reform, and the Disadvantaged Child

This chapter takes up the pressure under which preschool enrichment programs like Project Head Start—promoted by President Johnson as signature components of his War on Poverty—found themselves, in needing to demonstrate that they were worthy of investment, rather soon after they had been launched. A most significant turning point came in 1966 with the Equality of Educational Opportunity report (better known as the Coleman Report). Expected to demonstrate that students in segregated schools lagged in IQ scores, the Coleman Report instead had the effect of calling into question the conviction, so essential for advocates of desegregation and early enrichment alike, that children’s brains were malleable and that changing their environments improved their IQs. At the same time, a host of seemingly unrelated psychological theories – e.g. “locus of control”, learned helplessness, the interpersonal expectancy effect (better known as the Pygmalion effect) – got swept into controversies over the potential effectiveness of compensatory education.

Úteis a si e à nação: a criança no processo de transição do sistema de trabalho - Brasil, segunda metade do século XIX

A segunda metade do século XIX caracterizou-se, fundamentalmente, pelo declínio da escravidão e, por consequência, pelas discussões acerca das alternativas de trabalho que substituiriam o sistema baseado na mão de obra mancípia. Sobre as formas de substituição da mão de obra cativa, as opiniões dos escravistas eram divergentes: imigrantes ou trabalhador nacional? Para aqueles que apostavam no trabalhador nacional (livres pobres, libertos e ingênuos), seria importante a efetivação de medidas para melhor aproveitamento dessa mão de obra. Entre as medidas estava o desenvolvimento de instituições de ensino que permitissem sua qualificação. Diante desse processo de transformação, as crianças pobres, muitas vezes, descendentes de escravos, eram especialmente interessantes, pois poderiam ser educadas desde cedo para atender às novas expectativas de trabalho. Nosso artigo analisa a criança pobre nos discursos oficiais (Relatórios e Mensagens dos Presidentes de Província; Anais do Congresso Mineiro) e na legislação referentes ao período de 1850-1900. Veremos que, entre as propostas do Estado, estava a de formar/educar a criança desvalida, muitas vezes descendente da escravidão, para o trabalho na lavoura através de instituições educacionais voltadas para a aprendizagem na agricultura e ofícios. Ao final do processo de formação da criança, esperava-se encontrar um trabalhador adequado ao sistema de trabalho que substituiria o trabalho escravo. Nesse sentido, as crianças passam a ser vistas como verdadeiras responsáveis pelo devir; futuros cidadãos sobre os quais recairiam as tarefas de elevação da pátria ao progresso e à modernização.Useful to themselves and to the nation: the child in the transition process of the work system - Minas Gerais, second half of the nineteenth century. The second half of the nineteenth century was fundamentally characterized by the decline of slavery and, consequently, by debates about alternative work that would replace the system based on captive labor. Upos those alternatives, the slavers judgment were divergent: foreign or national worker? For those who chose the national worker (free poors, freedmen and ingênuos), it would be important to implement steps to make better use of this workforce. The development of educational institutes in order to their qualification was one of that steps. On this process, poor children, often descendants of slaves, were especially interesting because they could be educated to fulfill completely new expectations. We propose to analyze the poor child in the official speeches (Reports and Messages of the provincial Presidents, Congress of Minas Gerais Annals) and in the legislation of 1850-1900. The State proposals includes to educate the disadvantaged child, often descendants of slaves, to labor in farming through educational institutes for learning in agriculture and crafts. At the end of the child training, it was expected a suitable worker to the system that would replace slave labor. In this sense, children turn into responsible for to become; future citizens on whom the tasks of homeland raising to progress and modernization would fall. Keywords: Poor childhood; Education for work; Transition to free labor.