Conceptualizing Islamic Scholars Perspective on Corporal Punishment of Children in Pakistan

the support of cultural, social and religious doctrine. This paper aims to understand the real meaning of Islamic teachings with respect to child socialization and character building as corporal punishment is one of the methods used for this purpose. In order to have an in-depth understanding of the phenomenon ten religious scholars were selected purposively for the study. Data was collected through in-depth interviews using asn interview guide. Discourse analysis method was used for the data analysis process. In order to ensure the anonymity and confidently of the participants data was coded.The study reported that corporal punishment is the outcome of deviation from the real philosophy of Islamic teachings as Islam focuses on the virtues of mercy, kindness, love and affection while dealing with the children whilst at the same time Islam also supports corporal punishment but under certain guidelines and restrictions. The study recommended that providing proper training to teachers on the alternative method of behaviour modification, overcoming the teachers own issues and frustration, proper monitoring and accountability mechanism, proper legislation and following the real meaning of Islamic teachings in dealing with the children and for their socialization and character-buildingprocesswill be helpfulfor overcoming theof corporal punishment of children.

Traditions Of Child Raising In Uzbek Rural Family

The study of the issue of child socialization is one of the current problems of ethnology. Because through the upbringing of children, one can learn a lot about the lifestyle, spiritual outlook, psychological image and socio-economic history of the people. This article aims to study the features of child socialization in a modern Uzbek village on the example of a village. The information in the article was collected during the author's expeditions to the village of Mindon in 2012-2014. Research methods: direct observation, in-depth interview-based interviews and questionnaires. Theoretically, it was based on T. Parsons' structural functional theory on the study of socialization [26, p.58.]. In this theory, the family is shown as the first major stage of socialization. The study shows that the traditional method of upbringing in the family depends on the lifestyle of the people and is based on the experience of the people in child psychology, taking into account the mental and physical aspects of the mother from pregnancy to childbirth and adulthood. The data presented in the study can be used to study the culture, ethnography, spiritual and moral characteristics of the Uzbek people and to theoretically enrich such areas as ethnopsychology, ethnopedagogy, gender socialization, sociology of education.

Whose Nature?: Exploring the Link Between Wilderness, Belonging and Residential Summer Camp Use among Canadian Immigrants

This study reviews the relationship between a national identity in Canada based on wilderness and the exclusionary experience of immigrants and racialized groups. In particular, this study focuses on the opinions and experiences of immigrant parents towards residential summer camps, as they have long been considered a typically ‘Canadian’ activity for youth. While summer camps are an activity dominated by youth, immigrant parents were chosen as a sample group because they play a large role in mitigating the summer recreational experiences of their children. Feelings of belonging and exclusion experienced by parents are important when evaluating issues of child socialization into Canadian norms. Included are the results of qualitative interviews with immigrant parents alongside several theoretical frameworks that assist in explaining the under-representation of immigrant groups in both residential summer camps and wilderness-based recreational pursuits more broadly.

Whose Nature?: Exploring the Link Between Wilderness, Belonging and Residential Summer Camp Use among Canadian Immigrants

This study reviews the relationship between a national identity in Canada based on wilderness and the exclusionary experience of immigrants and racialized groups. In particular, this study focuses on the opinions and experiences of immigrant parents towards residential summer camps, as they have long been considered a typically ‘Canadian’ activity for youth. While summer camps are an activity dominated by youth, immigrant parents were chosen as a sample group because they play a large role in mitigating the summer recreational experiences of their children. Feelings of belonging and exclusion experienced by parents are important when evaluating issues of child socialization into Canadian norms. Included are the results of qualitative interviews with immigrant parents alongside several theoretical frameworks that assist in explaining the under-representation of immigrant groups in both residential summer camps and wilderness-based recreational pursuits more broadly.

CHARACTERISTICS OF CHILD SOCIALIZATION IN UZBEK FAMILY IN MINDON VILLAGE

The study of child socialization is one of the current problems of ethnology. Because through the upbringing of a child, one can learn a lot about the lifestyle, spiritual outlook, psychological image and socio-economic history of the people. This article aims to study the features of child socialization in a modern Uzbek village on the example of a village. The information in the article was collected during the author's expeditions to the village of Mindon in 2012-2014. Research methods: direct observation, in-depth interview-based interviews and questionnaires. Theoretically, it was based on T. Parsons' structural functional theory on the study of socialization [26, p.58]. In this theory, the family is shown as the first major stage of socialization. The study shows that the traditional method of upbringing in the family depends on the lifestyle of the people and is based on the experience of the people in child psychology, taking into account the mental and physical aspects of the mother from pregnancy to childbirth and adolescence. The data presented in the study can be used to study the culture, ethnography, spiritual and moral characteristics of the Uzbek people and to theoretically enrich such areas as ethnopsychology, ethnopedagogy, gender socialization, sociology of education.

Family Education and Child Socialization in Observant Muslim Community of the Republic of Tatarstan

The paper is devoted to the study of practices of Islamic education in right-wing observant Muslim families, namely of their homeschooling. The paper focuses on (1) how Muslims and their children cope with difficulties in observing Islamic precepts and performing the ritual side of religion in public schools, (2) what aspects of standard secular education and school environment prevent children from adopting Islamic worldview, (3) what educational practices are used by parents for religious education of children. As observant respondents affirm, homeschooling provides opportunities for maximum immersion of a child in the environment of a religious community. An informal approach to educational process and an individual schedule frees up some time for learning the basics of Islam as well as allows children to spend more time with parents and the external religious environment. According to advocates of homeschooling, this ensures a smooth and non-violent adoption of religious values and better acquisition of moral norms. However, the paper concentrates also on the opinion of Muslims, who do not support homeschooling. Namely these respondents argue for desirable control over religious homeschooling, which should be provided by state institutions as well as by registered religious organizations.

Chapter 11 - ‘Food from the pot’. Child nutrition and socialization in two Cameroonian cities

This chapter aims to show that feeding 0-1 year old children in the Cameroonian cities of Yaoundé and Douala is a humanization and socialization issue. From June 2013 to March 2014, a qualitative research study was carried out using purposive nonprobability sampling in these two cosmopolitan cities. The households were selected on the basis of socioeconomic status, high, average and modest living standards, and according to their ethnic diversity. Food practices are geared towards ensuring the integration of children into their social group. The expression ‘food from the pot’ epitomizes this child socialization trend.

Social Aspects of Education: Axiological Basis and Theoretical Foundations

Изменения в российском образовании, курс на его модернизацию требуют активного поиска решений задач, поставленных государством. В их ряду – воспитание гражданина, уважающего историю Отечества и культурное наследие. Эта задача решается с учетом социальных детерминант последнего десятилетия. Актуальный тренд не исключает переосмысления опыта прошлого, однако необходимо отметить, что количество историко-педагогических исследований сегодня существенно сократилось. Это обосновывает актуальность данного исследования. Противоречие между значимостью исторического опыта и степенью его разработанности порождает проблему, связанную с назревшей необходимостью анализа исторического наследия отечественной педагогики с учетом действующих социально-культурных факторов. Гипотеза исследования: отечественная педагогика рубежа XIX–XX веков обладает теоретическими положениями, обосновывающими процесс воспитания гражданина и личности. Они могут быть экстраполированы в современную педагогику и воспитательную практику, если будут реконструированы в формате, адекватном актуальному научному знанию. Выявленная проблема и сформулированная гипотеза определили эмпирическую базу исследования, которую составили работы по вопросам воспитания видных отечественных педагогов: В. М. Бехтерева, П. Ф. Каптерева, В. Н. Сорока-Росинского, П. Ф. Лесгафта, М. М. Рубинштейна, Н. Д. Виноградова и др. Исследование было проведено с применением аксиологического (З. И. Равкин, М. В. Богуславский), контекстного (Г. Б. Корнетов. М. А. Лукацкий), традициологического (М. В. Савин, Н. П. Юдина) подходов и методов контекстуального описания, систематизации, концептуализации. Авторами представлены результаты исследования, доказывающие, что ключевой для отечественной педагогики является идея социальной заданности воспитания, реализация которой способна нивелировать противоречие между парадигмами личностно-ценностного и социально-ценностного воспитания. Систематизированы спорадически разрабатываемые педагогами рассматриваемого периода положения о социализации ребенка, которые представлены как концептуальное обоснование идеи социальной заданности воспитания, включающее трактовку понятий, формулировку законов и принципов, рекомендаций в адрес практики. Названные выше результаты обладают новизной: идея социальной заданности воспитания, разработка которой на рубеже XIX–XX веков способствовала теоретизации педагогического знания, впервые представлена как ключевая. Теоретическая значимость результатов заключается в том, что разрозненные представления представлены как взаимодополняемые, содержательно коррелирующие с задачами актуальной педагогики. Их практическая значимость обеспечивается актуализацией для практики воспитания выработанного ранее опыта социализации детей. Перспективы исследования связаны с конкретизацией концептуальных положений на основе расширенной эмпирической базы. Since Russian education is undergoing modernization, it is essential that we should find solutions to the tasks set by the government. It is essential that we should help young people become citizens who appreciate the history of their motherland, who respect and safeguard their cultural heritage. One can only solve the task by taking into consideration social determinants of the last decade. Modern solutions can well rely on revised and reassessed experiences of the past. However, it should be noted that the number of historical and pedagogical research has diminished greatly. All this accounts for the relevance of the present study. The discrepancy between the significance of our historical experience and its theoretical reassessment is so great that it reveals an acute necessity to analyze the historical legacy of Russian pedagogy through the prism of modern social and cultural factors. The hypothesis of our research is that Russian pedagogy of the late 19th — early 20th centuries rests on theoretical principles that substantiate the process of personality development and ensure that young people become full-fledged citizens. These principles can be adopted by modern pedagogy and can be revised and reassessed to meet relevant educational requirements. The empirical basis of the research is predetermined by its hypothesis and the issues raised. It incorporates works by such outstanding Russian scholars as V. M. Bekhterev, P. F. Kapterev, V. N. Soroka-Rosinsky, P. F. Lesgaft, M. M. Rubinstein, N. D. Vinogradov, and others. The research employs axiological (Z. I. Ravkin, M. V. Bogulsavsky), contextual (G. B. Kornetov, M. A. Lukatsky), traditional-logical (M. V. Savin, N. P. Yudin) approaches and methods of contextual description, systematization and conceptualization. The authors present research results that prove that the idea of social conditionality of education, whose implementation can help eliminate the discrepancy between educational paradigms resting on personal values and social values, is the key concept of Russian pedagogy. The article systematizes random pedagogical postulates created during the investigated period. It offers a conceptual foundation for the idea of social conditionality of education, it defines key notions, formulates basic rules and principles, and underlines the importance of practical implementation. The above-mentioned research results have an obvious novelty, for the idea of social significance of education which was formulated in the late 19th – early 20th centuries has never been treated as a key concept. The theoretical novelty of the research consists in the fact that random isolated ideas and concepts are shown to be complementary and are proved to correlate with the tasks of modern pedagogy. The practical significance of the research is accounted for by the fact that the previously collected experiences of child socialization can well be implemented in modern educational environment. Research perspectives are associated with a more detailed and profound investigation of a larger body of empirical material.

Hubungan Stimulasi Bermain, Faktor Keluarga dan Faktor Anak dengan Perkembangan Balita di Wilayah Kerja Puskesmas Aur Duri Kota Jambi

The development of technology and the era of globalization affect many things, including the type of children's play, which is one of the factors that influence children's development. Children's development is also influenced by stimulation and psychological. Stimulation, especially in the family, for example by providing toys, child socialization, involvement of mothers and other family members will influence the child in achieving optimal development. Early age problems that are not resolved from the beginning can lead to developmental problems in the future, the effect not only on the person concerned but on the environment. The purpose of this study was to determine the relationship of play stimulation, parent factors and child factors with the development of children under five in the Puskesmas Aurduri, Jambi City. The study design was cross sectional with a minimum sample size of 31 children with α = 0.05 and β = 10%. The research location is the Aur Duri Health Center Work Area Jambi City. The subject of the research was Toddler in the working area of Aurduri Public Health Center in Jambi City. The results showed there was a significant relationship between types of play stimulation (P value 0.035) and parenting (P value 0,000) with the development of toddlers. Attention needs to be paid to the provision of play equipment for children to suit the child's function and development. And Increase efforts to monitor the development of toddlers through routine detection of toddlers according to age.