No description available.

No description available.

This essay will focus on the significance of gender in toys´ portrayed in children books for the age 3-5years. The aim for the essay, partly, is to highlight how gender stereotypes can come forth and affect children through the way toys are illustrated within children’s books. The essay will address books from two different time periods, the first period being the 40-50- 60's and the other being the 00´s. The questions to be addressed in this essay is; what type of toys’ children play with in the books used in the analysis, and if a change can be detected between the different time periods in terms of gender awareness in what type of toys are presented in the books. The main method used in this essay is an iconological image analysis in which the first step is mapping, other methods used is analysis and interpretation. Four books have been analyzed from each time period compared, the comparison are done both time period to time period and within each time period, mainly using gender theory from Davis and Hirdman. Prominent concepts used in this essay is the once of socialization and segregation and that the modern view of gender is as something we create and instead of something entirely biological. In the essay the toys’ are divided into three categories; toys for girls, toys for boys and gender neutral toys, where boy-toys and girl-toys are categorized as gender-stereotyped toys. In the books from the older time period the gender-stereotyped toys were the most frequent and few books were transgender (boys playing with girl toys´ and girls with boy toys´). However, one of the older books stood out, showing gender neutral toys and even containing a picture indicating transgender child’s play. In the books from the 00s, however, most of the toys were neutral. In these books there were also direct transgender pictures. To prevent the children from creating a more gender-stereotypical image of society it is important to consider that the toys’ that appear in children's books can influence children's views of gender. The books, in which the gender neutral toys’ are the most prominent, is the least prone to invite children to segregate and create basic differences between the sexes.

This paper is about the transformation of a society in a rural area among the Nyamwezi of West-Central Tanzania. It deals with the change of people’s attitudes toward themselves, their lives and the surrounding world, brought on by the introduction of ‘modern education’. The discussion evolves around the theories of education and the socializing role of schooling. The paper treats the issue whether the education provided is relevant in relation to local life, or only directed toward the realization of a radically new way of living.Further this paper debates the impact of modernization through institutions other than the schools, and the future of small communities in an increasingly globalized world.The issues in this paper are discussed from the perspective of young students in secondary schools and their parents. The background to the discussions throughout the paper is the secondary school itself,the educational system, the rural community and developing countries.

Every year about 3 thousand children are taken from families and half of them are accommodated in various children caring institutions and during the last decade of the 20th century the number of children living in caring institutions increased by 30 percents. These tendencies motivate to analyze the situation: where children left without parents care are directed, whether institutions taking care of such children have conditions for child socialization, whether all children under care are equally funded by the state‘s positive socialization funds. Nonfiction, the analysis of standard and statistical documents, quantitative (142 children were examined) and qualitative (17 supervisors of child care institutions were questioned with the help of structural interview and explicit conversation) tests prove that many children living in such institutions have acquired more negative than positive socialization experience, therefore they often feel insecure, avoiding social relationships, their psychosocial development especially during the teen years can be disconcerted – thus it affects negatively their social maturity and socialization. Moreover, after analyzing the role of professionals and opportunities for civic education in children care centers we can say that experts and social agents working in such institutions play the most important part in the organization and management of the positive socialization process. Their professional preparation and ability to work in... [to full text]

Mokykla yra viena iš svarbiausių visuomenės ląstelių, kurianti ir koreguojanti vaiko asmenybę. Mokykla yra laikoma antrąja vaiko bendruomene. Šioje bendruomenėje vyksta beveik visi svarbiausi vaiko socializacijos proceso etapai, kurie veikia tolesnį jauno žmogaus psichologinį, socialinį, kultūrinį ir kitą vystymąsi. Šiame darbe yra analizuojamos teigiamo mikroklimato bendrojo lavinimo mokykloje 9-12 klasių mokinių socializacijai prielaidos. Teigiamo mikroklimato kūrimo bendrojo lavinimo mokykloje prielaidos daro didelę įtaką mokinių socializacijos procesui, adaptacijai naujoje mokykloje, jų bendravimui su mokytojais ir kitais mokyklos bendruomenės nariais, jų mokymosi motyvacijai ir kita. Mokyklos mikroklimatas suprantamas kaip tam tikra aplinka, kurioje kuriami ir įvertinami mokyklos bendruomenės tarpusavio santykiai, mokinių emociniai, fiziniai, socialiniai saugumo poreikiai, bendra mokyklos, klasės aplinka, psichologinė socialinė pagalba, psihologinis klimatas. Mokytojų ir mokinių tarpusavio santykiai, jų bendravimas ir bendradarbiavimas yra labai svarbūs vaiko socializacijos procesui, todėl mokyklos bendruomenei tenka sunkus uždavinys – užtikrinti pozityvų ir greitą vaiko socializacijos procesą. Atlikus mokslinės literatūros, dokumentų analizę ir empyrinį tyrimą, galima tvirtinti, kad iškelta hipotezė pasitvirtino: jei yra sukurtos teigiamo mikroklimato kūrimo bendrojo lavinimo mokykloje prielaidos, tai 9-12 klasių mokinių socializacija yra pozityvi ir greita. / School is one of most important cell of society, which develops and corrects a personality of a child. Almost all main stages of socialization of a child, which influence psychological, social, cultural and other development of a young person, take place in the society. A background of positive microclimate for socialization of schoolchildren of 9-12 grades of basic school is analyzed in the paper. The background of development of positive microclimate in basic school causes strong impact on socialization of schoolchildren. It influences adaptation at the new school, communication with teachers, others members of school society, motivation for learning and other. Microclimate of the school is considered as certain environment, in which development and evaluation of school society relations, emotional, physical, social and safety needs of schoolchildren, general school and class environment, psychological social help, psychological climate, take place. Teachers and schoolchildren relations and collaboration are very important for socialization of child. Therefore school society undertakes a difficult task, which is to ensure positive and quick socialization of a child. After analysis of scientific literature and documents, and after empiric research had been done, it may be stated that raised hypothesis has been proved. If the background of positive microclimate ensured, socialization of schoolchildren of 9-12 grades of basic school is affirmative and quick.

Kurdami teisinę visuomenę ir valstybę, visi piliečiai privalo turėti teisės žinių, išmanyti įstatymus, dorovės normas, jausti ir žinoti, kas yra gėris ir blogis, kaip reikia elgtis. Teisė yra glaudžiai susijusi su tautos istorija, gyvenimo būdu, nuosavybės formomis. Atsižvelgiant į šias nuostatas, bendrojo lavinimo programa bandoma sudaryti taip, kad jos pagalba būtų išugdyti pilnaverčiai visais atžvilgiais asmenys. Tuo tikslu buvo organizuota sistema papildomų (pasirenkamų) pamokų (modulių) prie pagrindinių dalykų, kad praplėstų mokinių akiratį, sustiprintų pilietiškumo jausmą ir geriau parengtų tolimesniam socializacijos procesui. Būtent tam tikslui ir yra skirtas toks dalykas kaip teisės pagrindai. / The science of law is full of assertions on the influence of law on social enviroment, and vice versa. Most often such asertions are based on the experience of judicial profession. Social psychology and sociology also deal with social influence. Social psychology treats social influence as an interpersonal possibility, or a specially created circumstances of influence, when an influence agent tries to influence several objects. Social psychology also investigates assertiveness, social learning, ways of behaviour reinforment. Sociology deals with social instruction. Ways of behaviour reinforment, assertiveness are categories known and investigated in law in their own way. Sociological theories of aggression explain, its learning in the socialization process, as social behaviour model’s cause. There are primary and secondary socialization. The primary socialization is a familly and the secondary- school, mass media, unformal groups. Social behaviour needsbalance between soviety’s standarts and position of personality.

The main objectives of the study have been to investigate the welfare policy in South Africa as it relates to childcare, compile the profile of trans-racial families, to examine the socialisation processes within trans-racial families. To compile a profile of people who give away their children for adoption or foster care, identify the needs and challenges confronting trans - racial families, as well as establish the support networks available to trans-racial families. The study has therefore established that the childcare policy of the Department of Welfare is based on the concept of permanency planning. The premise is that a child's most important bonds are those made with his parents and that they should take care of him or her. Preventive services aimed at preserving the family unit must be emphasised. The family is the institution in which the basic moral and social being of the individual personality is formed. It is here that the child learns that he is dependent on the co-operation of others for the satisfaction of his own needs and for the realisation of his own goals. However, when the social and living conditions in a family are poor, other alternatives have to be considered. In South Africa, like in other countries the first alternative is to place the children in care. There are various places of care. In South Africa, children in need of care can either be placed for adoption in a residential care or in a foster home. Adoption is a permanent arrangement, whereby a married or single parent places a child in their care permanently. There is a legal binding. Alternatively a child can be placed with a family of a different race. This is another way of providing a child or an infant of a different race or/and culture with new legal parents. The study has also established that all adoptive parents who participated in this particular study were white, mostly females. The majority of the parents were married. Most of them have also acquired tertiary education. Most of them were also employed, and they live in racially integrated communities. Of all the twenty families that were interviewed twelve of them had no children of their own. Most of the families reported to be Christians. There were thirty-five children amongst the families that participated in the study. There were eighteen females and seventeen males Nineteen children were African, twelve were coloured, three were Indian and only one child was half-Indian and half coloured. Most families reported that their children were outgoing, but shy. Most of the children attend integrated schools, and there are other adopted children at the school. Most of the children are comfortable with blacks and whites. Six of the parents who gave away their children for adoption and foster care were in their late twenties. Whereas three were still teenagers. One was in her early twenties, five were in their mid twenties and only two were in their early thirties. Seven of the birth parents were blacks, another seven coloureds, two Indians and only one was white. The main reason for giving their children away for adoption and foster care was due to financial constraints. Support networks are very essential for adoptive families to function properly and this give them an opportunity to share their burdens with other parents. Many adoptive parents who participated in this study belong to the Rainbow Support Group in Johannesburg, and most adoptive families also rely on the support of their families and friends. / Thesis (M.A.)-University of Durban-Westville, 2002.

Recent years have seen a growing interest in the relationship between second language (L2) writing development and the ways we can help growing populations of L2 writers successfully integrate within academic communities. Much of this interest stems from increasingly diverse local populations and the continued internationalization of higher education. This dissertation explored the implications for curriculum resulting from this growing presence of L2 writers in academic content areas. To achieve this goal, this research reports on an eight-month longitudinal ethnographic case study of five international Japanese undergraduate students at a large Canadian university. Focusing on the central role of writing in university courses as the dominant mode of knowledge construction and dissemination, as well as student assessment, the study documents focal students’ and focal instructors’ perspectives of the various factors affecting their writing in ‘regular’ content courses, with particular attention paid to the impact of feedback practices and their role in both the short-term and long-term development of students’ skills and their investments in different types of writing. Drawing on a language socialization framework, data analysis focused on expectations and practices with respect to feedback, and explored the impact of these practices on conveying both explicit and implicit norms linked to students’ access to, and successful participation in, their chosen content areas. Drawing on both students’ and instructors’ perspectives of this literacy event and discourse analysis of relevant documents, findings offer unique insights into the role of feedback practices not only for students’ writing development but also in indexing complex negotiations of positions, identities, and institutional forces. The dissertation concludes by highlighting the need to play closer attention to the multidimensional functions of feedback practices in order to understand their power to shape the socialization trajectories of L2 writers and universities’ responses to multilingual students who no longer fit traditional profiles.

The aim of the work – to examine internals of the efficiency using the art activity for socialization process for pre-school children. 114 pedagogues and 131 parents of Kaunas city pre-school institutions took part in this poll. The subject of the survey: improvement of the socialization process of the pre-school child. The hypotheses: • Artistic activities improve the socialization of pre-school children in the pre-school institution; • Artistic education meets the most important needs of pre-school children; • Artistic activities improve the most important educational competentions of the child; Objectives: • To analyze the theoretical presupposition of a pre-school child’s socialization process; • To analyze the theoretical presupposition of a pre-school child’s socialization process attained by the means of effective artistic activities; • To explore the parents’ attitude towards the improvement of a child’s socialization by the means of effective artistic activities; • To explore the pedagogues’ attitude the improvement of a child’s socialization by the means of effective artistic activities; • To make conclusions and give recommendations. Methods of exploratory: nonfiction analysis, questionnaire, interview, mathematical statistics. Results. The socialization of pre-school children gets better by using art activities in the pre-school institutions. Art activities positively affect the main needs (emotional, cognitive, motional) of the pre-school children. The... [to full text]