Thesis (Ph.D.)--Boston University. / I. Theory The purpose of this study was to investigate the development of concept formation in children. The study was focused upon two aspects: 1. Changes in the mode of approach to a task of concept formation as a function of the developmental level of the child. Developmental differences in concept formation as a response to variation in material. From Piaget's theoretical concepts behavioral indices of concept formation were derived. With the younger age group, it had been stated that cognitive functions were influenced by perceptual dominance. When confronted with a situation in which changes in relationships occur, the child is unable to free himself from the perceptual aspects of the immediate stimuli. The younger age child is unable to combine successive actions and holds rigidly to a set. Older children when confronted with such a situation in which there is a change combine the several events and are able to disregard immediate stimuli, if they are irrelevant. The older child can make generalizations regarding a problem regarding a problem but this also goes through a period of differentiation. That is, the child from about 9 - 11 can make generalizations but these are based upon the manipulation of the concrete aspects of the situation. From about 11 years of age, the child is able to formulate hypotheses from the material, is relatively free from the concrete aspects, and does not find it necessary to go through a process of manipulation in order to derive hypothesis. From these considerations, certain behaviors would be expected from children in the different age groups when confronted with a concept formation task [TRUNCATED]

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The experience of children and adolescents is increasingly mediated by information and communication technologies. Yet, the trajectory for literacy education in U.S. schools continues to prioritize print literacy. As a result, students often lack the knowledge, skills, and expertise needed to ‘read and write’ in the digital world of the twenty-first century. Concerned by the influence of media to empower or exploit young people, educators at many levels are discovering media literacy as an augmentation to traditional literacy. The purpose of this research was to investigate how teachers implemented media literacy in practice. The following subquestions were also examined: (1) How do teachers define 'media literacy'? (2) Why do teachers teach media literacy? (3) What are the outcomes of media literacy teaching? (4) What are the challenges, limitations, and opportunities teachers experience when implementing media literacy? To answer these questions, a case study was conducted of three teachers as they collaborated in implementing a media literacy curriculum at the middle level. The results suggest that teachers who implement media literacy were motivated by awareness and knowledge of childhood and adolescent development, particularly related to increases in media use and the extent to which media shape the choices of children and teens. Media literacy practice was constructivist, embodying a student-centered approach where teachers served to guide students' media literacy learning, facilitating active learning, co-viewing , critical inquiry and reflection in a classroom climate where students' analysis and interpretations of media messages were respected and valued. Teachers worked to preserve students' enjoyment of media, acknowledging popular media as a valuable part of adolescent culture and identity, while encouraging critical inquiry. Media literacy activities consisted of viewing, labeling, and discussing commercial media that was relevant, accessible, and meaningful for students . Learning outcomes included: (a) increased awareness of all media messages as constructed; (b) the development of vocabulary to analyze and deconstruct media messages; (c) skill building in critical inquiry; and (d) empowerment via video production as assessment. Despite findings related to effective teaching practices, the results also indicate that curricular placement for media literacy continues to be a challenge for interested teachers and administrators. / 2031-01-02

Different stimuli have been used for doing philosophy with children (P4C/PwC), either specially designed for this reason, such as Matthew Lipman's novels or not, such as picture-books and works of art. Nevertheless, there is a gap in justifying philosophically the role of stimuli with in the context of the theory and practice of a philosophical community of inquiry. This gap is the subject of my conceptual research which aims at constructing a theory of what a stimulus is and its particular role within a philosophical inquiry. In this thesis, philosophy is viewed as a way of life that contains both, generative and evaluative aspects and it is explored how it links with the epistemological presuppositions of philosophy with children. The nature of the stimulus is explained in a more pragmatic framework and it is fully distinguished from behavioristical use. It is argued that a stimulus is suitable for doing philosophy with children if the engagement of individuals with it generates catalepsy (a sense of grasping) and moments of epiphany, that can lead to Eros for further inquiry. It is claimed that this is possible when the narrative structure of the stimuli matches with the narrative understanding of the individual when engaging with the stimulus. Zymotic thinking, a new term introduced in this thesis which refers to a mixture of critical, creative and emotional thinking that matures through a fermentative process in time is a way to explain how stimuli are linked with philosophy as a way of life with generative and evaluative aspects. Consequences of zymotic thinking such as mapping of individuals' experiences, activating self-corrective thinking and adopting diatheses of openness and alertness are introduced as ways that explain how stimuli are linked with philosophy are also used to explain the connection between the stimuli and philosophy. The philosophical points of this thesis are illustrated and supported further by: a) empirical examples of philosophical inquiries with children and adults, b) the reflective analysis of existing stimuli for doing philosophy with children and stimuli that came from children's experiences, and c) the offering of a sample of the author's stories that could be used as stimuli for doing philosophy with children.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 184-199). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 184-199). Also available on the Internet.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-08-17T18:17:05Z No. of bitstreams: 1 daniellemoraisgeneroso.pdf: 4361728 bytes, checksum: 5f67ed7ac6002b1defbbe53e9219e284 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-24T11:43:11Z (GMT) No. of bitstreams: 1 daniellemoraisgeneroso.pdf: 4361728 bytes, checksum: 5f67ed7ac6002b1defbbe53e9219e284 (MD5) / Made available in DSpace on 2017-08-24T11:43:11Z (GMT). No. of bitstreams: 1 daniellemoraisgeneroso.pdf: 4361728 bytes, checksum: 5f67ed7ac6002b1defbbe53e9219e284 (MD5) Previous issue date: 2017-07-03 / Neste trabalho analisamos a trajetória intelectual de Cecília Meireles enquanto problematizadora de questões referentes à Educação e à Literatura Infantil em suas obras em prosa. Para tanto, realizamos uma apresentação e figuração da criança tanto na perspectiva da Escola Nova, através da obra Criança meu amor e de crônicas da autora, quanto nas representações de suas memórias a partir do livro Olhinhos de Gato. Observamos ainda o olhar político que marca o itinerário percorrido pela escritora desde os textos dos anos 20, sobre infância e educação, até a recriação crítica da história do Brasil em Romanceiro da Inconfidência (1953) que propõe, e de certa forma “ensina”, um novo modo de ler os textos hegemônicos. Nesse percurso, foi possível observar que Cecília elege, segundo suas perspectivas críticas em cada momento dessas três décadas de trabalho intelectual, diferentes figuras heroicas, de Rui Barbosa (herói predestinado e consagrado) a Tiradentes (herói desacreditado e martirizado). O corpus de análise é constituído pelos livros em prosa Criança meu amor (1924), Olhinhos de Gato (1940), Rui – pequena história de uma grande vida (1948) e Romanceiro da Inconfidência (1953), além de algumas crônicas do livro O que se diz e o que se entende (1980). / In this work, we analyze the intellectual trajectory of Cecília Meireles as problematizing issues related to Education and Child Literature in her prose works. For that, a presentation and figuration of the child we performed both from the perspective of the Escola Nova, through the work Criança meu amor and the author's chronicles, as well also as in the representations of his memories from the book Olhinhos de Gato. We observe the political gaze that marks the itinerary traveled by the writer from the texts of the 1920s, on childhood and education, to the critical re-creation of the history of Brazil in Romanceiro da Inconfidência (1953) which proposes, and of a certain form "teaches", a new way of reading the hegemonic texts. In this way, it was possible observe that Cecilia Meireles chooses, according to her critical perspectives in each of these three decades of intellectual work, different heroic figures, from Rui Barbosa (predestined and consecrated hero) to Tiradentes (discredited and martyred hero). We have some literary works in prose that we use to analyze it was Criança meu amor (1924), Olhinhos de Gato (1940), Rui – pequena história de uma grande vida (1948) and Romanceiro da Inconfidência (1953), as well as some chronicles in this literary works O que se diz e o que se entende (1980).

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-02-15T10:33:30Z No. of bitstreams: 1 JOSÉ CARLOS DA SILVA CARDOZO_.pdf: 3897863 bytes, checksum: 6181d90a8193cc1db9a964e819188843 (MD5) / Made available in DSpace on 2016-02-15T10:33:30Z (GMT). No. of bitstreams: 1 JOSÉ CARLOS DA SILVA CARDOZO_.pdf: 3897863 bytes, checksum: 6181d90a8193cc1db9a964e819188843 (MD5) Previous issue date: 2015-11-10 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este estudo tem por finalidade analisar não somente a situação dos menores de idade e de suas famílias que, na cidade de Porto Alegre da segunda metade do século XIX (então capital da Província/Estado mais meridional do Brasil), recorreram ao instituto legal da tutela para dirimir, por meio legal, algum infortúnio que tenha sobrevindo a eles ou a suas famílias, mas também a instituição que era responsável por julgar os processos judiciais – o Juízo dos Órfãos de Porto Alegre. Essa instituição zelava pelos direitos das crianças que se encontrassem em situação de dissolução familiar decorrente de maus-tratos, doenças, incapacidade – ou morte – dos pais, encarregando-se de designar um adulto legalmente constituído como responsável para cada criança que necessitasse de um tutor. Para realizar este estudo, utilizamos a História Social como fundamentação teórico-metodológica, com o propósito de refletir sobre determinados aspectos relacionados à instituição, como aqueles que operavam o Direito, os agentes sociais que recorriam a ela apresentando um menor de idade que necessitasse de um responsável legal sobre si e, principalmente, as crianças, adolescentes e jovens que tiveram suas histórias preservadas pelas folhas dos autos judiciais de tutela. Dessa forma, conseguimos compreender as dinâmicas familiares nas quais as estruturas político-econômico-sociais acabaram por intervir por meio do Juízo Distrital da Vara de Órfãos de Porto Alegre. / This study aims to analyze not only the situation of minors and their families that, in the city of Porto Alegre in the last half of XIX century (then the capital city of the province/ the southernmost Brazilian state), called on the legal guardianship mechanism to settle, through legal means, any misfortune that has happened to them or their families, but also the institution that was responsible for trying the judicial proceedings - The Orphans Court of Porto Alegre. That institution protected the rights of children living without a family because of parents’ maltreatment, diseases, incapability – or death - , being in charge of designating an adult to be responsible for each child who needed a guardian. This paper used Social History as theoretical methodological framework in order to reflect on given aspects related to the institution, as those who enforce the law, the social agents who appealed to it introducing a minor in need of a legal guardian and, mainly, the children, adolescent and the young who had their history preserved in the Guardianship Court records. Therefore, we were able to comprehend the family dynamics in which the social political and economic structure ended up interceding through the District Court of Orphans of Porto Alegre.

Vedem is a name of a Czech magazine, which was secretely published in the Terezín Ghetto in 1942{--} 1944. It´s existence is connected with Valter Eisinger, a ghetto teacher, who looked after Jewish boys in so-called block L417 and who was always supporting their cultural development and their creativity. Boys at of fourteen to sixteen undertook the publishing and the magazine was coming out every Friday for almost two years. The main themes were different columns, poems and novels but also philosophical essays or critical articles. The most important persons, Petr Ginz, who was a magazines general editor, or poetist Hanuš Hachenburg, bouth died in 1944 in gas chambers. After the World War II the magazine was taken to Praque in May 1945 but the new government in Czechoslovakia rejected its publishing. The first shortend version came out in 80´s under the name ``We are children just the same: Vedem, the secret magazine of the boys of Terezín.``