Diploma work engaged game and upbringing, if is there interconnection and continuity. In this work are three main chapter. First chapter apply upbringing. Then follow second charter about game. Third charter´s name is "Upbringing like process and upbringing like game".

This diploma deals with children and the youth upbringing in Muslim or mixed families in Germany and tries to form a picture of their everyday life. This work?s heart consists of theoretical and practical chapters. The theoretical part provides basic information about Islam and children upbringing in Islamic families. These facts are grounded on knowledge emanating from the Koran and statements of Mohammed the prophet. Following theoretical chapters include an essay on the school life of the Muslim children and the role of the Islamic community. The practical part is composed of the evaluation of a questionnaire which was created for purposes of the study of the everyday life of these families. On this study basis, general conclusions will be drawn.

In this submission I use previously published works, my book Rethinking Residential Child Care and two articles ‘Reading Bauman for Social Work’ and ‘Care Ethics in Residential Child Care: A Different Voice’, to develop a critical account of changing rationalities of care in the context of residential child care. Much of my writing draws upon professional experience gained over 20 years of residential child care practice and I begin this account by justifying the use of this experience as the basis of professional and academic knowledge. I then go on to explicate some of the discursive influences that have fed into the way that residential child care is currently constituted. Specifically, I locate many current assumptions and practices within dominant neoliberal political systems and assumptions. This has led to the commodification, instrumentalisation and, within an increasingly regulated polity, the bureaucratisation of public care. Against this backdrop, public care is conceived of in narrow and abstract concerns around rights and protection. The concepts of care itself and of upbringing that ought to be at the heart of adult engagement with children are left, largely, unarticulated. I seek to address this gap by developing possible conceptualisations of care and upbringing. I conclude by arguing that residential child care and, indeed, much public care, is governed by the wrong rationalities, by economic and administrative priorities rather than caring and relational ones. Finally, I suggest some directions that future work might take.

Syftet med den här essän är att belysa vikten av föräldrakontakt i förskolan genom att undersöka hur en pedagog bör förhålla sig till sin egen och föräldrars syn på gränssättning och uppfostran. Essäns utgångspunkt är en självupplevd situation där ett barn blir hämtad av sin förälder på förskolan. Föräldern verkar inte sätta tillräckligt tydliga gränser för att få med sig barnet hem när han önskar. I situationen framkommer det att pedagogen och föräldern har olika syn på uppfostran och gränssättning och därmed olika förhållningssätt när de bemöter barnet. Problemet blir hur pedagogen ska förhålla sig till deras olika förhållningssätt och bemöta föräldern på förskolan. Ska pedagoger påverka föräldrars uppfostran och gränserna de sätter? Och hur ska det göras i sådana fall? Essän belyser hur ett gott samarbete kan ske genom kommunikation mellan pedagog och förälder. Den belyser också vilka aspekter som kan vara viktiga att ta hänsyn till när föräldrar och pedagoger sätter gränser för barnen. Den vetenskapliga inriktningen på uppsatsen är hermeneutisk och ett normkritiskt perspektiv intas för att få en bred reflektion. Den teoretiska utgångspunkten för essän är forskaren Diana Baumrinds tre uppfostringsstilar. De tre uppfostringsstilarna är den auktoritära, den fria och den auktoritativa uppfostringsstilen. Några begrepp som används i uppsatsen är modellmakt, kunskapsmakt, det kompetenta barnet, personliga gränser, generella gränser och auktoritet. Jag kommer att undersöka följande två frågeställningar för att kunna reflektera kring berättelsen: Hur påverkar förskolans och hemmets olika uppfostringsstilar och syn på gränssättning barns lärande och utveckling? Hur bör en god kommunikation och ett gott samarbete ske mellan pedagog och föräldrar gällande barns uppfostran? Genom undersökningen har jag kommit fram till att föräldrasamarbete bidrar till mycket positiva effekter för barns lärande och utveckling. Pedagoger och föräldrar behöver samtala om deras olika förhållningsätt för att lära hur de ska samarbeta i framtiden. Att sätta gränser skapar trygga barn men gränserna behöver anpassas efter varje barn. Genom vägledning av vuxna utvecklar barn sin känslouppfattning och de lär sig ta hänsyn till andras känslor. Den auktoritära uppfostringsstilen är inte eftersträvandsvärd i dagens samhälle. Den auktoritativa uppfostringsstilen är eftersträvansvärd och jag uppfattar den som en norm i förskolan. Det för att föräldrars förhållningssätt i hemmet är likvärdigt med förskole pedagogernas och värderingarna i läroplanen. Barnen får därmed erfarenheter hemifrån som är till fördel i förskolan. Den fria uppfostran ger inte barnen lika fördelaktiga erfarenheter. / The purpose of this essay is to shed light on the importance of parental contact in preschool by examining how a pedagogue should relate to his/her own and the parents view on boundaries and upbringing. The starting-point of the essay is a self-experienced situation where a child is being picked up by his parent at preschool. The parent does not seem to put distinct enough boundaries in order to bring the child home when he wishes to. The situation reveals that the pedagogue and the parent have different views on upbringing and boundaries, and therefore use different approaches with the child. The issue for the pedagogue is how to handle their different approaches and respond to the parent at the preschool. Should pedagogues influence how parents bring up their children and the boundaries that they set? If so, how should it be done? The essay highlights how good cooperation can be achieved through communication between pedagogues and parents. It also sheds light on what aspects may be important to consider when parents and pedagogues set boundaries for the children. The scientific approach of this paper is hermeneutic and a norm-critical perspective has been taken to allow broader reflections. The theoretical starting point for the essay is the researcher Diana Baumrind's three upbringing styles. The three upbringing styles are the authoritarian, the permissive and the authoritative upbringing style. Some concepts used in the essay are model power, knowledge power, the competent child, personal boundaries, general boundaries and authority. I will investigate the following two questions to reflect on the situation: How do different upbringing styles at preschool and at home affect children's learning and development? What should good communication and good cooperation between pedagogues and parents look like regarding the upbringing of the children? The study finds that parental cooperation contributes to very positive effects for children's learning and development. Pedagogues and parents need to talk about their different approaches in order to learn how to collaborate in the future. Setting boundaries form confident children, but the boundaries need to be adapted to each child. Through the guidance of adults, children develop their feelings of understanding and they learn to take into account the feelings of others. The authoritarian upbringing style is not desirable in today's society. The authoritative upbringing style is desirable and I perceive it as a norm at preschools. This is because the parents approach at home would be equivalent to the one of the preschool pedagogues and to the values in the curriculum. The children thereby gain experiences at home that are beneficial in preschool. The permissive upbringing does not give the children equally beneficial experiences.

When analyzing the development of children and adolescents, the most attention is usually paid to parents. Other older members of a family, however, have an important role, too. The crucial, yet often neglected person (at least in Czech literature), impacting the development of an individual, is his or her older sibling. The subject of the theoretical part of this thesis is to clarify the specifics of a sibling relationship as well as to describe the role and the sphere of influence of the older sibling considering all the factors that come into the relationship between two siblings. The empirical part consists of the description of the research project and the results of the research, whose aim is to discover the specifics of a sibling relationship with a particular focus on the upbringing styles of the older sibling; to find differences between the upbringing methods of parents and the upbringing methods of older siblings; and to find out to what extent the gender and the age difference between siblings determines their mutual relationship. Keywords: siblings, sibling relationships, the role of a sibling, upbringing, methods of upbringing

Linda Bratková Proměny postavení dítěte ve společnosti TITLE: Child's social status transformation AUTHOR: Linda Bratková DEPARTMENT: Primary Education Department SUPERVISOR: Mgr. Pavla Dobiášová ABSTRACT: The dissertation is addressing a child and it's social status in the course of time. It's also addressing the themes of family, upbringing, education, school, the educational laws and the big figures of pedagogy in history. The dissertation is mapping the transformation of child's social status since the communal society till the present day. The goal is to cover the existing cognition and its key milestones, to describe a child's behavior within the different time stages and also to discover the behavioral historical causes of children today and respective risks and advantages based on child's social status. The dissertation's author uses and benefits from the works of the other authors dealing with the history of pedagogy. The dissertation gives evidence of a child's social status growing stronger and the importance of the education and the school which significantly influences our future. The empirical section is dealing with the child's social status evolution since the first republic till the present day. It tries to phrase a theory of child's social status. The data related to the school environment...

<p><!-- @page { margin: 2cm } P { margin-bottom: 0.21cm; line-height: 150% } P.western { font-family: "Times New Roman", serif; font-size: 12pt } P.cjk { font-size: 12pt } P.ctl { font-size: 12pt } H1 { margin-bottom: 0.21cm; text-align: center } H1.western { font-family: "Arial", sans-serif; font-size: 15pt } H1.cjk { font-family: "Lucida Sans Unicode", sans-serif; font-size: 15pt } H1.ctl { font-family: "Tahoma", sans-serif; font-size: 16pt } --></p><p>I have studied the curriculum for the compulsory Swedish school, from the curriculum from year 1962 when the Swedish grundskolan became a reality, to the curriculum from year 1994, the one in practice today. My primary interest has been what the curriculum says about bringing up the Swedish youth. My theory has been the British analyst Norman Fairclough’s Critical Language Studies. His thoughts about actual discourse, type of discourse and order of discourse has led me through out this essay. The Irish scientist Kieran Egan has inspired the discourses I have used. His ideas on the history of western educational philosophy has also been a keystone to my work. To make a final analysis, I’ve also used the ideas of the late Italian marxist Antonio Gramsci, his thinking of hegemony in societies, how order is maintained by negotiation and consent.My results are that the four studied curriculums has changed their "sayings" of bringing up of the Swedish youth during the second half of the 20th century, but the mechanisms for power relations has not. There is an individual discourse that has been dominating in all the curriculum except for on of them, where there is a society based discourse that is dominating. The effect is that the curriculums are changing but very slowly and often with the tradition of earlier curriculum with them. Along with this the negotiation has strengthened the politics power over the school, thus making it common sense to leave the upbringing of Swedish youth, more then ever before, to politics.</p>

<p>In this essay the author has studied teachers work with order and measure in the classroom. The empirical survey method has been collected through interviews of focus groups from three different schools located in three different municipalities consisting nine participating teachers in total. The aim with the study is to understand the complexity of creating order in the classrooms by the existing means of control and finding an answer to teachers reasoning around the two articles “We need to inform how the situation are in school when it is at its worst” and “Stop defaming school”.</p><p>The analysis is structured by my questions at issue which are;</p><p>How does the teachers' work with the means of control which exists in the curriculum to maintain the order in the classroom; how does the teachers concure to the concept of order in relation to the media and the political statements that exists regarding the order issues at school; are there any alternative measures and methods to maintain the order in the classroom.</p><p>The result shows a unanimous view about what order is among the teachers. Order is a necessity for the pupils to have a good studying climate. The result shows the teachers accepts a classroom environment which is loud and a bit messy as long as the pupils knows what to do and does what they are supposed to do. The result further shows the teacher's leadership ability is decisive for maintaining order. The teacher should be an authority. She has to be consistent, be able to communicate, respect the pupils and be well prepared for the lessons. The result further shows reprimanding when someone disturbs the order or breaks the rules doesn't help. Teachers often uses threats like calling the parents or threaten to keep the pupil at school when the others goes on field trips, to get the situation under control.</p>

<!-- @page { margin: 2cm } P { margin-bottom: 0.21cm; line-height: 150% } P.western { font-family: "Times New Roman", serif; font-size: 12pt } P.cjk { font-size: 12pt } P.ctl { font-size: 12pt } H1 { margin-bottom: 0.21cm; text-align: center } H1.western { font-family: "Arial", sans-serif; font-size: 15pt } H1.cjk { font-family: "Lucida Sans Unicode", sans-serif; font-size: 15pt } H1.ctl { font-family: "Tahoma", sans-serif; font-size: 16pt } --> I have studied the curriculum for the compulsory Swedish school, from the curriculum from year 1962 when the Swedish grundskolan became a reality, to the curriculum from year 1994, the one in practice today. My primary interest has been what the curriculum says about bringing up the Swedish youth. My theory has been the British analyst Norman Fairclough’s Critical Language Studies. His thoughts about actual discourse, type of discourse and order of discourse has led me through out this essay. The Irish scientist Kieran Egan has inspired the discourses I have used. His ideas on the history of western educational philosophy has also been a keystone to my work. To make a final analysis, I’ve also used the ideas of the late Italian marxist Antonio Gramsci, his thinking of hegemony in societies, how order is maintained by negotiation and consent.My results are that the four studied curriculums has changed their "sayings" of bringing up of the Swedish youth during the second half of the 20th century, but the mechanisms for power relations has not. There is an individual discourse that has been dominating in all the curriculum except for on of them, where there is a society based discourse that is dominating. The effect is that the curriculums are changing but very slowly and often with the tradition of earlier curriculum with them. Along with this the negotiation has strengthened the politics power over the school, thus making it common sense to leave the upbringing of Swedish youth, more then ever before, to politics.

The purpose of this work is to describe and understand the significance of sports for children active in sports, their parents, and family. I am interested in how daily sports practice is understood by children active in sports and their parents and what sports mean for upbringing of children and young people. In the study eighteen children were interviewed, twelve boys and six girls in the ages of 10-12 years and their parents. Nine of the children play golf and nine play soccer. The perspective applied is pedagogic, which means that the connections between the social and individual are focused on. The results show that the patterns of childrearing for soccer and golf are distinguished from each other and thus what the children learn. In a comparison with research on concepts among parents from different social strata on the rearing of children, the pattern of childrearing with soccer agrees with patterns in the worker class, and those of golf with patterns in the upper middle class. In the results there are gender-related differences that do agree well with theories and research on the masculine hegemony in the sport. But the results also show that the sport can contribute to the rearing of males with both masculine and a part of traditionally feminine characteristics and of females with both feminine and a part of traditionally masculine characteristics. Another result is that sports at the same time correspond to needs of today's people and can be a counter against a development that is described by research as a split between body and soul, cultural isolation, dissolution of norms, and a fragmentation of existence. Soccer and golf become a kind of common project for families, not only for meetings between parents and children but also for meetings between adults and children of different ages. In a time when parents feel insecurity when facing the task of childrearing, sports stand for a distinct network of rules. In this way sports become a kind of complement to the childrearing that parents provide. Finally, the results show that there is both that which is common and that which is distinctive in both sports. Of the children who play golf, almost all of them devote themselves to some team sport, while the children who play soccer do not practice any other sport. In this way the children who play golf receive a double qualification that equips them for confrontation with the demands of modern society in a different way than with the case of the children who play soccer. And it is this that is the most distinctive factor. / digitalisering@umu