- Author:
Barbara Moraczewska
- E-mail:
bmoraczewska@tlen.pl
- Institution:
Higher Vocational State School in Włocławek, assistant professor at the Gdansk Higher School of Humanities
- Year of publication:
2013
- Source:
Show
- Pages:
100-107
- DOI Address:
https://doi.org/10.15804/tner.13.32.2.07
- PDF:
tner/201302/tner3207.pdf
According to the assumptions of the pedagogy of the heart, the child must always feel secure and needs to have at least one close person beside him or her at all times. If this condition is not possible to be fulfilled, one should answer the following question: is the pedagogy of the heart still needed in child upbringing in the times which are not only difficult, but sometimes even hostile to contemporary man? Or perhaps the pedagogy of the heart becomes unnecessary, since it is inconvenient and unwanted by parents struggling with the everyday challenges of ever-changing, more and more demanding and unpredictable reality?
- Author:
Monika Kiszka
- E-mail:
monkis1@amu.edu.pl
- Institution:
Uniwersytet im. Adama Mickiewicza w Poznaniu, Polska
- ORCID:
https://orcid.org/0000-0003-0489-3902
- Year of publication:
2023
- Source:
Show
- Pages:
28-42
- DOI Address:
https://doi.org/10.15804/kie.2023.03.02
- PDF:
kie/141/kie14102.pdf
What childhood is? Pedagogical analysis about childhood studies
Interest in children and childhood has changed through the years. The changes were involved in theoretical ways of defining children and youth. Nowadays, these categories are intangible. It is evident that through ages, adults have changed how they treat children, think about childhood, and plan and research children and youth. The change from traditional to modern categories must be the clue to understanding childhood studies. The main reason for writing this paper was to discuss childhood research and studies. At the beginning are presented the historical contexts of the childhood research paradigm. In addition, basic ideas are shown about the modern formation of childhood studies. Moreover, the clue of this paper below is to show a paradigm change: a transition from traditional childhood to a modern one called childhood. The article is based on pedagogy and social studies literature. Also, it is a theoretical discussion about child and childhood studies.
- Author:
Jiří Mareš
- E-mail:
mares@lfhk.cuni.cz
- Institution:
Charles University in Prague
- Author:
Stanislav Ježek
- Author:
F. Tomášek
- Year of publication:
2005
- Source:
Show
- Pages:
11-25
- DOI Address:
https://doi.org/10.15804/tner.05.5.1.01
- PDF:
tner/200501/tner501.pdf
This validation study deals with verification of the Czech version of CASSS. The questionnaire comprises 60 items. Students assess the frequency of each event described by an item and its importance. The research was realized on a sample of 274 grade 6 to 9 students and yielded similar psychometric properties as the original American version of CASSS (2000). The factor analysis identified five-factor structure corresponding to the variables of parents, teacher, classmates, best friend, and people in school. Factor loadings ranged from 0.31 to 0.87 (compared with 0.52 to 0.81 in the original version) within each of the five components. The identified structure explains approximately 48 % of variance. Reliability estimated using Cronbach alpha was computed for each subscale (parents, teacher, classmates, best friend, and people in school). The coefficients ranged from 0.84 to 0.93 (compared with 0.92 to 0.95 in the original version). Cronbach alpha for the whole questionnaire is 0.95 (compared with 0.96 in the original version). The method can be used within the conditions of Czech schools to determine the actual state of individuals and groups, individual counselling and evaluation of intervention effects.