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>>> CHILD PSYCHOPEDAGOGY 2014 – [click for details]
CHILD PSYCHOPEDAGOGY 2014: 11-22
Kalman Yaron, Hebrew University of Jerusalem; Boyar Building, Mount Scopus, 91905 Jerusalem, Israel
Abstract: Buber’s discovery of the world of Hasidism—the impassioned religious movement which swept Eastern Europe in the eighteenth century—has gained him an immense influence in contemporary religious thought. Through the gathering of Hasidic tales, Buber revealed the sources of his own religiosity—the philosophy of an on-going dialogue between man and God—as described in his classical work I and Thou (1923).
Key words: hasidism, martin buber
CHILD PSYCHOPEDAGOGY 2014: 23-41
Michel Soetard, Université Catholique de l’Ouest, Angers, Andre-Leroy 3, France
Abstract: To the question so often asked—‘What was really new in Rousseau’s approach to education?’— the replies are legion, and must be critically reviewed. Rousseau, the initiator of a ‘Copernican revolution’, is said to have made the child the focus of the educational process. To be sure, Émile did make a major contribution to this change of focus, but it should be pointed out that, after a long period of indifference, a new interest was beginning to be shown in children anyway; in fact it was even tending to become something of a fashion. Moralists, administrators and doctors were vying with one another in urging mothers to take good care of their offspring, beginning by breast-feeding them. Rousseau helped to develop this ‘feeling for childhood’, around which was to grow the concept of the ‘nuclear family’.
Key words: education, nuclear family
CHILD PSYCHOPEDAGOGY 2014: 43-49
THE LIFELONG LEARNING AND EARLY CHILDHOOD – FROM COMENIUS TO MODERNITY
Zita Bad’urikova, Comenius University in Bratislava, Sulekova 6, Bratislava, Slovakia
Abstract: The idea of lifelong learning is definitively not new and has not been coined neither by scientific-technological revolution in the past century, nor by today’s concept of learning society or knowledge-based society.
As early as in the 17th century, Ján Amos Komenský in his work Pampaedia introduced the idea – project of lifelong learning and due to that he established eight schools, which a man goes through in the course of life. His ideas are still very present in the modern education.
Key words: learning, preschooler, pedagogy, Comenius, modern education
CHILD PSYCHOPEDAGOGY 2014: 51-58
TEACHING WRITING IN CZECH REPUBLIC
Martina Fasnerova, Olomouc, Žižkovo 5, Czech Republic
Abstract: The present article deals with the issue of teaching writing in the Czech Republic. The article describes the methodology and the requirements for pupils in elementary grades of basic schools in the Czech Republic. The paper presents the governing curriculum document which is the framework of the educational programme for basic education and outlines its objectives for teaching reading and writing with an emphasis on writing.
Key words: elementary writing, primary education, curriculum, graphomotor skills, writing methodology.
CHILD PSYCHOPEDAGOGY 2014: 59-77
Daniel Hameline, University of Geneva, France.
Abstract: According to the brief entry on Genevan psychologist and educational theorist Édouard Claparède in the Thesaurus of the Encyclopaedia Universalis (1985 edition), his work has been ‘somewhat forgotten’, even if in his own day he did have ‘quite considerable’ personal influence. A courteous tribute, but hardly an enthusiastic one. And yet between 1981 and 1984, Carlo Trombetta and Sante Bucci published seven volumes of Claparède’s previously unpublished works, with annotations and commentaries; a thesis on his work was written in France (Lyons, 1982); and two symposia were held on the relevance of his work for today (Rome, 1983, and Geneva, 1984). So there is perhaps some room for readjustment of this assessment.
Key words: psychologist and educational theory
CHILD PSYCHOPEDAGOGY 2014: 79-87
FORMAREA ÎMCREDERII ÎN SINE – PREMISĂ DE DEZVOLTARE A PERSONALITĂȚII
Angela Cucer, Pedagogical University, Chișinău, Republica Moldova.
Abstract: The article reveals some specific suggestions on the development of self-confidence in young people with motor impairment. The author brings arguments for the necessity of ensuring psychological intervention for young people with locomotor disabilities in order to stimulate and develop the confidence in their own capacities, fact that will help them to adapt and integrate more easily into the social environment.
Key words: psychological counselling, trust, self-confidence, locomotor disability.
CHILD PSYCHOPEDAGOGY 2014: 89-93
SENSORY AREAS IN PREVENTION AND CORRECTION OF VISUAL DISTURBANCES IN PRESCHOOL CHILDREN
Zinaida Maleva, Kindergarten No 1013, Moscow, Russia.
Abstract: The article presents an important aspect of the work with preschool children having visual problems, emphasizing the fact that not only correction but prevention is also important. The author presents a concret example of the work of this special therapy adapted to the children age.
Key words: visual disturbances, therapy, preschool children
CHILD PSYCHOPEDAGOGY 2014: 95-102
TERAPIA TULBURĂRILOR EMOȚIONALE LA COPIII CU NEVOI SPECIALE
Angela Cucer, Pedagogical University, Chișinău, Republica Moldova.
Abstract: Emotions are very important in the child’s development of the child, the same being true for the child with disabilities. There are presented some of the opinions of the different authors concerning the characteristics of the emotions in the special needs children. Given the importance of the affectivity processes, the paper develops an argumentation concerning the necessity of a complex therapy of the children with disabilities, a therapy emphasizing more on the emotional aspects.
Key words: Emotions, the children with disabilities, emotional disorders, therapies of recuperation.
CHILD PSYCHOPEDAGOGY 2014: 103-110
CONSILIEREA EDUCAȚIONALĂ. STUDIU DE CAZ
Daniel Duță, Adventist Theological Institute, Cernica, România.
Abstract: The paper pesents the main phases of a counselling process and therapy, concerning a young girl deeply troubled by the school environment, her colleagues forcing her to see some pornographic material.
Key words: personality, values, sentiment of sin, self-image, anorexia.
CHILD PSYCHOPEDAGOGY 2014: 111-116
SEMANTIC CIRCLE AS A TOOL FOR EXPANDING AND ACTIVATING THE CHILDREN’ VOCABULARY IN A PRESCHOOL SPEECH THERAPY GROUP
Zoya Eduardovna Sergomanova, Moscow, Russia.
Abstract: The article brings to the attention the author’s method aiming to develop in child the awareness of the words semantics. Starting from many researchers finding concerning the problem with the vocabulary formation, the author method focused precisely on this aspect. The process of applying this technique is presented in its development, the target group being preschoolers. The article also offers a description of the results.
Key words: vocabulary, semantic, speech-therapy, preschool children.
CHILD PSYCHOPEDAGOGY 2014: 117-135
Bernard Jolibert, Universite de la Reunion, Reunion, France
Abstract: To paint a faithful portrait the best course may well be simply to follow Freud’s own autobiographical account, that might be entitled, to borrow Alain’s expression, ‘the history of my ideas’. So many major scientific discoveries; so many essential stages in the course of a life.
The first major period is made up of the years of learning. Freud was born on 6 May 1856 in Freiberg, Moravia (today in the Czech Republic), and he had acquired from his Jewish origins three qualities that greatly helped him in his struggles: veneration for knowledge in general, and above all scientific knowledge; an extremely free and critical mind; and great resistance to hostility.
Key words: knowledge, freud
CHILD PSYCHOPEDAGOGY 2014: 137-158
Karen Zelan, Harvard Medical School, Massachusetts, USA
Abstract: Bruno Bettelheim, eminent scholar and educator, directed the University of Chicago’s Orthogenic School for nearly thirty years. He published sixteen books and numerous scholarly papers and essays. The main thrust of his writing was his application of psychoanalytic principles to problems in education, society, and the family. He also devoted several works to reinterpreting psychoanalysis in light of his formative years in Vienna, and under the impact of his admired mentors and colleagues: educator and philosopher John Dewey; and psychoanalysts August Aichhorn, Anna Freud, Erik Erikson, and Sigmund Freud himself.
Key words: psychoanalysis
CHILD PSYCHOPEDAGOGY 2014: 159-177
EFECTELE BILINGVISMULUI ASUPRA POTENȚIALULUI DE DEZVOLTARE A COPIILOR
Eva Bocsa, Universitatea din Petroșani, România
Abstract: The article analyses the problem of the bilingualism, which is a frequent phenomenon in many countries, including Romania. After a definition of the bilingualism, the paper describes several forms of it as they are approached by linguistics as well as by psychology, constituting an interdisciplinary analysis. There are presented also the results of research concerning the influence of the bilingualism on the cognitive development. Finally, some educational issues derived from the existence of the bilingualism in school are mentioned.
Key words: bilingualism, metalinguistic awareness, executive functions, bilingual education