Economic Restructuring and Children's Education: Lessons from China's State-Owned Enterprises Reform

The results of the study found that the responsibility of religious education of children in the family of Tablighi Jama'ah differed in terms of several conditions, namely first, when parents were not going to khuruj where both parents were responsible for children's education; secondly, when the father goes khuruj, then the mother is responsible for everything including children's education; third, when both parents go khuruj, then the responsibility of the child is left to other family members such as grandparents or their first adult children; and fourth, when the child goes to khuruj, where parents are responsible for children's religious education both mother and father. The pattern of the religious education in the Tablighi Jama'ah family in the village of Bolang is formed from several similarities held in the implementation of religious education, one of which is the daily activity that is carried out by the Tablighi Jama'at family. Al-Qur'an becomes one of the material given to children in the ta'lim. Children are taught how to read the Qur'an and memorize short letters such as Surat al-Falaq, al-Ikhlas, and so on. In addition to al-Qur'an, in this ta'lim there is a special study in the Tablighi Jama'ah, which is reading the book of fadhilah ‘amal, and the last is mudzakarah six characteristics.

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The effects of family income on children’s education: An empirical analysis of CHNS data

10.24104/rmhe/2017.04.02002 ◽

2017 ◽

Cited By ~ 1

Author(s):

Han Lv ◽

Keyword(s):

Empirical Analysis ◽

Family Income ◽

Children's Education ◽

Children’S Education

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Animal Things, Human Language, and Children’s Education

Eighteenth-Century Fiction ◽

10.3138/ecf.31.1.45 ◽

2018 ◽

Vol 31 (1) ◽

pp. 45-76

Author(s):

Emily M. West

Keyword(s):

Human Language ◽

Children's Education ◽

Children’S Education

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Sobrevoo e trilhas da pesquisa: caminhos para olhar a Educação Infantil

Educação em Foco ◽

10.22195/2447-5246v23n220183049 ◽

2018 ◽

Vol 23 (2) ◽

pp. 590-607

Author(s):

Marta Nidia Maia

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Early Learning ◽

Research Strategies ◽

Doctoral Thesis ◽

Specific Field ◽

Childhood Education ◽

Children's Education ◽

Children’S Education

Este texto está centrado no processo e estratégias de pesquisa de tese de doutorado já defendida. Seu objetivo é apresentar os caminhos trilhados para elaboração da tese que trata do Currículo da Educação Infantil e sua relação com datas comemorativas. Propôs-se a ouvir sujeitos envolvidos no cotidiano desse currículo – profissionais e crianças. A pesquisa é um exercício de compreensão do particular como forma de apreensão do real, olhando a especificidade como parte de um todo no qual se insere e representa. Os indícios encontrados no campo específico da pesquisa, dizem respeito a ele, mas não só. Dizem respeito à totalidade que o produz, aos sistemas, às escolas, aos sujeitos implicados com a Educação Infantil e seu currículo. Palavras-chave:Pesquisa – Currículo – Educação Infantil This text is centered in the process and doctoral thesis research strategies already advocated. Your goal is to present the paths for the preparation of the thesis dealing with the curriculum of early childhood education and its relationship with anniversaries. It was proposed to hear those involved in the daily curriculum that - professionals and children. The research is a particular understanding of the exercise as real apprehension so, looking at the specificity as part of a whole in which it operates and is. The evidence found in the specific field of research, relate to it, but not only. They relate to all the produce, systems, schools, the subjects involved with the Children's Education and curriculum. Key words:Search - Curriculum - Early Learning

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Development of John Dewey’s educational philosophy and its implications for children’s education

Policy Futures in Education ◽

10.1177/1478210320987678 ◽

2021 ◽

pp. 147821032098767

Author(s):

Yan–Hong Ye ◽

Yi-Huang Shih

Keyword(s):

World War I ◽

Social Life ◽

Educational Philosophy ◽

Social Issues ◽

World War ◽

Children's Education ◽

Before And After ◽

Children’S Education ◽

Problem Solving Process ◽

Continuous Use

This study explores the role of John Dewey’s educational philosophy before and after World War I. Before World War I, Dewey’s educational philosophy emphasized individualized and socialized development for learners, importance of children’s education, and encouragement of diverse and creative educational measures. Although these views did not change significantly after World War I, Dewey reflected on the connection between education and social life to allow teachers to fulfill their social responsibilities and to integrate various social issues into teaching regimes to inspire children and create a habit of exploring experience. This study concludes that a democratic education allows children to participate in the problem–solving process, that continuous use of real social issues enhances democratic literacy for children, and that the quality of children’s education depends on teachers’ commitment to social responsibility.

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