scholarly journals Factors of pedagogical (in)competence of parents for the parenting role

2021 ◽  
pp. 91-105
Author(s):  
Borka Malčić ◽  
Stanislava Marić-Jurišin ◽  
Jasmina Klemenović
Keyword(s):  
Modern Society ◽  
Living Environment ◽  
Parental Competence ◽  
Raising Children ◽  
Self Evaluation ◽  
Number Of Children ◽  
Challenging Tasks ◽  
Pedagogical Competence ◽  
Parental Educational Level ◽  
Parenting Role

Starting with the theoretical considerations regarding the perception of parental competence in the context of changes typical of modern society and the challenging tasks faced by parents, this paper intends to examine particular factors of self-evaluation of pedagogical (in)competence of parents for the parenting role. The sample comprised 575 subjects, including mothers and fathers of pre-schoolers. The attained results demonstrated that mothers perceive themselves as more competent in the parenting role, regardless of the child's sex, and that parents whose children live with both parents deem themselves more competent. Furthermore, we concluded that financial status and whether the child is undergoing pre-school education are additional determinants of parents' pedagogical competence for the parenting role. The following factors were of little relevance in the study sample: the living environment of the child, parent age, number of children in the family and parental educational level. The obtained results are important for shedding light on parental actions in raising children, as well as for underlining possible changes in behaviour and opinions.

scholarly journals COVID-19 and Parental Burnout: Parents Locked Down but Not More Exhausted

2021 ◽  
pp. 0192513X2110300
Author(s):  
Sarah Le Vigouroux ◽  
Astrid Lebert-Charron ◽  
Jaqueline Wendland ◽  
Emilie Boujut ◽  
Céline Scola ◽  
...  
Keyword(s):  
Risk Factors ◽  
Emotional Experience ◽  
Daily Functioning ◽  
Age Group ◽  
Health Crisis ◽  
Environmental Consequences ◽  
Number Of Children ◽  
Two Samples ◽  
Parenting Role ◽  
At Home

Lockdowns put in place in response to the COVID-19 health crisis have changed daily functioning for families and potentially the emotional experience of individuals in their parenting role. Our study aimed to highlight the importance of the environmental consequences associated with lockdowns on parental burnout. We compared data on parental burnout levels from two French samples: the first collected in 2018 ( N = 1332) and the second collected during the last month of lockdown ( N = 522). Our results show that parents included during the lockdown period reported significantly, but slightly, higher saturation (a dimension of the parental burnout construct) than parents included 2 years earlier. However, the number of children per age group, maintaining employment, and having to provide schooling at home are not variables that explain differences in the level of parental burnout between our two samples. Our results are discussed with regard to the risk factors identified and the French context.

scholarly journals Personal characteristics of parents of children with special educational needs in education

2020 ◽  
Vol 133 (4) ◽  
pp. 197-204
Author(s):  
A.S. Mambetalina ◽  
◽  
M.D. Muratova ◽  
Keyword(s):  
Personal Characteristics ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Parental Attitude ◽  
Psychological Defense ◽  
Raising Children ◽  
Number Of Children ◽  
The Impact ◽  
The City ◽  
Factor Of Influence

The article examines the study of personal characteristics of parents of children with special educational needs in education (SEN) in the city of Nur-Sultan, Kazakhstan. Today, the problem of studying a family, raising children with special needs in education is relevant and requires extensive research. This is confirmed by the large number of children with SEN in Kazakhstan. The study is aimed in particular at studying the factor of influence of certain parental personality traits and characteristics (mechanisms of psychological defense, coping-strategy and guilt conscience) on the child and on his abilities and success in educational and correctional processes. The scientific novelty of the results of this article lies in the correlation between the personal characteristics of the parents of children with SEN with the data that determine the parental attitude towards the child and the impact of the studied indicators of the parents on the child’s progress in correctional and specialized educational programs.

scholarly journals Modern Pedagogical Approaches in the System of Engineering Education

2019 ◽  
Vol 28 (6) ◽  
pp. 129-137
Author(s):  
L. V. Orinina ◽  
I. V. Kashuba ◽  
N. V. Dyorina ◽  
E. V. Rabina
Keyword(s):  
Educational Process ◽  
Basic Material ◽  
Professional Activity ◽  
Teaching Staff ◽  
University Graduates ◽  
Self Evaluation ◽  
Pedagogical Training ◽  
Pedagogical Design ◽  
Pedagogical Competence ◽  
Engineering Pedagogy

The article aims at studying the specifics of the psychological and pedagogical competence of future engineers in the structure of the educational process and in relation to the use of innovative and effective educational technologies. At present, the general issues of humanization and pedagogical and methodological support of the educational process are of great importance in light of the need to increase the academic mobility of university graduates who choose to work at universities. The problem of insufficient level of their psychological and pedagogical competence development arises automatically. Psychological and pedagogical competence of a graduate means his (her) ability to mastering the basic material of the psychological and pedagogical unit, the ability to operate the acquired knowledge and put it into practice, mastering acquired skills in the conditions of concrete professional and pedagogical activity.This problem has several solutions. One of the most effective is the possibility of developing and introducing the programmes of advanced psychological and pedagogical training and professional retraining for future engineers specializing in engineering pedagogy.The purpose of the article is to view the effective approaches to the development of psychological and pedagogical competences among future engineers. The authors consider using of the modern IT-technologies to be a strong motivator in this process as well as gamification (role games and business games).As the key tasks of the teaching staff at technical university the following issues are regarded: creation of conditions for the disclosure by future engineers of their professional and personal resources; obtaining by future engineers the information necessary to increase the level of their psychological and pedagogical competence; acquisition of skills necessary for knowledge application in future professional activity; expanding the range of professional competencies of future engineers in the conditions of psychological and pedagogical design.One of the most important aspects of teacher’s activity is reflection, self-evaluation. The authors present teachers’ behavior patterns for reflection and formulate the recommendations for teaching future engineering teachers.Thus, the specificity of training future engineers with the focus on increasing their psychological and pedagogical competence is a complex multi-faceted process, specially organized in time and space, involving consideration of certain psychological and pedagogical, methodological and methodical patterns and aimed at developing professional qualifications of future engineering pedagogues.

scholarly journals ANALYSIS OF TEACHERS’ PREPAREDNESS TO WORK IN THE INCLUSIVE EDUCATION CONDITIONS

2021 ◽  
pp. 22-41
Author(s):  
Mariya Hlynska
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Children With Disabilities ◽  
Personal Characteristics ◽  
Modern Society ◽  
Educational Process ◽  
Special Educational Needs ◽  
National Education ◽  
Number Of Children ◽  
Readiness Level

Abstract. The article analyzes the teachers᾿ readiness to work in field of inclusive education. It is emphasized that in the context of educational reforms, the question of the feasibility of introducing inclusive education has become acute. This involves educating children with disabilities in comprehensive schools and kindergartens ‒ together with peers who are developing normally. According to the content of the modern national education model, it is assumed that the number of people with disabilities who get educational services in public institutions will increase. At the same time, in accordance with the national action strategy in the interests of children, it is planned to reduce the number of children with disabilities who remained outside the education system, for some objective reasons. Accordingly, it requires new demands on teachers, requires the expansion of their functional responsibilities, changes in professionally significant and personal characteristics. Modern society makes new demands on teachers ‒ the willingness and ability to teach all children without exceptions, regardless of their inclinations, abilities and disabilities. At the same time, the widespread use of a new category of children in kindergartens and secondary schools has led to changes in the teachers᾿ working conditions. The range of teachers᾿ pedagogical interests has significantly expanded. There is a social demand for updating the content of professional training, which includes issues of inclusive education. As a result of the conducted empirical research showed mostly the average, and also low readiness level for work in the inclusive education conditions. The respondents revealed interest in the education problems and raising children with disabilities together with their healthy peers, but just a small number of teachers are willing to work in these conditions. The reason is the lack of knowledges about the peculiarities of the children development, their special educational needs and the pace of progress in the educational process.

Older, Wiser, But Still a Working Mother

2019 ◽  
pp. 109-130
Author(s):  
Jamie Ladge ◽  
Danna Greenberg
Keyword(s):  
Late Stage ◽  
Working Mothers ◽  
Work And Family ◽  
Work Life ◽  
Paid Work ◽  
Working Mother ◽  
Raising Children ◽  
Life Paths ◽  
Life Phase ◽  
Parenting Role

Chapter 5 considers how working mothers navigate work and family as they move from the daily responsibilities of raising children to parenting adult children to retirement. As working mothers’ parenting role shifts in conjunction with midlife changes, they may begin a process of career recalibration as they consider what they want to do that is meaningful and engaging in this next life phase. The varied ways working mothers approach this issue is a key focus of this chapter. We go on to discuss some of the late-stage transitions women may experience, including grown children returning home and leaving paid work permanently. Each of these experiences presents women with new choices as they craft the final chapters of their work/life paths.

scholarly journals Psychological and pedagogical competence of parents raising children included in joint education: theory and practice of research

2019 ◽  
Vol 70 ◽  
pp. 10010 ◽  
Author(s):  
Elena Slusareva ◽  
Anna Kabushko ◽  
Aleksej Dontsov
Keyword(s):  
Empirical Study ◽  
Inclusive Education ◽  
Educational Practice ◽  
Theory And Practice ◽  
Raising Children ◽  
Theoretical Approaches ◽  
Education Theory ◽  
Pedagogical Competence ◽  
Definition Of ◽  
Primary School Age

The article presents theoretical approaches and an empirical study of the problem of psychological and pedagogical competence of parents of children included in joint education as conditions for the effective implementation of inclusive educational practice. Theoretical approaches to the definition of «psychological and pedagogical competence of parents», its structural components and their content, due to the specifics of joint education of children with different psychophysiological status, are considered. The results of an empirical study of the psychological and pedagogical competence of parents of two groups are presented: parents of children of primary school age with normal psychophysical development and parents of children with disabilities included in joint (inclusive) education. The reliability of the research results is due to the use of a complex of methods of theoretical and empirical research, the representativeness of the sample: 354 parents raising children included in joint education.

scholarly journals The Large Family in Contemporary Conditions

2015 ◽  
Vol 5 (2) ◽  
pp. 7-16 ◽  
Author(s):  
Franciszka Wanda Wawro
Keyword(s):  
Social Life ◽  
Large Family ◽  
Modern Society ◽  
Young Generation ◽  
Social Force ◽  
Difficult Situation ◽  
High Position ◽  
Number Of Children ◽  
A Value ◽  
The Family

Abstract In the Polish cultural ethos, the family as a value seems to have an established high position. It is also confirmed by current numerous studies focused mainly on the young generation, which show that for young people the family constitutes a value of the highest priority. It could be presumed, therefore, that the present socio-cultural climate is favourable for the family and enables it to perform its various functions, including the care and cultural function. It also concerns the large family, which in the Polish tradition used to be considered as a beneficial educational environment, or even a kind of a social force. However, in the modern society, which in its definition seems to be a declaration of high quality standards, mainly in terms of developmental chances of all its subjects, the large family has found itself in a specifically difficult situation. The reason behind it is, above all, the fact that having a large number of children is socially ostracized in various ways. If the value of the large family is not only not appreciated socially, but even discredited, then the consequences of such a state of affairs will become apparent in numerous spheres of social life. Most often, it is reflected in the basic decisions in the area of social policy, unfavourable towards large families. For such families it might imply the necessity of engaging in even an extreme struggle for survival in the sphere of everyday existence; even more so when it comes to decent conditions of performing its tasks and its socio-cultural role. Therefore, it is essential to define and refer to the arguments coding in the social consciousness the fact that the large family in the Polish cultural ethos occupied a high position not only in the past, but it still constitutes a significant value which deserves recognition and support.

scholarly journals SCAFFOLDING COMPLEX TASKS BY OPEN ONLINE SUBMISSION: EMERGING PATTERNS AND PROFILES

2019 ◽  
Vol 8 (4) ◽  
Author(s):  
Miky Ronen ◽  
Dorothy Langley
Keyword(s):  
Graduate Education ◽  
Complex Tasks ◽  
Self Evaluation ◽  
Instructional Scaffolding ◽  
Online Submission ◽  
Challenging Tasks ◽  
Different Types ◽  
Academic Courses ◽  
Education Courses ◽  
New Strategies

Students in higher-education courses are often confronted with complex tasks that require application and integration of newly gained knowledge. Different students require different types and amounts of instructional scaffolding for coping with such challenging tasks. The incorporation of asynchronous online elements into academic courses offers various ways of implementing traditional instructional scaffolding methods, as well as the ability to incorporate new strategies made feasible by this medium.This paper presents and discusses the potential and challenges of using open online submission of assignments via asynchronous networking as a strategy for providing differential scaffolding in the preparation of complex tasks (not as an alternative model for online peer collaboration).A pilot study, performed with five graduate education courses, showed that open online submission of assignments led to spontaneous, informal peer-evaluation, enabling students to learn from peer examples. The detailed analysis of students’ activity and their reflections has revealed four typical learner profileswith respect to open assignment submission, self-evaluation and characteristic benefit from peer work.

scholarly journals Основное содержание работы клубов психолого-педагогического сопровождения родителей, воспитывающих детей с ограниченными возможностями здоровья

2019 ◽  
Author(s):  
Olga Nikolaevna Tokareva
Keyword(s):  
Children With Disabilities ◽  
Social Adaptation ◽  
Parental Competence ◽  
Raising Children ◽  
Special Children

This article substantiates the idea of creating psychological clubs for parents raising children with disabilities who need psychological and pedagogical assistance. Considerable attention is paid to increasing parental competence in the matters of upbringing, development, and social adaptation of “special” children, through psychological and pedagogical education; attracting parents to cooperation, in terms of common approaches to raising and educating the child.

scholarly journals The Participation of Girls and Boys from Ages 10 to 18 in Structured Sports and Extra-Curricular Activities in the Aspect of Social and Economic Conditions

2015 ◽  
Vol 21 (4) ◽  
pp. 240-246 ◽  
Author(s):  
Agnieszka Dmitruk ◽  
Helena Popławska ◽  
Krystyna GÓrniak ◽  
Wojciech Hołub
Keyword(s):  
Physical Activity ◽  
Age Groups ◽  
Modern Society ◽  
Physical Activities ◽  
Economic Factors ◽  
Number Of Children ◽  
The Family ◽  
Sport Activities ◽  
Socio Economic Factors ◽  
Parents Education

Abstract Introduction. The importance of socio-economic factors in differentiating the physical activities of children and teenagers keeps changing. That is why the goal of this research was to identify certain social variables amongst those listed most often which differentiate the level of targeted physical activity of urban children and youths from the Bialskie district. Material and methods. The research was conducted on 1.084 students between the ages of 10 and 18. Three age groups were chosen: 10 to 12, 13 to 15, and 16 to 18. Information about the attendance of respondents in Physical Education classes and structured extra-curricular sport activities, as well as preferred forms of physical activities were collected via a diagnostic survey. The same method was used in the assessment of the socio-economic status of the families of the respondents. The relations between attendance in extra-curricular sports activities and socio-economic factors was assessed by a multifactoral logistic regression model, and the statistical relevance of the differences was calculated by the Wald test. Results. Attendance in structured extra-curricular physical activity depended mostly on income per family member. In the case of type of work performed by parents, the attendance rate in both boys and girls was higher if the parents performed intellectual work. Parents' education and number of children in the family did not have a high influence on the attendance of respondents in structured extra-curricular sport activities. Conclusions. Increasing disproportions in societal prosperity can be an important factor limiting the attendance of the poorest group of children and youths in structured physical activities. The lack of influence on physical activity of such socio-economic variables as parents' education and the number of children in the family can be connected with the change of meaning of those factors in modern society (depreciation of the importance of higher education, decreased fertility).

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