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Author: John Newson Publisher: Routledge ISBN: 135139147X Category : Psychology Languages : en Pages : 549
Book Description
John and Elizabeth Newson’s long-term investigation of child up-bringing attracted intense interest from its earliest beginnings: ‘pathbreaking’ and ‘seminal’ were adjectives that greeted their first report. The study is now established as one of the major projects of the seventies. This third volume of the series catches some seven hundred Nottingham children at a critical stage of their development: in transition from infant to junior school, they are moving out of the protective family orbit and into the wider social world of street, playground and classroom, where cultural pressures make themselves felt in ever more demanding ways. Like the Newson’s earlier books, this study has a strong ecological flavour in the sense that what children do, what parents do, and how they feel about what they do, are all set firmly into the broader context of life as it is lived in contemporary urban society. This is no laboratory investigation. Yet a sensitive and subtle methodology has allowed the Newsons to present an impressive structure of hard factual data, while putting flesh on the statistical bones by constant reference to the mothers’ own thoughts and reactions, faithfully recorded in their own vivid words. The result is a rich descriptive picture of seven-year-olds and their family life: their play, friendships, quarrels; their duties and privileges; their fears, fantasies and jokes. Inevitably, much of the book explores the dynamics of conflict between mother and child, and takes a long hard look at the domestic power-game as it is expressed in both words and punishment. At the same time, the loving and caring side of the relationship is closely and delicately examined with a rare empathy for both parent and child. In short, this is a study in depth and in breadth of how parents and children bring each other up. Teachers, doctors, nurses and social workers, as well as parents welcomed the Newsons’ earlier reports. Once again, no professional worker in the field of childhood or parenthood can afford to be without the insights offered by this volume, which is also a rich source of enjoyment for any observer, professional or amateur, of the family in society today. Today it can be enjoyed in its historical context.
Author: John Newson Publisher: Routledge ISBN: 135139147X Category : Psychology Languages : en Pages : 549
Book Description
John and Elizabeth Newson’s long-term investigation of child up-bringing attracted intense interest from its earliest beginnings: ‘pathbreaking’ and ‘seminal’ were adjectives that greeted their first report. The study is now established as one of the major projects of the seventies. This third volume of the series catches some seven hundred Nottingham children at a critical stage of their development: in transition from infant to junior school, they are moving out of the protective family orbit and into the wider social world of street, playground and classroom, where cultural pressures make themselves felt in ever more demanding ways. Like the Newson’s earlier books, this study has a strong ecological flavour in the sense that what children do, what parents do, and how they feel about what they do, are all set firmly into the broader context of life as it is lived in contemporary urban society. This is no laboratory investigation. Yet a sensitive and subtle methodology has allowed the Newsons to present an impressive structure of hard factual data, while putting flesh on the statistical bones by constant reference to the mothers’ own thoughts and reactions, faithfully recorded in their own vivid words. The result is a rich descriptive picture of seven-year-olds and their family life: their play, friendships, quarrels; their duties and privileges; their fears, fantasies and jokes. Inevitably, much of the book explores the dynamics of conflict between mother and child, and takes a long hard look at the domestic power-game as it is expressed in both words and punishment. At the same time, the loving and caring side of the relationship is closely and delicately examined with a rare empathy for both parent and child. In short, this is a study in depth and in breadth of how parents and children bring each other up. Teachers, doctors, nurses and social workers, as well as parents welcomed the Newsons’ earlier reports. Once again, no professional worker in the field of childhood or parenthood can afford to be without the insights offered by this volume, which is also a rich source of enjoyment for any observer, professional or amateur, of the family in society today. Today it can be enjoyed in its historical context.
Author: John Newson Publisher: Routledge ISBN: 0415675642 Category : Education Languages : en Pages : 218
Book Description
This volume looks at the social and intellectual forces which the child encounters in class-room and playground from the parent's point of view. School and home are seen as the separate yet overlapping worlds of childhood - for some children more uncompromisingly separated than for others. In the social development of the child, school functions as a link between the kinds of demands (and immunities) which are characteristic of family life, and those which the child will discover in the wider society of adulthood. The authors provide a meeting-point for developmental psychology, sociology and education, to the illumination of all three. There is a concern with the daily life of 'ordinary'children in 'ordinary' families. School reluctance - rather than the more clinical school phobia or truancy - is delicately probed. The back-up that parents provide at home, directly or indirectly, is objectively evaluated, yet with empathy for parents' and teachers' anxieties about their roles.
Author: Rudolf Steiner Publisher: SteinerBooks ISBN: 9780880104029 Category : Anthroposophy Languages : en Pages : 180
Book Description
These seven intimate, aphoristic talks were presented to a small group on Steiner's final visit to England. Because they were given to "pioneers" dedicated to opening a new Waldorf school, these talks are often considered one of the best introductions to Waldorf education. Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor to keep their teaching lively and imaginative. Above all, he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds. And, throughout these lectures, he continually returns to the practical value of Waldorf education. These talks are filled with practical illustrations and revolve around certain themes--the need for observation in teachers; the dangers of stressing the intellect too early; children's need for teaching that is concrete and pictorial; the education of children's souls through wonder and reverence; the importance of first presenting the "whole," then the parts, to the children's imagination. Here is one of the best introductions to Waldorf education, straight from the man who started it all. German source: Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet (GA 311). SYNOPSIS OF THE LECTURES LECTURE 1: The need for a new art of education. The whole of life must be considered. Process of incarnation as a stupendous task of the spirit. Fundamental changes at seven and fourteen. At seven, the forming of the "new body" out of the "model body" inherited at birth. After birth, the bodily milk as sole nourishment. The teacher's task to give "soul milk" at the change of teeth and "spiritual milk" at puberty. LECTURE 2: In first epoch of life child is wholly sense organ. Nature of child's environment and conduct of surrounding adults of paramount importance. Detailed observation of children and its significance. In second epoch, seven to fourteen, fantasy and imagination as life blood of all education, e.g., in teaching of writing and reading, based on free creative activity of each teacher. The child as integral part of the environment until nine. Teaching about nature must be based on this. The "higher truths" in fairy tales and myths. How the teacher can guide the child through the critical moment of the ninth year. LECTURE 3: How to teach about plants and animals (seven to fourteen). Plants must always be considered, not as specimens, but growing in the soil. The plant belongs to the earth. This is the true picture and gives the child an inward joy. Animals must be spoken of always in connection with humans. All animal qualities and physical characteristics are to be found, in some form, in the human being. Humans as synthesis of the whole animal kingdom. Minerals should not be introduced until twelfth year. History should first be presented in living, imaginative pictures, through legends, myths, and stories. Only at eleven or twelve should any teaching be based on cause and effect, which is foreign to the young child's nature. Some thoughts on punishment, with examples. LECTURE 4: Development of imaginative qualities in the teacher. The story of the violet and the blue sky. Children's questions. Discipline dependent on the right mood of soul. The teacher's own preparation for this. Seating of children according to temperament. Retelling of stories. Importance of imaginative stories that can be recalled in later school life. Drawing of diagrams, from ninth year. Completion and metamorphosis of simple figures, to give children feeling of form and symmetry. Concentration exercises to awaken an active thinking as basis of wisdom for later life. Simple color exercises. A Waldorf school timetable. The "main lesson." LECTURE 5: All teaching matter must be intimately connected with
Author: Various Publisher: Routledge ISBN: 1351273833 Category : Psychology Languages : en Pages : 5953
Book Description
Psychology Library Editions: Child Development (20 Volume set) brings together a diverse number of titles across many areas of developmental psychology, from children’s play to language development. The series of previously out-of-print titles, originally published between 1930 and 1993, with the majority from the 70s and 80s, includes contributions from many respected authors in the field and charts the progression of the field over this time.
Author: Hugh Cunningham Publisher: Random House ISBN: 1446416151 Category : History Languages : en Pages : 324
Book Description
The Invention of Childhood will paint a vivid picture of the lives of children in Britain from pagan Anglo-Saxon times to the present day. Drawing heavily on primary sources, such as diaries, autobiographies, paintings, photographs and letters, the book will present a complete chronological history of the experience of children in Britain during the past 1500 years. We will learn the key elements that have shaped their lives down the ages and how this has differed as a result of gender, geography and ethnicity. The book will also relate children's lives to larger events in national and international history. Written by Hugh Cunningham the Professor of History at the Universtity of Kent at Canterbury, and an expert on childhood history - the book will accompany the Radio 4 series presented by the highly respected children's author Michael Morpurgo. Michael is contributing a lengthy foreword to the book. 'The Invention of Childhood' will expand on a number of key themes from the radio series, including the idea of childhood as a distinct stage of life. Opinions on when childhood should start and end, and how it differs from adulthood have changed considerably down the centuries. And these inventions and reinventions of childhood (hence the title) have had a profound effect on children's lives. The prolonged childhood we enjoy in Britain today was a luxury few could afford in the past. This fascinating study will draw attention to the ways in which we may find childhood and children in the past quite similar to the present and to ways in which childrens lives from the past seem to differ sharply from the lives children lead today.
Author: Robin C. Moore Publisher: Routledge ISBN: 1351348655 Category : Psychology Languages : en Pages : 324
Book Description
Where do children go and what do they do outdoors? How do they evaluate their own environment? What are their likes and dislikes? What would they like to see added or changed? How can the outdoor environment support healthy child development? How is the impact of the environment affected by its social and physical characteristics? How can its developmental impact be strengthened through public policy? These are some of the questions addressed by Childhood’s Domain, originally published in 1986, in which children, as ‘expert’ research collaborators, describe their largely unseen life outdoors. On field trips to secret play places around their homes, in streets, in parks, and in places laid waste and abandoned by adult society, they reveal both the pleasure and difficulties of play in the city. A central concept of the book is a new term, terra ludens, which represents the accumulated developmental support that each child receives from her or his personal play spaces. Terra ludens reflects the degree to which each child acquires an intuitive sense of how the world is by playing with it. Field research for the book was conducted in London, Stevenage New Town and Stoke-on-Trent. Neighbourhood sites were deliberately chosen to contrast and compare children’s reactions to the characteristics of ‘big city’, ‘new town’ and ‘old industrial city’ environments. The most interesting experiences were encountered with children in Stoke-on-Trent. Here, in former mineral workings functioning as ‘playgrounds’ equipped with relics from the heyday of the industrial revolution, in new open spaces reclaimed from industrial ‘wastelands’, and in older parks dating from Victorian times, children demonstrated the creative possibilities of a landscape of opportunities lacking in the other two sites. Even so, children in all three sites revealed great ingenuity in making do with whatever resources they could find to create viable play environments for themselves.
Author: John Newson Publisher: Routledge ISBN: 1351344544 Category : Psychology Languages : en Pages : 240
Book Description
This book is about the lives of 11-year-old children growing up in a Midlands city in the late ‘60s and early ‘70s. Based on interviews with their parents, it describes family life at the time, as well as the experiences, hopes and concerns of the children as they themselves become adolescents. The book reflects upon the changes that occur for children in the transitional period between childhood and adolescence. It looks at the friendship patterns of eleven-year-olds, their special interests and activities and how they spend their leisure time as well as describing the children’s worries and concerns as perceived by their parents. It also considers family life and parental issues in the context of children’s growing independence and their developing sexual maturity. Originally written in the 1980’s but recently discovered and published now for the first time, this is the fifth book in the series of long-term investigations of child up-bringing, by John and Elizabeth Newson, distinguished child psychologists at the University of Nottingham. Their research began in the late 1950s when the cohort of children was a year old; their mothers were subsequently interviewed at intervals as the children grew up. This fifth volume draws links between the material from interviews with parents when their sons and daughters were seven, eleven, sixteen and nineteen years, and also invites comparison with the lives of children growing up now. The final chapter reviews the book series and the Newsons’ research programme. This exceptional book will be of interest to psychologists and other academics interested in child development, as well as professionals involved in work with children and adolescents such as teachers, doctors, nurses and social workers. It also has great historical significance with its potential for comparisons between the lives of children and adolescents now with those growing up some 50 years ago.
Author: Richard C. Thomas Publisher: Springer Science & Business Media ISBN: 1447115481 Category : Computers Languages : en Pages : 203
Book Description
Although machine interfaces have been made much easier for novices to learn, still very little is known about how users progress from novice to expert performance. This volume is based upon the results of one of the largest continuous field studies ever performed in human-computer interactiona seven year study involving 4,000 students at Sydney University. The results will be valuable to software developers and researchers.
Author: Jo Weinberger Publisher: SAGE ISBN: 9781853962929 Category : Education Languages : en Pages : 182
Book Description
`Very accessible - not too technical or jargon-ridden. The practical suggestions were useful too - if professionals feel inspired to promote change in their practice and policy it is helpful to have suggestions on where to start and what to do' - Management in Education Few primary teachers have a chance to find out in detail what children have already learnt, and continue to learn, about literacy at home with their parents. This book gives a clear demonstration of literacy learning that takes place at home, and how it differs from, as well as relates to, literacy at school. It will help teachers to increase their understanding of this process and to build on their relationship with parents. Such unde
Author: John Newson
Author: John Newson
Author: John Newson
Author: John Newson
Author: Rudolf Steiner
Author: Various
Author: Hugh Cunningham
Author: Robin C. Moore
Author: John Newson
Author: Richard C. Thomas
Author: Jo Weinberger