التفاصيل البيبلوغرافية
| العنوان: |
UPBRINGING METHODS OF PARENTS WITH CHILDREN WITH DEVELOPMENTAL DISABILITIES ; ODGOJNI POSTUPCI RODITELJA DJECE S TEŠKOĆAMA U RAZVOJU |
| المؤلفون: |
Romstein, Ksenija |
| المصدر: |
Life and School; Vol. 67 No. 2 (2021); 61-80 ; Život i škola; Svezak 67 Br. 2 (2021); 61-80 ; 1849-0972 ; 0044-4855 |
| بيانات النشر: |
Faculty of Education Josip Juraj Strossmayer University of Osijek |
| سنة النشر: |
2023 |
| المجموعة: |
University of Zagreb (SRCE): OJS / Sveučilišni računski centar Sveučilišta u Zagrebu |
| مصطلحات موضوعية: |
odgoj, djeca s teškoćama u razvoju, aktivacija, inhibicija, upbringing, children with developmental disabilities, activation, inhibition |
| الوصف: |
In the last ten years, establishing and maintaining boundaries in raising children, as a basic pedagogical process of socialisation, has become less researched. This issue is even less explored with young children with disabilities; the emphasis is on the developmental outcomes of the particular programme and its scientific foundation. In contrast, the fundamental function of interpersonal relationships in a child’s proximal environment is not interesting for scholars. In other words, there is a scientific bias towards pedagogical strategies within families, i.e. raising strategies. However, basic knowledge from the field of pedagogy and psychology speaks in favour of its long term outcomes for one’s autonomy or heteronomy in adulthood. Therefore, regarding their parenting strategies, an interview with parents of children with disabilities (N=100) was conducted during February and March 2020. The existence of two significant categories of parenting strategies was established: activation strategies, i.e., rewards, and inhibition strategies, i.e., punishments. Parents use food, tablets/mobile phones and preferred activities as rewards while using time-out, withdrawal of the preferred object and physical punishment as punishments. Obtained results indicate that parents of children with developmental disabilities don't have adequate social support for their parental roles, which should be addressed in the future through scientifically based programmes for parents. ; U posljednjih se desetak godina postavljanje granica u odgoju djece kao temeljnog pedagoškog procesa socijalizacije u obitelji sve manje istražuje. Posebno je to vidljivo u istraživanjima koja se bave djecom s teškoćama rane i predškolske dobi gdje se naglasak stavlja na potvrđivanje učinaka pojedinih programa i njihove znanstvene utemeljenosti, dok se primarna funkcija interpersonalnih relacija na razini djetetovog proksimalnog okruženja rijetko adresira. Drugim riječima, postoji svojevrsni znanstveni bias prema pedagoškim postupcima u obitelji, tj. ... |
| نوع الوثيقة: |
article in journal/newspaper |
| وصف الملف: |
application/pdf |
| اللغة: |
Croatian |
| Relation: |
https://hrcak.srce.hr/ojs/index.php/zivot-i-skola/article/view/27967/14347; https://hrcak.srce.hr/ojs/index.php/zivot-i-skola/article/view/27967 |
| الاتاحة: |
https://hrcak.srce.hr/ojs/index.php/zivot-i-skola/article/view/27967 |
| Rights: |
Copyright (c) 2023 Life and School |
| رقم الانضمام: |
edsbas.32C6C5A3 |
| قاعدة البيانات: |
BASE |