Wyniki wyszukiwania - Biblioteka Nauki

1

„Ochránkyně sirotků a vdov.“ Ovdovění a osiření v textech kramářských písní

100%

Skořepová M.

Historie – Otázky – Problémy (History, Issues, Problems)

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2017

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tom 9

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nr 1

175-184

EN

The paper examines widowhood and orphanhood in rural society in the light of the texts of broadside ballads, which were the most popular genre of folk reading in the early modern and 19th century villages. Particular attention is paid to broadside ballads extant in the museums in the Pelhřimov region, where micro-historic research focused on the living conditions of widowers, widows and orphans has already been carried out. These broadside ballads typically perpetuate a stereotype of a poor, sorely tried widow and a poor orphan, who rely on the help of the heavens and, by contrast, the figure of a wicked stepmother who maltreats her stepchildren, for which she is severely punished. In spite of this, social reality has often differed from the literary image.

2

СОЦІАЛЬНІ ІНСТИТУТИ ДЕРЖАВНОГО УТРИМАННЯ ТА ВИХОВАННЯ ДІТЕЙ-СИРІТ І ДІТЕЙ, ПОЗБАВЛЕНИХ БАТЬКІВСЬКОГО ПІКЛУВАННЯВ УКРАЇНІ ЯК ЗАСІБ СОЦІАЛЬНОГО ВИХОВАННЯ ДІТЕЙ (90-ті рр. ХХ ст. – початок ХХІ ст.)

75%

Султанова Н.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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nr 9(73)

180-191

EN

In the article the analysis of educational activities in publicinstitutions of orphans and children deprived of parental care is conducted. The article deals with the tendencies of development of the network of social institutes of the support and education of orphans and children deprived of parental care in Ukraine from the 90’s of the XX till thebeginning of theХХІcentury. The author has set the aim, the major professional activities of social educator public care institutions, justified the basic theory on the socio-educational work with children who grow up without a family. The conceptual foundations of children’s social education in boarding schools are defined. It is grounded the creation of family-type children’s homes as an alternative form of state child support. The attention is focused on the tendencies of the network expansion of social institutions and the increase of the contingent of pupils in them during the above mentioned period. In the article the peculiarities of the boarding school as an environment which replaces a family and its influence on pupil’s preparation to the future family life caused by modern social-economic, political, social-cultural situation in Ukraine, are considered. The author gives a characteristic of the main types of residential education institutions (orphanages, boarding schools, etc.), the content, typical features of the educational process. The research reveals the essence and the contents of social education, conducts analysis of the problem and approaches to the social education of the native pedagogical theory of the time. The research also reveals organizational and educational problems of the boarding-school system formation and its continual development. Distinctive features of social upbringing conception of the investigated period have been analyzed in practical realization: in particular, such issues as forms, methods and tendencies of social education development in boarding schools have been considered in the content.

3

МЕТОДИ СОЦІАЛЬНО-ВИХОВНОЇ РОБОТИ ІНТЕРНАТНИХ УСТАНОВ ПЕРШОЇ ПОЛОВИНИ XX СТОЛІТТЯ

75%

Рябкіна Л.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 8(52)

32-38

EN

The article analyzes the system of methods of socio-educational work of boarding institutions of Ukraine in the first half of the XX century. The organization of social and educational work with orphans and children left without parental care was considered. There are examples of methods of socialization of pupils in boarding institutions. It is found out that socio-educational work in the boarding institutions required constant monitoring. To the group of control and analysis of the efficiency of education methods the author refers: accounting, monitoring, report, analysis, analysis of the community service, etc. The analysis of archival materials shows that the method of accounting was used as a prerequisite for further improvement and deepening of the work undertaken by the inmates of the boarding institutions. In “Temporary regulations on child institutions” there was the section “Accounting of the work of kindergartens”, in which it was said that at all child care institutions is carried out daily accounting work, but at the end of each term, institutions can organize public report of the work done, aiming to identify achievements of children’s institutions in the internal organization, relations with society, as well as the abilities and skills of children. Accounting took the form of an exhibition of children’s works, children’s matinees or evenings, performances or a combination of these forms, with reports of children and the meeting of the Board on the work done. The method of observation was accompanied by various forms of socio-educational activities of boarding establishments of the study period. This method involved the definition of the topic of observation, object, subject, tasks. The information obtained was recorded in a notebook of the observations for further use in other forms (conferences, exhibitions, reports and the like). This method contributed to the development in children the skills of observation, curiosity, attentiveness and the like. Especially valuable, in author’s opinion, in conditions of boarding institutions, was the method of analysis of the results of socially useful work. The results of socially useful work of the pupils were recorded in the records of the team, group or individual entries in the diary. The special role played the organization of final fairs of produced products.

4

Individual and Social Self-Perception Determinants Among School Going Adolescents

75%

Pidbutska N. , Shapolova V.

The New Educational Review

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2021

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tom 66

185-197

EN

The aim of the research is to define individual psychological traits of adolescents that influence the formation of their self-perception. An empirical study was conducted on the basis of general education schools, boarding schools for the hearing impaired students and orphanages of the Kharkiv region (Ukraine). The study included 86 children. In accordance with this aim empirical methods were applied: Self-perception profile for adolescents (SPPA), Freiburg Multifactorial Personality Questionnaire (FPI), An Adolescent’s Character Traits Questionnaire, Rosenberg Self-Esteem Scale. It has been found that self-perception of general education school students is determined by depressiveness, shyness, extroversion, and stuck type of accentuation; in adolescents with hearing impairments - friendliness, reactive aggressiveness, extroversion, emotive and anxiety types of accentuation; in orphans - pedantic and dysthymic types of character accentuation.

5

ПРОФІЛЬНЕ НАВЧАННЯ ДІТЕЙ-СИРІТ ТА ДІТЕЙ, ПОЗБАВЛЕНИХ БАТЬКІВСЬКОГО ПІКЛУВАННЯ, ЯКІ ПОТРЕБУЮТЬ КОРЕКЦІЇ РОЗУМОВОГО РОЗВИТКУ, ЯК ПЕДАГОГІЧНА ПРОБЛЕМА

75%

Хованова О. , Гарбуз О.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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nr 6(40)

320-327

EN

This paper addresses the problem of profile education of mentally retarded children in the new conditions of the special education system. It is noted that in a boarding school for children of special importance and purposeful work of the teaching staff on the formation of the individual student with impaired mental and physical development, its social and psychological rehabilitation, employment adjustment successful socialization in society, which is consistent with current innovations, promoted modernization of traditional approaches to prepare students for independent living. The authors offer the ways of solving practical problems of pedagogical profile education of orphans and children deprived of parental care, requiring correction intelligence development. The essence of research in this area, which was the development of evidence-based models of Vocational Rehabilitation, which is implemented in the system profile education of mentally retarded orphan children without parental care, in the direction of agricultural-based education center as a condition optimal professional fulfillment of children’s integration into society and testing of the developed model in the practice of educational institution of that category. The authors describe a material that highlights the progress of research and teaching experiment «Vocational rehabilitation of orphans and children deprived of parental care, requiring correction of cognitive development by organizing training profile in terms of the education center». This paper presents the results of experimental testing of models Vocational rehabilitation of orphans with intellectual disabilities on the basis of special education boarding and results of a comparative analysis of the results of the monitoring of the dynamics of student achievements groups of vocational education within a few years of training. It is noted that the complex of measures on social and labor rehabilitation of students creates optimal conditions for further rehabilitation facility inmates. The conclusions on the feasibility for further implementation of structural and organizational model profile education of orphans and children deprived of parental care, requiring correction of intelligence development on the basis of special education boarding.

6

Wychowanie moralne i religijne ubogich i sierot w Krakowskim Towarzystwie Dobroczynności w latach 1816–1918

63%

Barnaś-Baran E.

Studia Paedagogica Ignatiana

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2016

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tom 19

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nr 2

65-85

PL

Celem artykułu jest przedstawienie realizowanego przez Krakowskie Towarzystwo Dobroczynności wychowania moralnego i religijnego ubogich. W zakładzie Towarzystwa mieszkali ludzie starzejący się i starzy, z problemami zdrowotnymi, którzy nie mogli już z braku sił zapracować na własne utrzymanie. Podopiecznymi były również sieroty od 10. do 16. roku życia (po 1874 roku przyjmowano nawet dzieci sześcioletnie). Organizowano dla nich opiekę, ale również kładziono nacisk na eliminowanie negatywnych zachowań i przyzwyczajeń, nakłaniano do moralnego i zgodnego z nauką chrześcijańską życia. Analiza materiałów źródłowych, zwłaszcza statutów, regulaminów i instrukcji pozwoliła na ukazanie, w jaki sposób wychowywano podopiecznych na „pożytecznych członków społeczności”. Walczono zwłaszcza z próbami żebrania oraz nadużywaniem alkoholu. Przyjmując do zakładu ubogich, sprawdzano, czy ich życie było zgodne z normami moralnymi oraz czy były one pracowite. Wypełniano dzień ubogich modlitwą, pracą, dbano aby właściwie spędzali czas wolny. Zwracano uwagę na wzajemną życzliwość, szacunek względem dobroczyńców oraz siebie nawzajem. Uczono porządku, troski o rzeczy własne, jak również należące do Towarzystwa. Brak przestrzegania regulaminów był karany. Kary miały określoną gradację, zawsze starano się najpierw udzielać upomnień. Motywacją do właściwego postępowania były nagrody. Nagradzano za pracę, naukę, umożliwiano uroczyste obchodzenie świąt kościelnych. Dla sierot organizowano majówki, wycieczki. Wyrażano zgodę na urlopy, odwiedzanie rodzin.

EN

The aim of the article is to present implemented in 19th century by the Cracow Charitable Society the moral and religious education of the poor. In the plant of the Society lived aged and old people, with health problems, who lacked of their own forces to earn for living. Wards were also the orphans from 10 to 16 years old (after 1874 the Society accepted even six years old children). The daily care for them was organized, with putting the emphasis on eliminating negative behaviors and habits, they were urged to live a life in accordance with the moral and Christian values. Analysis of source materials, especially the statutes, regulations and instructions made it possible to show how the wards were brought up in order to be in the future the “useful members of the community”. The staff of the Society fought especially with attempts of begging and alcohol abuse. During the enrolment the staff checked if the candidates’ behaviour was in line with moral standards and if they were diligent enough. Daily routine was carefully planned: there was a time of prayer, of work, care was taken to spend in a fruitful manner free time. The staff stressed the value of mutual kindness, respect shown to each other, and towards the benefactors. The wards were taught how to care for their own belongings and for what the Society provides to them. Failure to comply with regulations was punished. Penalties had a definite gradation, the staff always sought to give reprimands first. The system of awards and compensations was introduced in order to motivate pupils for proper conduct. They were rewarded for diligent work, learning, and allowed to participate in celebration of religious holidays. For orphans the picnics, tours were organized. The permission to see families and to go on holidays were also given.

7

Rozwój opieki nad dzieckiem w pedagogicznej teorii i praktyce Niemiec (XIX wiek – początek XX wieku)

63%

Karpenko O.

Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia

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2016

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tom 29

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nr 2

EN

The article describes the development of childcare against the social and political background of Germany in the 19th–early 20th centuries. Care embraces different social forms, in particular that of philanthropy, giving paramount significance to charity and assisstance, becomes associated with the reform movement, concentrated around humanistic ideas of the community. The origin and functioning of forms of institutional care, including Johann Wichern’s "rough houses", Hermann Lietz’s homes of learning, Eva-Marie Tiele-Winckler’s "children’s homes" have been analyzed where teachers were considered paragons of caregiving-related activities benefitting the child. Educational activities of the abovementioned institutions was designed to meet children’s needs, develop an active, creative, responsible, independent child who would be able to find its place in life and live in harmony with itself and the outer world.

PL

Artykuł opisuje rozwój opieki nad dzieckiem w kontekście życia społeczno-politycznego w Niemczech w XIX i na początku XX wieku. Opieka ujmowana jest w różny sposób, ma formę filantropii, dając pierwszoplanowe znaczenie idei miłosierdzia i pomocy bliskim, związana jest z ruchem reformatorskim lub skoncentrowana wokół humanistycznych idei wspólnoty ludzkiej. W niniejszym artykule dokonano analizy pochodzenia i funkcjonowania instytucjonalnych form opieki, w szczególności szkołę-przytułek (Das Rauhe Haus) Johanna Wicherna, budynki wychowawcze Hermana Litza oraz „domy dziecka” Ewy-Marii Thiele-Winkler. Ci wybitni pedagodzy byli przykładem podejścia opiekuńczego, zwracali oni uwagę na to, by opieka odpowiadała idei dobra dziecka. Działalność opiekuńczo-wychowawcza tych instytucji została zaprojektowany w celu zaspokojenia potrzeb dziecka, rozwoju aktywności, kreatywności, odpowiedzialności za realizację działań, zdolności do samodzielnego podejmowania decyzji, znalezienia swojego miejsca w życiu i życia w harmonii ze sobą i światem.

8

PSYCHOLOGICAL PORTRAIT OF AN ORPHAN CHILD DURING PROFESSIONAL STUDIES RESEARCH ASPECT IN THE REPUBLIC OF BELARUS

51%

Stanibula S.

International Journal of New Economics and Social Sciences

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2018

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tom 8(2)

425-430

EN

A psychological portrait of orphans and children left without parental care reveals in conditions of professionally technical studies. Individual psychological characteristics of children-orphans and children deprived of parental care determined in the emotional, cognitive, mastering field of personality. Various socio-psychological patterns of the personality of orphans and children left without parental care are actualized.

PL

Ukazuje się psychologiczny portret sierot i dzieci pozostawionych bez opieki rodzicielskiej w zakresie edukacji zawodowej. Wyznaczono indywidualne cechy psychologiczne sierot i dzieci pozostawionych bez opieki rodzicielskiej w emocjonalnej, poznawczej, radzącej sobie sferach osobowości. Ulepszono różne społeczne i psychologiczne wzorce osobowości sierot i dzieci pozostawionych bez opieki rodzicielskiej.

9

„Może to nasze ostatnie lato…”, czyli o pewnym wyjeździe warszawskich sierot żydowskich na kolonie

51%

Witkowska-Krych A.

Rozprawy z Dziejów Oświaty

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2023

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tom 60

191-203

EN

The text is an attempt to reconstruct the circumstances of the departure of Jewish children to a summer camp in Wawer near Warsaw in the summer of 1940. This trip, organized by the orphanage run by Janusz Korczak and Stefania Wilczyńska for the children of four care facilities, was the last activity of this type before the establishment of the ghetto in Warsaw. Thanks to the analysis of sources, it was possible to recreate the realities of those days and to look at to what extent it was possible to maintain the prewar educational status quo under the occupation conditions.

10

Pomorskie Towarzystwo Opieki nad Dziećmi jako największe dzieło społeczne ks. Prałata Antoniego Szumana

51%

Dalecki K.

Studia Pelplińskie

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2019

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tom 53

107-121

EN

Servant of God, Mgr. Antoni Henryk Szuman was actively involved in many areas of social work. This article attempts to present his involvement in favour of war orphans after the First World War. His activities in this field are most clearly visible in his foundation and management of The Pomeranian Childcare Society. The paper endeavours to illustrate the multilayer complexity of tasks facing this organisation and to demonstrate its social impact in that historical period.

PL

Pelpliński Sługa Boży ks. prałat Antoni Henryk Szuman bardzo aktywnie udzielał się na wielu przestrzeniach pracy społecznej. Niniejszy artykuł jest próbą ukazania jego zaangażowania na rzecz sierot wojennych po pierwszej wojnie światowej. Działalność ta najmocniej uwidoczniła się poprzez założenie oraz prowadzenie Pomorskiego Towarzystwa Opieki nad Dziećmi. Artykuł przedstawia wielopłaszczyznowość i mnogość zadań tejże organizacji oraz podkreśla jej znaczenie społeczne na tamtym etapie dziejów.

11

Fiktionalisierung der eigenen Kriegskindheit in den Jugendromanen von Anatolij Pristavkin

44%

Leingang O.

Libri & Liberi

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2013

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tom Vol 2

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nr No. 1

65-82

DE

„Mich erschuf der Krieg“, notierte Anatolij Pristavkin in seinem autobiographischen Werk Der erste Tag – der letzte Tag der Schöpfung, worin der Krieg für ihn tatsächlich zu einer Sozialisierungsinstanz wurde. Pristavkins Mutter starb 1941 an Tuberkulose, als er zehn Jahre alt war; der Vater kämpfte an der Front. Im Jahre 1944 wurde er zusammen mit mehreren hundert Moskauer Waisen in den Nordkaukasus evakuiert, wo er als einer von wenigen einem Massaker entgehen konnte. Aus Trauer um die eigene Kriegskindheit schrieb Pristavkin ein literarisches Großprojekt nieder. In sechs autobiographisch gefärbten, detailreichen Kurzromanen sowie in unzähligen Kurzgeschichten näherte sich der Autor dem Trauma seiner Kriegskindheit an. Da er dabei keine Autobiographiesignale im Sinne des „autobiographischen Paktes“ setzte und die Möglichkeit des „moderaten Fiktionalisierungsschubs“ nutzte, überführte er das biographisch Unartikulierte durch nachträglich imaginierte Entlastungsmomente in „Wunschbiographien“. Im Folgenden wird untersucht, wie Anatolij Pristavkin die eigenen traumatischen Erinnerungen an den Zweiten Weltkrieg in seinen jugendliterarischen Werken inszenierte.

EN

“I was created by war”, writes Anatolij Pristavkin in his last autobiographical povest – a Russian term denoting a medium length prose narrative – characteristically entitled The First Day – the Last Day of Creation (Pervyj den’ – poslednij den’ tvorenija). As he lost his mother to tuberculosis at the age of ten, and knew his father to be fighting at the front, the war became the context of his socialisation: Pristavkin spent his childhood in various orphanages, and was in 1944 evacuated to North Caucasus, where he was one of the few of Muscovite orphans to escape massacre. Pristavkin’s large-scale literary project is focused on this traumatic biography. He approaches his childhood with increasing introspection in six short novels and countless short stories. The gaps in his inconsistent traumatic memories are bridged with repetitions which disguise the construction of an intrafictional reality and guarantee narrative coherence. But at the same time they obscure the constructed nature of such memories, which are conditioned by context and an individual perspective. Thus breaking the ‘autobiographical pact’, Pristavkin transforms what he does not want to express about his own life into imaginative moments of relief, into so-called “ideal autobiographies”. The paper demonstrates how Pristavkin depicts and elaborates his traumatic war memories in his young adult novels.

HR

„Stvorio me rat“, bilježi Anatolij Pristavkin u autobiografskom djelu Prvi dan – posljednji dan postanka (Pervyj den’ – poslednij den’ tvorenija) u kojemu je rat uistinu postao njegov socijalizacijski kontekst. Pristavkinova je majka umrla od tuberkuloze 1941., kada je autor imao deset godina, a otac se borio na fronti. Djetinjstvo i mladost proveo je u različitim dječjim domovima. Zajedno sa stotinama djece evakuiran je 1944. godine na Sjeverni Kavkaz gdje se s tek nekolicinom moskovske siročadi uspio spasiti od masakra. Žalostan zbog svojega djetinjstva, autor započinje veliki književni projekt. U šest autobiografskih, vrlo detaljnih kratkih romana, ali i u mnogobrojnim kratkim pričama, približava se traumi svojega ratnoga djetinjstva. Budući da u tekst ne ugrađuje autobiografske signale uvriježene za ‘autobiografski ugovor’ te se koristi mogućnošću „pomicanja u smjeru odmjerene fikcionalizacije“, Pristavkin dijelove svoje biografije, koje ne želi posredovati, preoblikuje u imaginativne trenutke olakšanja, u „željene biografije“. U radu se, na temelju Pristavkinovih autobiografskih djela Rjazanka i Prvi dan – posljednji dan postanka te s osnoncem na njegova osobna svjedočanstva, istražuje način na koji Anatolij Pristavkin u djelima za mladež uprizoruje svoja osobna traumatska prisjećanja na Drugi svjetski rat.