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The teacher is an employee of the educational establishment, having qualified for the teaching and education of their students. In addition, in accordance with the Teacher Card, he is obliged to conscientiously carry out the tasks of teaching and educational and charitable. Teacher will call the person responsible for the conduct and coordination of work in the classroom. His job is to get to know the students and their social conditions, cooperation with parents, ensuring socio-moral attitudes, health and the organization of care and support in individual cases. The teacher educator could feel the satisfaction of relevant professional work, enjoy his progress in many areas of development, as well as the appropriate contact with parents and legal guardians must meet specific conditions relating to his personality. Emotional involvement of the teacher, his serenity, creativity and openness to children and young people, as well as their parents, triggers analogous reactions, that is, a positive attitude and the need for cognitive activity.
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The family, in its numerous structural and socio-emotional characteristics, creates a unique environment conditioning the formation of evaluative orientations, life plans and aspirations of the young generation. Experiencing the parents’ absence in one’s upbringing significantly diversifies the aspirations manifested by the young people. The undertaken empirical research shows that children from single-parent families more often appreciate the value of health, honesty, faith and tranquillity; they also more often express their aspiration to be financially independent, as well as their intention to undertake university studies and work at the same time. Young people who experience their parents’ physical absence more often have no intention to get actively involved in the work of the church they belong to, and they ascribe a significant influence on their own views and opinions to themselves.
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This article describes the linguistic-cultural and associative field of the universal concept of arché (fire and water) in the Polish and Russian languages and identifies its general and specific cognitive symptoms in a variety of conceptual spheres. The author performs an analysis of the Polish and Russian associative dictionary that forms the so-called core of language consciousness.
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In the article there has been introduced a problem of family conflicts resolutions of existential, psychosocial, cognitive and cultural perspective. The author pays special attention to complexity of human life, dependency between people, cultural changes, the way human construct and perceive the reality and resulting from this troubles experienced by people in conflict situations. Then the author undertakes an attempt of supplementing and combining of practical, technical approach to conflicts solutions with problem of sense and meanings of human experience and dramaturgy of human life.
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The aim of the study was to evaluate the contribution of emotions and parents’ coping strategies in a conflict in generating aggressive coping strategy in a social conflict situation in youth. The study made use of the author’s questionnaire to test the coping strategies of youth in a social conflict situation (KSMK), a Three-Factor Inventory of Personality States and Traits (TISCO) by C. Spielberger, K. Wrześniewski and the author’s questionnaire to test the parents’ coping strategies in a social conflict situation perceived by a child. Empirical studies were carried out in gymnasiumschools in Wroclaw and the surrounding area. They involved 893 adolescents (468 girls and 425 boys) aged 13-15. Based on the analysis of the collected research material it is concluded that the adolescents’ participation in a situation threatening to the fulfilment of their own aspirations escalates negative emotions. Aggression is a form of coping with anger and anxiety felt in a social conflict situation. In the light of the carried out studies it was stated that the mother and the father employing a strategy based on aggression contribute to the modelling of a strategy involving aggressive behaviour applied in a social conflict situation by the youth. It should be noted that the characteristics of the role model that makes it easier to be identified with, the sex, plays an important role in the modelling conditions in a conflict situation. There has also been noted that the parent of the opposite sex prefers reactions favouring the aggression strategy of the youth in adolescence.
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It may be presumed that in the upbringing process the most compromising attitude is that supported by the use of both positive and negative reinforcements. In the pedagogical aspect, rewards and punishments are measures consciously applied in educational work, their aim being to trigger change in the behaviour of a young person.Rewards and penalties applied in the upbringing process allow human behaviours to be enhanced positively or negatively. A reward informs about success: the person then does not have a reason for changing their behaviour. A punishment informs about failure, makes one revise one’s actions and change one’s behaviours, although it may also decrease the power to aim for achievement. The aim of this article is to present parents’ opinions on the application of rewards and punishments in the family environment of early education students.
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