Language: English

ISSN: 1054-0040

Abstract/Notes: Argues against using punishment and rewards to motivate children, maintaining that, although penalties and prizes may change behavior in the short term, they do not help children become responsible decision makers in the long term. (MDM)

Language: English

ISSN: 1522-9734

Abstract/Notes: Presents excerpt from Kohn's 1990 book, asserting that parents are most important to children and need to project a positive view of life. Argues that caring, the absence of physical punishment, guiding and explaining, cooperating, and taking children seriously are required to offset the pressure and negative values that a competitive culture introduces into child rearing. (KB)

Language: English

ISSN: 1522-9734

Abstract/Notes: Fotografija. Užsiėmimai Marijos Varnienės „Vaikų nameliuose“. Nežinomas fotografas, Kaunas, 1931 m. Nespalvota, horizontalaus formato fotografija lygiais kraštais. Pamoka su muzikiniais skambučiais. Montessori metodo mokymo priemonėmis (muzikiniais skambučiais) lavinama muzikinė klausa. Vaikai susipažįsta su aukšto ir žemo garso išskyrimu, laipsniavimu, tonais, pustoniais, gradacija pagal gamą, penkline (derinimo kortelės), raktais, muzikos užrašymu natomis. [Photography. Classes in Marija Varnienė's Children's Home. Unknown photographer, Kaunas, 1931 Black-and-white, horizontal-format photography with smooth edges. A lesson with music calls. Musical hearing is developed through the teaching of the Montessori method (musical calls). Children get acquainted with high and low sound separation, gradation, tones, halftone, gradation according to the gamut, five-point (adjustment cards), keys, music recording notes.]

Language: Lithuanian

Archive: Lietuvos švietimo istorijos muziejus / Museum of Lithuanian Education History (Kaunas, Lithuania)

Language: English

Language: English

Abstract/Notes: The purpose of this paper is to describe the effects of peace education on children’s prosocial behavior. This action research implemented peace education for six weeks in an early childhood classroom of 19 children, in the U.S., ages three to six. Qualitative data including interviews, observational logs, field notes, and a journal were collected. Quantitative data included a tally sheet of incidents and surveys of the children. The research concluded that peace education affected children’s prosocial behavior, increasing the number of prosocial behavior incidents, raising children’s awareness, knowledge, and skills for prosocial behavior, while positively impacting children’s prosocial behavior in the community. Further study was recommended to reinforce the findings by implementing peace education for a longer period of time, applying it in other classrooms, modifying activities and approaches to reach more children, such as those with special needs and behavioral problems, and educating parents in peace education at home.

Language: English

Published: St. Paul, Minnesota, 2019

Language: English

Abstract/Notes: The present study examined currently popular children’s television shows to determine the prevalence of violent, prosocial, educational, and fantastical content (including fantastical events and anthropomorphism). Network, style, and content ratings were collected for 88 shows using a combination of Common Sense Media and laboratory ratings applied to two randomly-selected episodes of each show. Overall, currently popular children’s television shows were most often animated and contained little violent, prosocial, or educational content, but a great deal of fantastical content. Interrelations among variables were also examined. Shows with fantastical events were both more violent and more prosocial than shows without, and shows with anthropomorphism were more prosocial than shows without. The network on which a show aired predicted violent, prosocial, and educational content, but not fantastical content. Children’s television today is not as violent as might be believed, but nor is it particularly prosocial or educational. It is highly fantastical. The implications of the landscape for children’s behavior, learning, and cognition are discussed.

Language: English

DOI: 10.1080/17482798.2019.1605916

ISSN: 1748-2798

Language: English

ISSN: 1522-9734