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The techniques of child rearing that a parent uses when raising a child ultimately have a great effect on the child and how he or she develops [citation needed]. The difference between the two types presented by Annette Lareau is that concerted cultivation will in most cases provide a child with skills and advantages over natural growth ...
Non-punitive discipline (also known as empathic discipline and positive discipline) is an approach to child-rearing that does not use any form of punishment. It is about loving guidance, and requires parents to have a strong relationship with their child so that the child responds to gentle guidance as opposed to threats and punishment.
Kibbutz Afikim children with their nanny at the children's house. Mid 1960s. Kibutz Gan Shmuel 1935-40. A group of children, all about the same age, shared a children's house and had a nanny who took care of their everyday needs. Each house had a dining hall, a classroom, bedrooms (3-4 children in each room), and a bathroom. Boys and girls took ...
Some examples of this type of parental teaching is engagement in critical thinking such as asking challenging questions, the use of advanced grammar, and help a stronger family support structure. The main disadvantage of concerted cultivation is that often the child becomes bored easily and cannot entertain themselves. [2]
Children riding a horse to school, Glass House Mountains. Free-range parenting is the concept of raising children in the spirit of encouraging them to function independently and with limited parental supervision, in accordance with their age of development and with a reasonable acceptance of realistic personal risks.
The rapidly changing demographics of the classroom in the United States has resulted in an unprecedented amount of linguistic and cultural diversity. In order to respond to these changes, advocates of critical pedagogy call into question the focus on practical skills of teacher credential programs.
For methods, Rutschky claims, "poisonous pedagogy" makes use of initiation rites (for example, internalizing a threat of death), the application of pain (including psychological), the totalitarian supervision of the child (body control, behavior, obedience, prohibition of lying, etc.), taboos against touching, the denial of basic needs, and an ...
They advocated far gentler authority in child-rearing, which Neill considered more insidious than overt authority and altogether unnecessary. [39] All imposed authority, even if meant well, was unjustified. [40] He felt that adults asserted authority for its feelings of power, and that this motive was a type of repression. [40]