Content components of the Convention of the Rights of the Child and folk pedagogy in function of pupils development
The content components of the curriculum of children's rights learning: knowledge, values, skills, indicate that the value aspect is dominant in education for the rights of the child. Teacher education is also value-colored and under the influence of personal and explicit theories about the dev...
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| Format: | Article |
| Language: | English |
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University of Kragujevac - Faculty of Pedagogy, Užice
2018-01-01
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| Series: | Zbornik radova (Univerzitet u Kragujevcu. Pedagoški fakultet u Užicu) |
| Subjects: | |
| Online Access: | https://scindeks-clanci.ceon.rs/data/pdf/2560-550X/2018/2560-550X1820031M.pdf |
| _version_ | 1819160638325260288 |
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| author | Marinković Snežana S. Marinković Teodora Z. Zlatić Lidija Đ. |
| author_facet | Marinković Snežana S. Marinković Teodora Z. Zlatić Lidija Đ. |
| author_sort | Marinković Snežana S. |
| collection | DOAJ |
| description | The content components of the curriculum of children's rights learning: knowledge, values, skills, indicate that the value aspect is dominant in education for the rights of the child. Teacher education is also value-colored and under the influence of personal and explicit theories about the development and learning of the child. Socialization, upbringing and education are based on intuitive theories about the nature of the child and childhood. These theories are partly personal attitudes, and partly a result of an archetypal, rooted cultural code. This paper discusses the image of childhood and child seen through Serbian folk pedagogy and the idea of child and childhood from the perspective of the Convention of the Rights of the Child. By the content analysis method we came to the socialization forms that carry a cultural product such as the Convention of the Rights of the Child and the forms we find in folk tales and proverbs. This paper points out pedagogical values of both models, their diversity, as well as the ability to implement the values that both models carry in school context and in initial education of teachers in Serbia. |
| first_indexed | 2024-12-22T16:59:38Z |
| format | Article |
| id | doaj.art-eb3b2b9686f04f8e93acd2cf8c9db1f9 |
| institution | Directory Open Access Journal |
| issn | 2560-550X 2683-5649 |
| language | English |
| last_indexed | 2024-12-22T16:59:38Z |
| publishDate | 2018-01-01 |
| publisher | University of Kragujevac - Faculty of Pedagogy, Užice |
| record_format | Article |
| series | Zbornik radova (Univerzitet u Kragujevcu. Pedagoški fakultet u Užicu) |
| spelling | doaj.art-eb3b2b9686f04f8e93acd2cf8c9db1f92022-12-21T18:19:22ZengUniversity of Kragujevac - Faculty of Pedagogy, UžiceZbornik radova (Univerzitet u Kragujevcu. Pedagoški fakultet u Užicu)2560-550X2683-56492018-01-0120182031462560-550X1820031MContent components of the Convention of the Rights of the Child and folk pedagogy in function of pupils developmentMarinković Snežana S.0Marinković Teodora Z.1Zlatić Lidija Đ.2University of Kragujevac, Faculty of Education in Užice, SerbiaUniversity of Kragujevac, Faculty of Education in Jagodina , SerbiaUniversity of Kragujevac, Faculty of Education in Užice, SerbiaThe content components of the curriculum of children's rights learning: knowledge, values, skills, indicate that the value aspect is dominant in education for the rights of the child. Teacher education is also value-colored and under the influence of personal and explicit theories about the development and learning of the child. Socialization, upbringing and education are based on intuitive theories about the nature of the child and childhood. These theories are partly personal attitudes, and partly a result of an archetypal, rooted cultural code. This paper discusses the image of childhood and child seen through Serbian folk pedagogy and the idea of child and childhood from the perspective of the Convention of the Rights of the Child. By the content analysis method we came to the socialization forms that carry a cultural product such as the Convention of the Rights of the Child and the forms we find in folk tales and proverbs. This paper points out pedagogical values of both models, their diversity, as well as the ability to implement the values that both models carry in school context and in initial education of teachers in Serbia.https://scindeks-clanci.ceon.rs/data/pdf/2560-550X/2018/2560-550X1820031M.pdfpupilschoolfolk pedagogysocializationconvention of the |
| spellingShingle | Marinković Snežana S. Marinković Teodora Z. Zlatić Lidija Đ. Content components of the Convention of the Rights of the Child and folk pedagogy in function of pupils development Zbornik radova (Univerzitet u Kragujevcu. Pedagoški fakultet u Užicu) pupil school folk pedagogy socialization convention of the |
| title | Content components of the Convention of the Rights of the Child and folk pedagogy in function of pupils development |
| title_full | Content components of the Convention of the Rights of the Child and folk pedagogy in function of pupils development |
| title_fullStr | Content components of the Convention of the Rights of the Child and folk pedagogy in function of pupils development |
| title_full_unstemmed | Content components of the Convention of the Rights of the Child and folk pedagogy in function of pupils development |
| title_short | Content components of the Convention of the Rights of the Child and folk pedagogy in function of pupils development |
| title_sort | content components of the convention of the rights of the child and folk pedagogy in function of pupils development |
| topic | pupil school folk pedagogy socialization convention of the |
| url | https://scindeks-clanci.ceon.rs/data/pdf/2560-550X/2018/2560-550X1820031M.pdf |
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