Children, Health and the Social OrderOpen University Press, 1996 - 186 páginas This text considers children's views on health care and their experiences of the home and school as sites for health maintenance, restoration and promotion. It draws on a number of studies carried out by the author. |
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Página 20
... experiential knowledge , this chapter reflects on the character of children's own experiential knowledge . I argue that children contribute to the work of building and maintaining the social order of the home through their assumption of ...
... experiential knowledge , this chapter reflects on the character of children's own experiential knowledge . I argue that children contribute to the work of building and maintaining the social order of the home through their assumption of ...
Página 86
... experiential understand- ing of body - mind links . These experiences , the care of their own and their baby's body , and the work of child - rearing provide a complex of inter - related activities . In considering these it becomes ...
... experiential understand- ing of body - mind links . These experiences , the care of their own and their baby's body , and the work of child - rearing provide a complex of inter - related activities . In considering these it becomes ...
Página 91
... experiential learning at home contrasts with abstracted learning at school . Thirdly , the degree of ' fit ' between moral precepts and practices differs in the two settings . Finally , the home and school provide differing ...
... experiential learning at home contrasts with abstracted learning at school . Thirdly , the degree of ' fit ' between moral precepts and practices differs in the two settings . Finally , the home and school provide differing ...
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9-year-olds activities adult interests adult social adulthood adultist agendas argued behaviour bodily British Paediatric Association cent Chapter child abuse child health childcare children and childhood children's daily lives children's experiences children's knowledge children's lives children's rights children's rights movement classroom cognitive concept concern consider contributions curriculum daycare developmental developmental psychology discussed division of labour education service emotional exercise experiential explored Falmer feminist gender health service health visitors home and school important individual interaction issues learning London Mayall moral mothers negotiate numbers nurseries parents participation physical play playground playtime pre-school primary school professionals psychology Qvortrup reception class regarded relationships responsibility rethinking Sandra school health service self-care social constructionism social contexts social environments social group social order social worlds sociology of childhood specific status structured suggest symbolic interactionism talked teachers teaching themes theoretical things topics understanding welfare women