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 56
... values . Children in daycare institutions , she alleges , will be unable to make sense of what they and the staff are doing , or why and with what goal they are doing these things . Liljeström maintains that these institutionalizing ...
... values . Children in daycare institutions , she alleges , will be unable to make sense of what they and the staff are doing , or why and with what goal they are doing these things . Liljeström maintains that these institutionalizing ...
Página 115
... value of experiential living and learning now , and the value of preparing for the future . But as Dewey says , the two values are also intrinsically inter - linked : When preparation is made the controlling end , then the ...
... value of experiential living and learning now , and the value of preparing for the future . But as Dewey says , the two values are also intrinsically inter - linked : When preparation is made the controlling end , then the ...
Página 139
... value free time and space to use as they choose , there is an equally strong current in their thought , which values participation . Children value highly creative , active learning of skills and knowledge , and participation in issues ...
... value free time and space to use as they choose , there is an equally strong current in their thought , which values participation . Children value highly creative , active learning of skills and knowledge , and participation in issues ...
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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