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Grief in schools : basic knowledge and advice on dealing with dying and death / / edited by Matthias Böhmer, Georges Steffgen
| Grief in schools : basic knowledge and advice on dealing with dying and death / / edited by Matthias Böhmer, Georges Steffgen |
| Pubbl/distr/stampa | Berlin, Germany : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (169 pages) |
| Disciplina | 371.4 |
| Soggetto topico |
Educational psychology
Psicologia pedagògica Dolor |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-662-64297-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- References -- Contents -- 1: Introduction -- 1.1 Content and Aim of this Book -- 1.2 Why Is the Topic of Grief Relevant in the School Context? -- 1.2.1 Affected by Death and Grief: Children, Adolescents and Adults -- 1.2.2 Taboo Subject -- 1.2.3 Children and Grief -- 1.2.4 Stages and Processes of Grief -- 1.2.5 Healthy and Pathological Grief -- 1.3 Potential Causes of Grief and General Prevalence Data -- 1.4 Problems in Dealing with Grief in the School Context -- 1.5 Status on Dealing with Grief in the School Context -- References -- 2: Definition of Grief, Gender Differences and Religious and Cultural Differences in Dealing with Death and Grief -- 2.1 Definition of the Concept of Grief -- 2.1.1 Grieving Vs. Being Sad -- 2.1.2 Grieving Function and Situation -- 2.1.3 Grieving Symptoms -- 2.1.4 Grieving Intensity -- 2.1.5 Definition of Grieving Terms -- 2.1.6 Contradictory Grieving Reactions and Norms -- 2.2 Gender Differences in Dealing with Death and Grief -- 2.3 Cultural Influence in Dealing with Death and Mourning -- 2.4 Religious Influence in Dealing with Death and Mourning -- 2.4.1 Christianity -- 2.4.2 Islam -- 2.4.3 Hinduism -- References -- 3: Grief in Children and Adolescents -- 3.1 Grief in Children -- 3.1.1 Theory of Cognitive Development by Jean Piaget (1978) -- 3.1.1.1 The Sensorimotor Period (0-2 Years) -- 3.1.1.2 Pre-Operational Period (2-7 Years) -- 3.1.1.3 Concrete Operational Period (7-11 Years) -- 3.1.1.4 Formal Operational Period (from Age 11 or 12) -- 3.1.2 The Child´s Understanding of Death -- 3.1.2.1 The View of Nagy -- 3.1.2.2 Piaget´s View -- 3.1.2.3 Opposing Views -- 3.1.2.4 The View of Fleck-Bohaumilitzky -- 3.1.2.5 Summary -- 3.1.3 The Infantile Mourning Process -- 3.1.3.1 Model Concepts -- 3.1.3.2 The Bowlby Model -- 3.1.3.3 Kast´s Model -- Overview -- 3.1.4 The Child´s Grief Reactions -- Overview.
3.1.5 The Child´s Grief Tasks -- 3.1.6 Pathological Grief -- 3.1.7 Cultural Differences -- 3.2 Grief among Adolescents -- 3.2.1 Coping with Grief in Adolescents -- The Four Tasks of Grief Work -- 3.2.2 Somatization in the Grieving Process -- 3.2.3 Adolescent Grief in the School Context -- 3.2.4 Grief Via Social Media -- 3.2.5 Grief within the Family Circle -- 3.2.6 Accompanying Young People in their Grief -- Bibliography -- 3.1 Grief in Children -- 3.2 Grief among Adolescents -- 4: Causes of Grief -- 4.1 Chronic Diseases -- 4.1.1 What Is it? And why Do we Talk about it? -- 4.1.1.1 Disease Progression -- 4.1.1.2 Frequency -- 4.1.2 Interventions -- 4.1.2.1 Guide to the Delivery of the Message -- 4.1.2.2 School Psychological Coping -- 4.1.2.2.1 Individual and Group Interventions and Training of Teachers -- 4.1.2.2.2 Dealing with Difficulties in Everyday Life -- 4.1.2.2.3 Hospitalisation -- 4.1.2.3 Dealing with Farewell and Preparation for Death -- 4.1.3 Conclusion -- 4.2 Sudden Death -- 4.2.1 Suicide -- 4.2.1.1 Introduction -- 4.2.1.2 What Exactly Is Suicide? -- 4.2.1.3 Acute Suicidal Crisis -- 4.2.1.4 Risk Factors in the School Context -- 4.2.1.4.1 Mental Disorders -- 4.2.1.4.2 Psychosocial Factors -- 4.2.1.5 Protective Factors in the School Context -- 4.2.1.6 Conclusion -- 4.2.2 Accidents -- 4.2.2.1 Sudden Death -- 4.2.2.2 Sudden Death Due to Accidents -- 4.2.2.3 Sudden Death Caused by External Triggers -- 4.2.2.4 Sudden Death Caused by Internal Triggers -- 4.2.2.5 Case Studies with Initial Intervention Steps -- 4.2.2.5.1 Death of a Pupil -- 4.2.2.5.2 Death of a Teacher -- 4.2.2.5.3 Death of a Group in a School Context -- 4.2.2.6 Conclusion -- 4.2.3 Violence -- 4.2.3.1 Introduction -- 4.2.3.2 Violence in Schools -- 4.2.3.2.1 School Shootings -- 4.2.3.2.2 Bullying -- 4.2.3.2.3 Cyberbullying -- 4.2.3.3 Consequences of Violence in Schools. 4.2.3.3.1 Consequences of School Shootings -- 4.2.3.3.2 Consequences of Bullying -- 4.2.3.3.3 Consequences of Cyberbullying -- 4.2.3.4 Grief in the Context of Violence -- 4.2.3.5 Conclusion -- References -- 4.1 Chronic Diseases -- 4.2.1 Suicide -- 4.2.2 Accidents -- 4.2.3 Violence -- 5: Interventions -- 5.1 Guide to the Delivery of the Message -- 5.2 Individual and Group Interventions -- 5.2.1 Individual Interventions -- 5.2.2 Group Interventions -- Infobox -- Infobox -- 5.3 Training of Teachers in Dealing with Grieving Pupils -- Infobox -- Infobox -- 5.4 Conclusion -- References -- 6: Limits of Grief Work -- 6.1 Limits of Grief Work by Teachers and Pedagogical Professionals -- 6.2 Limits of Grief Counselling in the Institution School -- Infobox: Grief and Crisis Intervention: Institutional Structure -- 6.3 Limits of Grief Work with Affected Persons, Relatives and Fellow Sufferers -- 6.4 Limits of Bereavement Work by Carers -- 6.4.1 Compassion Fatigue and Secondary Traumatic Stress -- 6.4.2 Relevance of Self-Care -- 6.5 End and Closure of Grief Work -- 6.5.1 Closure as Part of a Defined Intervention -- 6.5.2 End of Grief Counselling as a Natural Process -- Infobox: Stages of Grief According to Verena Kast (2018) -- 6.6 Conclusion -- References -- Index. |
| Record Nr. | UNINA-9910523791303321 |
| Berlin, Germany : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Handbook of research on student engagement / / edited by Amy L. Reschly, Sandra Christenson
| Handbook of research on student engagement / / edited by Amy L. Reschly, Sandra Christenson |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , 2022 |
| Descrizione fisica | 1 online resource (672 pages) |
| Disciplina | 370.157072 |
| Soggetto topico |
Creative teaching - Research
Education - Philosophy Educational psychology Psicologia pedagògica Psicologia de l'aprenentatge Motivació de l'aprenentatge |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-07853-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910619282903321 |
| Cham, Switzerland : , : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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International handbook of psychology learning and teaching / / edited by Joerg Zumbach, Douglas A. Bernstein, Susanne Narciss, Giuseppina Marsico
| International handbook of psychology learning and teaching / / edited by Joerg Zumbach, Douglas A. Bernstein, Susanne Narciss, Giuseppina Marsico |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (1483 pages) |
| Disciplina | 378.16913094248 |
| Collana | Springer International Handbooks of Education |
| Soggetto topico |
Educational psychology
Education Teachers - Training of Educational Psychology Teaching and Teacher Education Psicologia pedagògica Aprenentatge |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-28745-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introductory Psychology (US/Canada course) -- Clinical Psychology -- Abnormal Psychology -- History of Psychology -- GP Sensation and Perception -- GP Learning -- GP Problem Solving -- GP Motivation -- GP Emotion -- GP Memory & Cognition -- GP Volition, Cognitive Control & Consciousness -- Developmental Psychology -- Developmental Psychology. From East to West -- Physiological Psychology -- Social Psychology -- Health Psychology -- Educational Psychology: Socialization and Counseling -- Educational Psychology: Learning and Instruction -- Neurosciences and Psychology -- Basic Research Methods and Statistics -- Research Methods: Different Advanced Disciplines -- Qualitative methodology -- Assessment, Diagnostics & Test Psychology -- Individual Differences and Personality -- Work and Organizational Psychology -- Engineering Psychology -- (Inter-)Cultural Psychology -- Cultural Psychology -- Media Psychology -- Counselling -- Gender Studies -- School psychology -- Community Psychology -- Indigenous Psychology -- Psychopharmacology -- Positive Psychology -- Psychology in Health Sciences -- Psychology in Social Sciences & Education -- Psychology in Teacher Education -- Psychology in Secondary Education -- Psychology in Childhood Education -- Psychology in Industrial/Organizational Education -- Psychological Literacy and Life Long Learning/for everyday life -- Psychological Literacy and Life Long Learning/for everyday life -- Psychology in Professional Education and Training -- Sports and Exercise Psychology -- Creative Arts Therapy -- Family Therapy -- Medical Education -- Psychology of Art -- Psychology in Social Work -- Gerontopsychology (aka Geropsych -- Psycholinguistic -- Psychology of Special Needs and Inclusion -- Psychology of religion -- Epistemology of psychology -- Basic Principles of Effective Teaching in Psychology -- First principles of Instruction -- 4C/ID Model -- Case- and Problem-Based Learning -- Inquiry-Based Learning in Psychology -- Small Group Learning -- Service Learning -- Summative Assessment -- Formative Assessment and Feedback-Strategies -- Technology-enhanced Psychology Learning and Teaching -- Online and Open University Teaching and Learning -- Empirical Research on Active Learning Methods in Psychology. |
| Record Nr. | UNINA-9910635395403321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Mindful education : insights from Confucian and Christian traditions / / Charlene Tan
| Mindful education : insights from Confucian and Christian traditions / / Charlene Tan |
| Autore | Tan Charlene |
| Pubbl/distr/stampa | Gateway East, Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (214 pages) |
| Disciplina | 370.15 |
| Collana | Encounters Between East and West |
| Soggetto topico |
Educational psychology
Psicologia pedagògica Atenció plena Educació cristiana |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-1405-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Series Editor Foreword -- References -- Preface -- References -- Recommended Reading on Confucianism and Christianity in Chinese -- Acknowledgements -- Contents -- About the Author -- List of Photos -- List of Figures -- List of Tables -- 1 Educational Challenges in a Post-pandemic World -- 1.1 Introduction -- 1.2 Educational Challenges -- 1.2.1 Disrupted Learning Especially for Students from Low Socioeconomic Home Backgrounds -- 1.2.2 Widening Digital Divide -- 1.2.3 Limited Effectiveness of Emergency Remote Learning -- 1.2.4 A Neglect of Holistic Education -- 1.3 Educational Responses -- 1.4 An Opportunity for Educational Transformation -- 1.5 Conclusion -- References -- 2 Confucianism and Christianity as Traditions -- 2.1 Introduction -- 2.2 The Notion of Tradition -- 2.2.1 Tradition -- 2.3 Confucian and Christian Traditions -- 2.3.1 Plurality of Traditions -- 2.3.2 Canonical Texts -- 2.3.3 Religion and Spirituality -- 2.3.4 Truth Claims -- 2.4 Conclusion -- References -- 3 Bridge-Building Between Confucian and Christian Traditions -- 3.1 Introduction -- 3.2 Comparative Philosophy and Bridge-Building -- 3.2.1 Comparative Philosophy -- 3.2.2 Bridge-Building -- 3.3 Bridge-Building Between Confucian and Christian Traditions in Imperial China -- 3.3.1 Identifying Common Ground Between Confucian and Christian Traditions -- 3.3.2 Adapting Christian Teachings to Prevailing Confucian Ideas and/or Practices -- 3.3.3 Synthesising Selected Confucian and Christian Teachings Through New or Modified Ideas and/Practices -- 3.4 Conclusions -- References -- 4 Introduction to Mindfulness -- 4.1 Introduction -- 4.2 The Concept of Mindfulness -- 4.2.1 The Three "A"s of Mindfulness -- 4.2.2 First-Generation and Second-Generation Mindfulness Programmes -- 4.2.3 Benefits of Mindfulness -- 4.3 Mindfulness in Confucian and Christian Traditions.
4.4 Conclusion -- References -- 5 Student Well-Being as Wholeness: He (Harmony) and Shalom (Peace) -- 5.1 Introduction -- 5.2 Student Well-Being -- 5.3 Insights from Confucian and Christian Traditions -- 5.3.1 Confucian Traditions: He (Harmony) -- 5.3.2 Christian Traditions: Shalom (Peace) -- 5.3.3 Mindfulness, He (Harmony), and Shalom (Peace) -- 5.4 Comparing Confucian and Christian Traditions -- 5.5 Conclusion -- References -- 6 A Mindful School Community: Ren (Humanity) and Agape (Love) -- 6.1 Introduction -- 6.1.1 Ren (Humanity) -- 6.1.2 Agape (Love) -- 6.2 Comparing Confucian and Christian Traditions -- 6.2.1 Similarities -- 6.2.2 A Major Difference -- 6.3 Conclusion and Implications for a Mindful School Community -- References -- 7 A Mindful Curriculum: Dao (Way) and Imago Dei (God's Image) -- 7.1 Introduction -- 7.2 Dao (Way) and Imago Dei (God's Image) -- 7.2.1 Dao (Way) -- 7.2.2 Imago Dei (God's Image) -- 7.3 Comparing Confucian and Christian Curricula -- 7.4 Conclusion -- References -- 8 Mindful Teaching: Shu (Putting Oneself in the Other's Place) and the Golden Rule (Do to Others as You Would Have Them Do to You) -- 8.1 Introduction -- 8.2 The Concept of Empathy -- 8.3 Teacher Empathy and Empathic Pedagogy -- 8.4 Empathy as Shu and the Golden Rule -- 8.4.1 Shu (Putting Oneself in the Other's Place) -- 8.4.2 The Golden Rule (Do to Others as You Would have them Do to You) -- 8.5 Comparing Shu and the Golden Rule -- 8.6 Conclusions -- References -- 9 The Mindful Teacher: Confucius and Jesus -- 9.1 Introduction -- 9.2 Dialogic Teaching -- 9.3 The Example of Confucius -- 9.4 The Example of Jesus -- 9.5 Comparisons and Implications -- 9.6 Conclusion -- References -- 10 Mindful Learning: Xiuji (Self-cultivation) and Spiritual Formation -- 10.1 Introduction -- 10.2 Xiuji (Self-cultivation) -- 10.3 Spiritual Formation. 10.4 Comparing Xiuji (Self-cultivation) and Spiritual Formation: Towards Self-directed Learning -- 10.4.1 Similarities -- 10.4.2 Differences -- 10.5 Promoting Mindful Learning Through Design Thinking -- 10.6 Conclusion -- References -- 11 Mindful Education for a Post-pandemic World -- 11.1 Revisiting the Two Questions -- 11.2 Mindful Teaching and Learning Strategies -- 11.2.1 Mindful Teaching -- 11.2.2 Mindful Learning -- 11.3 Conclusion: East and West -- References. |
| Record Nr. | UNINA-9910488706803321 |
Tan Charlene
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| Gateway East, Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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On the Self: Discourses of Mental Health and Education [[electronic resource] /] / by Julie Allan, Valerie Harwood
| On the Self: Discourses of Mental Health and Education [[electronic resource] /] / by Julie Allan, Valerie Harwood |
| Autore | Allan Julie |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2022 |
| Descrizione fisica | 1 online resource (332 pages) |
| Disciplina | 016.37 |
| Collana | The Language of Mental Health |
| Soggetto topico |
Personality
Difference (Psychology) Psycholinguistics Educational psychology Counseling Developmental psychology Personality and Differential Psychology Psycholinguistics and Cognitive Lingusitics Educational Psychology Counseling Psychology Child and Adolescence Psychology Personalitat Salut mental Psicologia pedagògica Gramàtica cognitiva Llengua d'ensenyament |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-10996-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Introduction: the psy-self.-Part one: Tell me my self -- Chapter 2. Making strange the history of psychological discourses of the self in education -- Chapter 3. Schooling the (achieving) self -- Chapter 4. Mental disorder in school and the damaged self -- Chapter 5. Wellbeing and happiness -- Part two: Counter-narratives of the self -- Chapter 6. The pleasure(s) of the self -- Chapter 7. The capable self -- Chapter 8. Re-presenting the self -- Chapter 9. Politicising the self -- Chapter 10. Performing the self: counter-narratives in everyday life. |
| Record Nr. | UNINA-9910595030603321 |
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Allan Julie
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| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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The Palgrave handbook of embodiment and learning / / edited by Anja Kraus, Christoph Wulf
| The Palgrave handbook of embodiment and learning / / edited by Anja Kraus, Christoph Wulf |
| Pubbl/distr/stampa | Cham, Switzerland : , : Palgrave Macmillan, , [2022] |
| Descrizione fisica | 1 online resource (594 pages) |
| Disciplina | 370.1 |
| Soggetto topico |
Education - Philosophy
Filosofia de l'educació Psicologia pedagògica Psicologia de l'aprenentatge Aprenentatge |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-93001-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Notes on Contributors -- List of Figures -- Introduction: Embodiment-A Challenge for Learning and Education -- 1 Historical Perspectives -- 2 Continental Educational Science and Educational Anthropology -- 3 Learners as Human Beings -- 4 Corporeality and Senses -- 5 Performativity -- 6 Mimetic Processes -- 7 Imagination -- 8 Emotions -- 9 Tacit Knowledge -- 10 The Structure of the Handbook -- References -- Part I: Philosophical and Historical Underpinnings -- Promoting Embodiment Through Education in the Anthropocene -- 1 Introduction -- 2 When Politics Separates and Confines Bodies -- 3 A Regression of the Experience of Bodily Interaction -- 4 Restoring a Bodily Experience of the Living World: Promoting Embodiment Through Education in the Anthropocene, Against the Backdrop of Enlivenment -- 5 Conclusion -- References -- Embodiment Through Mimetic Learning -- 1 Social Learning and Culture -- 2 Mirror Neurons -- 3 Anthropological Approaches -- 4 Mimesis as a Concept of Historical Anthropology -- 5 Mimesis as Creative Imitation -- 6 Mimesis and Performativity -- 7 Aesthetic Experience in Mimetic Processes -- 8 How Mimetic Processes Create the Imaginary -- 9 Mimetically Acquired Practical Knowledge -- 10 How Mimesis Can Lead to Violence -- 11 Summary and Outlook -- References -- Awareness as a Challenge: Learning Through Our Bodies on a Planet in Crisis -- References -- Building Blocks of a Historical Overview of 'Tacit Knowledge' -- 1 Introduction: (Re-)Turning to Tacit Knowledge -- 2 Tacit Knowledge in Diverse Disciplines -- 2.1 Philosophy -- 2.2 Psychology/Social Learning Theory -- 2.3 Sociology -- 3 In Conclusion: Speaking for Silent Knowledge in Current Sociological Practice Theories -- References.
The Antinomies of Pedagogy and Aporias of Embodiment: A Historical and Phenomenological Investigation -- 1 Introduction: The Antinomies of Pedagogy -- 2 The Aporias of Embodiment -- 3 Pedagogy and the Body: A Video Example -- 4 Conclusion: A Fissured Intertwining -- References -- Embodied Cognition: A Methodological and Pedagogical Interpretation -- 1 Regarding a New Research Field and Its Significance for Education -- 2 What Special Learning Experiences Does Embodied Cognition Make Possible? -- References -- Part II: The Pedagogical Relationship and Professionalism -- Knowledge of Pathos -- 1 Touch the World/Touch Life -- 2 Those Who Have Suffered, Have Learned: Ta Pathemata Mathemata -- 3 Knowledge of Pathos: Knowledge of the Emotional and Physical Body -- References -- Pedagogical Tact: Reconstruction of a Bodily Moment of the Pedagogical Relationship -- 1 Topic -- 2 The Pedagogical Relationship -- 3 Tact as a Pedagogical Term -- 4 Pedagogical Tact as an Epistemological Term -- 5 The Ethics of Pedagogical Tact -- 6 Case Study -- 6.1 Formulating Interpretation -- 6.2 Reflective Interpretation and Type Formation -- 7 Summary and Outlook -- References -- Gestures in the Classroom -- 1 Introduction -- 2 Ritualised Gestures -- 3 Disruptive Gestures -- 4 Case Study -- 5 Conclusion -- References -- Vulnerability: A Basic Concept of Pedagogical Anthropology -- 1 Introduction -- 2 Historical Dimensions -- 2.1 A Modern Debate -- 3 The Century of Catastrophe -- 4 The Defenceless Subject -- 5 A Different Anthropology -- 6 Dimensions of Physical Susceptibility -- 7 Conclusion -- References -- Pedagogical Relationships as Relationships of Power -- 1 Perspectives on Power: From Property to Network -- 2 Incorporation as Disciplining and Educating Effect of Power Techniques. 3 Education as a Social-Magical Process of Habitus Transformation -- 4 Conclusion: Notes and Outlook on Character, Materiality, and Performativity of Pedagogical Authority -- References -- Part III: Body, Sociality and Learning -- The Performativity of Learning -- 1 Learning by Doing-Performativity of Learning -- 2 Entanglements: The Performativity of Learning With and From Others -- 3 Learning as a Physical Experience of the Other: Immersion into the Other Element -- References -- The Embodied Other: Mimetic-Empathic Encorporations -- 1 Introduction -- 2 The Other -- 3 The Desire of Body: Instincts and Feelings -- 4 The Expression of Body: The Somatic Understanding of the Other -- 5 The Incorporation of the Other -- 5.1 Body Techniques -- 5.2 Habitus -- 5.3 Introjection -- 5.4 Mimesis -- 6 Conclusion -- References -- The Embodiment of Gender in Childhood -- 1 Beyond Embodiment: Socialization as Boys or Girls -- 2 Generating Gender in Everyday Interactions -- 3 Embodiment of Gender Norms and Their Transgression -- 4 Embodying Multiple Differences and Debates About Intersectionality -- 5 New and Old Dimensions of Gender, Body and Embodiment: Vulnerability and Care in Childhood -- References -- The Adult-Child Co-existence: Asymmetry, Emotions, Upbringing -- 1 Introduction: Intergenerational Asymmetry and Overcoming the Subject-Centered Thinking -- 2 An Intriguing Talk: The Mutual Relatedness and the Asymmetric Concerns -- 3 Existential Anxiety: Care and Curiosity -- 4 A Primary Existential Task of Upbringing and Fairy Stories -- 5 Child's Anxiety and Adult's Patience -- 6 Conclusion: A Shared Joy-From Routine Talks to Teaching Settings -- References -- Alterity and Emotions: Heterogeneous Learning Conditions and Embodiment -- 1 Pedagogy, Culture and Equal Freedom -- 2 Egalitarian Difference and Uniqueness. 3 Uniqueness and Alterity -- 4 Hegemonic Discourses and 'the Differend' -- 5 Conclusions and Outlook -- References -- Part IV: Body, Space and Learning -- Movement and Touch: Why Bodies Matter -- 1 Movement: One of Modernity's Leading Concepts -- 2 Bodies in Crisis: Orders of the Body as Orders of Touch -- 3 Conclusion -- References -- Like Water Between One's Hands: Embodiment of Time and the Ephemeral of Dance -- 1 Introduction -- 2 The Ephemeral, Embodiment and Modern Arts -- 3 Ephemeral Bodies and Memory -- 4 Movement and Embodiment: The Ephemeral of Dance -- 5 Movement, Fluidity of Time and (Physical) Transformation -- References -- Materiality and Spatiality of Bodily Learning -- 1 'Transaction' and the Materiality of Learning -- 2 Spatiality and Temporality: A Multimodal Process -- 3 A Bodily Learning Task: Manoeuvring Chairs Through a Door -- 3.1 Multimodality and Videography Research -- 3.2 The Empirical Example: Bodily Learning in the Child Care Centre -- 4 Outlook -- References -- Body-Related Learning Processes in Museums -- 1 The Research Field: Children and Their Physical Access to Collection Objects -- 2 Contact Zones with Collection Objects -- 3 Example: Contact Zones in the Permanent Exhibition German History in Images and Artefacts at the German Historical Museum (DHM) -- 4 Prospects for Body-Based Processes of Learning About Objects in Museums -- 4.1 Open Coding: Physically Testing Out and Selecting Unfamiliar Objects According to Their Use -- 4.2 Open Coding: Approaching the Meanings of Objects via Everyday Experience -- References -- Part V: Body, Virtual Reality and Mindfulness -- Technical Mediation of Children's Onlife Worlds -- 1 Blurring Children's On- and Offline Worlds -- 2 Emilia with a Music-Making App -- 3 Jörg in Engagement with Virtual Reality and Immersive Technologies. 4 Outlook: Learning, Teaching and Schooling in Contemporary 'Onlife' Worlds -- References -- Creative and Artistic Learning in Post-digital Youth Culture: Results of a Qualitative Study on Transformations of Aesthetic Practices -- 1 Introduction -- 2 Research Design and Core Results -- 2.1 Ethnographic Research in Online Networks: Levels of Post-digital Transformations of Creative Practices -- 2.2 Group Discussions with Young People and Interviews with Experts in Cultural Education: The Digital as a Challenge -- 2.3 The BarCamp as a Network-Based Research Instrument: Performative Transgressions of Traditional Genre Boundaries in Digital and Post-digital Settings -- 2.3.1 Session Topics as Focus Metaphors: Transgressions of Traditional Boundaries of Cultural and Cultural Education Genres -- 2.3.2 Four (Ideal) Types of Implicit Collective (Post-) Digital Orientations -- 2.4 Case Studies: In-depth Analyses of Hybrid Creative Practices -- 3 Conclusion -- References -- Mind the Body: Mindfulness Meditation as a Spiritual Practice Between Neuroscience, Therapy and Self-awareness -- 1 General Aspects of Mindfulness -- 2 Cultural Studies Approaches -- 3 Meditation as a Body Technique, Connection to Neuroscience -- 4 Thich Nhat Hanh: Mindfulness and Interbeing -- 5 Jon Kabat-Zinn: Mindfulness as Therapeutic Buddhism -- 6 Mind and Body -- 7 Conclusion -- References -- Part VI: Classroom Practices -- The Role of Bodily Experience for Learning Designs -- 1 The Role of the Body for Learning -- 1.1 The Body and the Soul-And the Question of Social and Individual Discipline -- 1.2 Knowledge and Knowing -- 2 Theoretic and Practical Knowledge -- 3 Designs for and in Learning -- 3.1 Designs in Learning -- 3.2 Sketching as Transformation and Transduction of Information -- 4 Designs for Learning-Conclusive Remarks -- References. Mathematics Learning: Structured Ways of Moving With. |
| Record Nr. | UNINA-9910634046203321 |
| Cham, Switzerland : , : Palgrave Macmillan, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Pedagogy and Psychology in Digital Education [[electronic resource] /] / edited by Stefanie Yen Leng Chye, Bee Leng Chua
| Pedagogy and Psychology in Digital Education [[electronic resource] /] / edited by Stefanie Yen Leng Chye, Bee Leng Chua |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (266 pages) |
| Disciplina | 929.374 |
| Soggetto topico |
Teaching
Educational psychology Educational technology Pedagogy Educational Psychology Digital Education and Educational Technology Tecnologia educativa Psicologia pedagògica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-9921-07-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part 1: Digital education for 21st Century learning -- A self-determination theory perspective on online lessons -- Student-centered learning with large student groups: Rationale, organization and experiences in problem-, project- and team-based learning -- Online synchronous peer feedback practice during Covid-19 -- Does online coaching support training transfer? Coaches’ perceptions of early-career teachers’ implementation of self-regulation strategies in the context of a professional development programme -- Digital portfolios for problem-based learning: Impact on preservice teachers’ learning strategies -- Formative assessment to support pre-service teachers’ self-regulated learning in digital education -- Part 2: Innovative uses of digital technology in education -- Man-machine partnership to support remote peer tutoring – Psychological, pedagogical and technological considerations for the development of a mobile application -- Supporting knowledge building with digital technologies: From computer-supported collaborative learning to analytics and artificial intelligence -- Using pedagogical principles to design a Mooc for parents and educators -- Teaching social-emotional learning with immersive virtual technology: Exploratory considerations -- Supporting health professions education with virtual simulations: The role of technical, educational and affective factors in assessing opportunities and challenges -- Can social presence promote meaningful learning? Danmaku video learning to enhance social presence and meaningful learning -- Part 3: Challenges in digital education -- The other side of the promise: Some precautions for technology-based education -- Misjudgements of learning in digital environments -- Mediating effect of loneliness on social emotional learning and problematic internet use in Singapore youth. |
| Record Nr. | UNINA-9910736024703321 |
| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Piaget and Vygotsky in XXI century [[electronic resource] ] : Discourse in early childhood education / / edited by Nikolay Veraksa, Ingrid Pramling Samuelsson
| Piaget and Vygotsky in XXI century [[electronic resource] ] : Discourse in early childhood education / / edited by Nikolay Veraksa, Ingrid Pramling Samuelsson |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (209 pages) |
| Disciplina | 305.231 |
| Collana | Early Childhood Research and Education: An Inter-theoretical Focus |
| Soggetto topico |
Early childhood education
Education - Philosophy Developmental psychology Teaching Education - Curricula Early Childhood Education Educational Philosophy Developmental Psychology Pedagogy Philosophy of Education Curriculum Studies Desenvolupament infantil Psicologia del desenvolupament Psicologia pedagògica |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-05747-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Introduction -- 2. Vygotsky's Theory Culture as a Prerequisite for Education -- 3. Learning and development in a designed world -- 4. Dialectical thinking -- 5. Social representations of play Piaget, Vygotsky and beyond -- 6. Children’s perspectives informing theories and Nordic preschool practice -- 7. Preschool children’s pretend play viewed from a Vygotskyan and a Piagetian perspective -- 8. Piaget and Vygotsky powerful inspirators for today’s students in early education -- 9. Constructivism and social constructivism in the study of relationship -- 10. Piaget and Vygotsky’s play theories The profile of Twenty-First-Century evidence. |
| Record Nr. | UNINA-9910588592603321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Psicología Educativa
| Psicología Educativa |
| Pubbl/distr/stampa | Barcelona, Spain : , : Colegio Oficial de la Psicología de Madrid, , 1995- |
| Descrizione fisica | 1 online resource |
| Soggetto topico |
Educational psychology
Psicologia pedagògica |
| Soggetto genere / forma |
Periodicals.
Revistes electròniques. |
| ISSN | 2174-0526 |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | spa |
| Altri titoli varianti | Revista de los Psicólogos de la Educación |
| Record Nr. | UNISA-996210030603316 |
| Barcelona, Spain : , : Colegio Oficial de la Psicología de Madrid, , 1995- | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
Psicología Educativa
| Psicología Educativa |
| Pubbl/distr/stampa | Barcelona, Spain : , : Colegio Oficial de la Psicología de Madrid, , 1995- |
| Descrizione fisica | 1 online resource |
| Soggetto topico |
Educational psychology
Psicologia pedagògica |
| Soggetto genere / forma |
Periodicals.
Revistes electròniques. |
| ISSN | 2174-0526 |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | spa |
| Altri titoli varianti | Revista de los Psicólogos de la Educación |
| Record Nr. | UNINA-9910143063103321 |
| Barcelona, Spain : , : Colegio Oficial de la Psicología de Madrid, , 1995- | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
