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Denk- und Lernkulturen im wissenschaftlichen Diskurs / Cultures of Thinking and Learning in the Scientific Discourse


Edited By Gerd-Bodo von Carlsburg

Dieser Band dokumentiert eine Reihe von Beiträgen der XXI. Internationalen wissenschaftlichen Konferenz «Bildungsreform und Lehrerausbildung» zum Thema «Denk- und Lernkulturen im wissenschaftlichen Dialog». Im Fokus standen neue Bildungsstandards für die Hochschul- und Schulbildung. Der Erwerb dieser interaktiven Kompetenzen in der wissenschaftlichen Forschung im Bildungs- und Erziehungsbereich sind Voraussetzung für die Bildung einer Identität, um den Herausforderungen unserer Gesellschaft im kommenden Jahrzehnt gerecht zu werden.

This volume presents a series of contributions from the XXIst International Scientific Conference on «The Reform of Education and Teacher’s Training» on the topic «Cultures of Thinking and Learning in the Scientific Dialogue». The articles consider new educational standards of Higher and Secondary Education. The acquisition of interactive competence in scientific research and the educational sector is a prerequisite for achieving an identity in order to meet the challenges of our society in the coming decade.

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Experience of Acquiring Positive Parenting Skills in Children Daily Care Centres (Vida Gudžinskienė / Sigita Burvytė)


Vida Gudžinskienė, Sigita Burvytė

Experience of Acquiring Positive Parenting Skills in Children Daily Care Centres

Abstract: The article analyses experiences of developing positive parenting skills of parents whose children attend children’s daily care centres (hereinafter CDCC). The concept of the development of Positive Parenting is presented. A qualitative-­empirical study has been conducted by using the method of a semi-­structured interview. The study data were processed by using the method of content analysis. The results of the empirical study are based on the experience of 8 parents, whose children attend daily care centres. The results of the empirical research on the development of positive parenting skills in children’s daily care centres reveal that parents are provided with opportunities to develop positive parenting skills with the help of course/seminars, open lectures and individual consultations. Parents’ self-­support groups, individual consultations and different literature resources that are offered by specialists of children’s daily care centres create prerequisites for the self-­development of parenting skills, as well as cooperation-­based relations with own children. However, there are a number of informants that tend to transfer responsibility for children’s education to the staff of daily care centres rather than assume it themselves. Some of the research participants would like to attend training courses more often, yet they cannot due to working or family conditions as they do not have anyone to leave younger children with. The analysis of the research results reveals that the welfare of children attending...

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