Sökning: "barns social utveckling"

Visar resultat 1 - 5 av 54 avhandlingar innehållade orden barns social utveckling.

  1. 1. Barn, föräldrar, välfärdsstat : Den politiska debatten om föräldrautbildning och föräldrastöd 1964-2009

    Författare :Sofia Littmarck; Bengt Sandin; Judith Lind; Åsa Lundqvist; Linköpings universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Family policy; welfare policy; parent education; parenting support; welfare state; family; parenthood; children; political argumentation; official government inquiries; parliamentary papers; Familjepolitik; välfärdspolitik; föräldrautbildning; föräldrastöd; välfärdsstat; familj; föräldraskap; barn; politisk argumentation; riksdagstryck; statens offentliga utredningar;

    Sammanfattning : The political debate concerning parent education and parenting support between 1964 and 2009 has been scrutinized in this study in the light of the development of and changes in the welfare state. The investigation is based upon the analysis of official government inquiries and parliamentary papers dealing with parent education and parenting support. LÄS MER

  3. 2. Små barns sociala utveckling : kritisk granskning av forskning : rapport till Familjestödsutredningen

    Författare :Lars Jalmert; Stockholms universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Familjestödsutredningen; Spädbarnspsykologi;

    Sammanfattning : .... LÄS MER

  4. 3. Förskola för hållbar utveckling : Förutsättningar för barns utveckling av handlingskompetens för hållbar utveckling

    Författare :Maria Hedefalk; Jonas Almqvist; Leif Östman; Christina Ottander; Uppsala universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; teaching; preschool; sustainable development; children; action competence; Curriculum Studies; Didaktik;

    Sammanfattning : The overall aim of the thesis is to contribute with knowledge about the conditions for preschool children’s meaning making with regard to sustainable development. With a focus on critical actions, the thesis explores how education is executed and how a critical action may be conducted in a preschool practice. LÄS MER

  5. 4. Neglected ghosts of contested nurseries : The role of interpersonal trauma and psychosocial adversity for caregiving among parents with intellectual disability

    Författare :Mårten Hammarlund; Pehr Granqvist; Tommie Forslund; David McConnell; Stockholms universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Intellectual disability; Interpersonal trauma; Psychosocial Risk; Parenting; Child development; Social cognition; Parental mentalizing; Attachment; Intellektuell funktionsnedsättning; Interpersonellt trauma; Psykosocial risk; Föräldraskap; Barns utveckling; Social kognition; Föräldramentalisering; Anknytning; psykologi; Psychology;

    Sammanfattning : Research on the general parent population has established that parental exposure to interpersonal trauma and psychosocial stressors may negatively influence caregiving and children’s development. Research also suggests that parents with intellectual disability (ID) are disproportionally exposed to interpersonal trauma and psychosocial stressors, and that such exposure may contribute to the elevated risk for caregiving and child developmental problems in this population. LÄS MER

  7. 5. Preschoolers' peer competence : Developmental perspectives on prosocial behavior, aggression, and social cognition

    Författare :Gun Persson; Institutionen för psykologi; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Psychology; naturalistic observation; longitudinal study; cognitive bias; theory of mind; social cognition; proactive aggression; reactive aggression; altruistic behavior; prosocial behavior; Social competence; peer interactions; Psykologi;

    Sammanfattning : This doctoral thesis explored three broad aspects of preschoolers’ social competence: prosocial behavior, aggression, and social cognition. The longitudinal study followed forty-four children (initially 22-40 months), who were observed in natural peer interactions at their daycare centers during a two-month period in each of three con-secutive years. LÄS MER