By Peter Lang
Affective schooling should be outlined as that a part of the tutorial strategy which issues itself with the attitudes, emotions, ideals and feelings of scholars. imperative to the concept that is the acknowledgement that student's emotions approximately themselves as newcomers and approximately their educational matters will be at the least as influential as their real skill. This assortment gains the paintings of individuals from international locations akin to Belgium, Denmark, Russia, Germany, Israel, Spain and the united kingdom. It indicates how the sensible method of affective schooling varies from country to country. by way of reading the underlying idea, this article units out to deliver different methods nearer jointly, to let academics around the continent to paintings in the direction of a good universal flooring.
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Additional info for Affective Education: A Comparative View
Gillot-Devries, F. (1988), Les nouvelles parentalites: un enfant a tout prix, Brussels: Presses Universitaires de Bruxelles. Huber, W. (1993), L'homme psychopathologique et la psychologie clinique, Paris: Presses Universitaires de France. Lepot-Froment, Ch. and Clerebaut, M. (1996), L'enfant sourd. Communication et langage, Brussels: De Boeck University. Meuris, G. (1992), 'Elementary school education for young children in Belgium', International Handbook of Early Childhood Education, pp. 105-9, New York: Woodill G.
It may last the duration of the whole school cycle, especially in those schools which choose to make it a priority. It can also happen, however, that class teachers are replaced, that the classroom is changed from year to year, or that the class itself is split up and regrouped. This has serious consequences for the affective aspect of the pupils' education. Mutual acceptance among members in a group increases with the duration of their association and the frequency of their interactions, and this needs time (Graumann and Kruse, 1976).
These studies simulated in a laboratory setting the interactions which take place in mixed age groups in the '5—8 cycle'. Two of my studies concern the enhancement of children's prosocial development by telling and discussing children's stories (VandenplasHolper, 1987, pp. 111-15; see also Chapter 16 by Victoria Gordillo in this book). They are featured in a two-hour educational video based on the concept of implicit educational theories (Vandenplas-Holper, 1986; Vandenplas-Holper, 1986/1988). Designed for a large audience of teachers, educators, psychologists, and heads of youth libraries, the video presents different tasks.
Affective Education: A Comparative View by Peter Lang
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