Educational Research and Innovation

Educational research and innovation, Journal Year: 2009, Volume and Issue: unknown

Published: Nov. 10, 2009

The nature of childhood and how we view children has changed tremendously in the 21st century.Cultural shifts, global mega trends technological developments have shifted what looks like types roles can do take modern societies.Children are no longer seen as passive beings need protection future citizens, but rather citizens today.They increasingly autonomous agents change who play important shaping current democracies.These changes beg question: does child empowerment mean today implications for OECD education systems well-being?The authors this report seek to answer question by exploring changing childhood, delving into some potential facilitators or barriers empowerment.They propose a definition empowerment, suggesting that empowered opportunity ability act on issues relevant them, learn making mistakes, key contributors democracy.This at various ways which support empowerment.This ranges from providing them with civic skills knowledge effectively participate democracy, supporting their social, emotional physical well-being, reducing inequalities threaten vulnerable marginalised groups.It children's lives, including they interact media digital environment, be used identity development, well-being self-expression new ways.By presenting state art literature, outlining examples promising policy practice countries, volume provides guidance insights work together range actors while helping realise rights.Child is recognised goal priority governments around OECD.Many countries taken effective steps realising goal.However still far go ensuring all future.WHAT DOES CHILD EMPOWERMENT MEAN TODAY?© 2024 Executive summaryEmpowering active participants society emerged critical aim agendas across OECD.Yet, achieving simple.Set against backdrop way understands role child, well opportunities challenges posed publication delves meaning explores its systems.By defining concepts examining valuable empowering children, amidst declining activity, increased stress anxiety, COVID-19, landscape persistent inequalities.This takes stock these broad themes often repeated rarely articulated call empower children.This centres it's analysis three core opportunities. Enhanced well-beingGood things happen when them.Child enhances self-esteem leadership skills, nurturing competent, confident members society.When done authentic crafting school policies practices, tend better suited contribute positively climates social cohesion. Better makingChild an essential educational within though it lacks clear implementation strategies.Giving greater empowers actively decisions contributing unique perspectives.Actively participating decision-making processes both age-appropriate supports personal development ensures societal practices reflect needs perspectives. 9WHAT Current conditions may hindering empowermentEmpowering only possible if makers directly, effectively, tackle number challenges.This requires more attention paid establishing sufficient baseline such health, literacy, access necessary resources.At present, activity levels among insufficient many experience increasing loneliness feelings anxiety.The environment offers wide arenas yet engagement activism, debate peer communities remains modest minority engaging behaviours.Part could related lack literacy distinguish fact opinion.This skill gap crucial because influences confidence content critically, make informed decisions, fundamental aspect empowerment.While platforms powerful tools engagement, not fully harnessed.Moreover, poorer regions lower socio-economic backgrounds face significant accessing also leveraging (often limited) seize managing risks harm. Addressing cultural systemic changeOECD been working hard years wealth research, interventions exists help, documented publication.However, navigating multifaceted shift mindsets those systems, perform children.Shifting responsibilities days than protection, met apprehension adults.Including stakeholders rethink might traditionally order avoid common pitfalls tokenism, manipulation, decoration simply recreating adult structures trying fit structures.Adapting societies schools engage stakeholders, ensure equitable representation, particularly disadvantaged groups, requiring uphold rights safety resource-intensive.It buy-in challenging get right.Structural schools, high staff turnover terms teachers leadership, further complicate goals children.Being educator easy task, high-quality professional opportunities.Greater systematic partnerships external help lighten load, instance provision consistent mental health support.Yet, between left up individual institutions.Schools require dedicated, system-wide mechanisms partnerships.Lastly, inequalities, influenced geographical factors, remain barrier, necessitating focused research equity inclusion comprehensive approach must transform emphasise address disparities, enhance support, expand efforts, thereby creating ecosystem where every thrive our shared future.Education part co-ordinated, whole-of-society promote inside out classroom.This means government meaningfully participation.This necessitates establishment (or strengthening) legislative frameworks, strategies evaluation mandate government.WHAT 2024Empowering exercise agency carefully balancing protect unacceptably risk allowing management strategies.This balance constantly shifting, over course gradually acquire independence autonomy caregivers.An optimal enables older develop healthy sense self-reliance freedom well, family, friends community harm too high.Crucially, source come others exercising agency.As Gottschalk Borhan (2023[4]) remind us, critique use term agency, due assumption much literature inherently positive problematic open manipulation.Sometimes different forms odds each other.Encouraging involvement parents countries.Additionally, leaders positioned actors.But, Burns (2020[3]) ask, whose voice counts views aligned?Having thought out, innovative collaborative models bring parents, communities, themselves most presented century, fullest, flourish change.WHAT Box 1.2. What mobilisation?Over past two decades diverse body understand increase evidence through intentional process known mobilisation.It evidence-informed contributes decision learning.Crucially, mobilisation about just disseminating findings via accessible communication channels.Although important, there now substantive showing fostering interaction building relationships people organisations, incentivising activating parts system evidence, required (OECD, 2022[9]).Social tool making.When deliberately structured, interactions colleagues organisations integrate activities stimulate learning.They block culture 2023[10]).A strong one it.This agreement questions mutual understanding, attitudes, dedicated time space individuals (Langer, Tripney Gough, 2016[11]).WHAT This chapter nature.It today, recognising holders acknowledging exercise.Childhood conceptualisations dynamic, broader shifts.With advancement dialogues, being included processes.This outlines affect participate.

Language: Английский

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Effects of inner child healing course on fear of COVID-19 and emotional family relationships improvement during the COVID-19 pandemic

The Journal of General Psychology, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 15

Published: Jan. 7, 2025

The COVID-19 pandemic's psychological impact prompted this study to investigate the inner child healing course's effectiveness in reducing fear of and improving emotional family relationships. This quasi-experimental research adopted a pretest-posttest design with control group. Convenience sampling was employed select 42 women randomly from five psychotherapy centers Isfahan (Iran) 2020. They were then assigned group (n = 21) an experimental 21). received course six sessions, whereas no intervention. Fear Scale Emotional Family Relationships Questionnaire utilized for data collection. Analysis covariance analysis using SPSS 25. Participants reported significantly higher mean scores on happiness (12.40 ± 1.11) compared (5.90 2.24). pattern means persisted freedom intimacy relationships (11.50 1.90 vs. 5.12 1.60), trust (13.61 6.21 2.04), collaborative decision-making (12.34 2.05 6.31 1.80). Statistical revealed significant effects (p<.01), members (p<.01) women. Notably, intervention did not yield statistically commitment responsibility or sample married suggests may improve well-being within families during COVID-19.

Language: Английский

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School pedagogies as resources for hope: An introduction to the special issue

Pedagogies An International Journal, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 7

Published: Feb. 4, 2025

Language: Английский

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Nurturing bonds that empower learning: a systematic review of the significance of teacher-student relationship in education

Frontiers in Education, Journal Year: 2025, Volume and Issue: 10

Published: Feb. 27, 2025

Background Teachers are regarded as attachment-like figures, with positive and supportive teacher-student relationships (TSRs) being linked to improved academic performance outcomes, while negative TSRs associated lower results. This systematic review aims map the relational dimensions of TSR its impact on (dis)engagement, (under)achievement early school leaving (ESL), focusing Secure Base Safe Haven attachment influence vulnerability factors. Methods The followed PRISMA guidelines included 45 empirical quantitative studies (2018–2022) sourced from Academic Search Complete, ERIC, Scopus Web Science. Inclusion criteria were English-written methodology studies, independent variable outcomes dependent variable. Exclusion longitudinal designs, purely qualitative correlational analyses, lacking key variables or presenting reversed relationships, those conducted in e-learning environments, university settings, extreme schooling conditions non-English language studies. A descriptive narrative style analysis was used synthesize results based Haven, Global dimensions. Results discussion Key findings highlighted significant role influencing engagement, achievement, ESL, particularly vulnerable populations. synthesis indicated that can exacerbate disengagement underachievement. Limitations evidence potential publication bias lack quality control measures, well exclusion underscore significance a holistic understanding education, highlighting multifaceted student success suggesting future research should consider expand scope language.

Language: Английский

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Trauma training for preschool educators: an exploratory phenomenological case study

Discover Education, Journal Year: 2025, Volume and Issue: 4(1)

Published: March 7, 2025

Language: Английский

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Threats to Academic Freedom: Why Faculty Free Speech is Indispensable to Scholarly Discourse

Journal of Social Work Education, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 15

Published: March 27, 2025

Language: Английский

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Social–emotional competencies and psychological well‐being across secondary school transition

British Journal of Developmental Psychology, Journal Year: 2025, Volume and Issue: unknown

Published: April 9, 2025

Abstract This study profiled the association between social–emotional competencies, psychological well‐being (PWB), and secondary/middle school transition. Analysis drew from 233 sixth‐class/sixth‐grade students aged 11–13 years who completed measures of emotion regulation, perceived social support, self‐esteem, PWB at baseline 1‐month follow‐up in primary school, 6‐month post‐secondary COVID‐19 closures, socioeconomic status gender were examined as moderators. Repeated‐measures multi‐level models revealed a significant decline boys' emotional suppression use, an increase girls' across Further, predictors post‐transition while controlling for PWB. highlights importance enhancing support self‐esteem secondary transition considering differences effects. Policymakers should consider interventions that bolster these factors during this critical developmental phase.

Language: Английский

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Lockdown measures during the COVID-19 pandemic

Elsevier eBooks, Journal Year: 2025, Volume and Issue: unknown, P. 783 - 791

Published: Jan. 1, 2025

Language: Английский

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Impact of Non-Pharmacological Interventions on the first wave of COVID-19 in Portugal 2020

Heliyon, Journal Year: 2025, Volume and Issue: unknown, P. e41569 - e41569

Published: Jan. 1, 2025

Language: Английский

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School and student characteristics related to primary and secondary school students’ social–emotional functioning

Frontiers in Education, Journal Year: 2025, Volume and Issue: 10

Published: Feb. 20, 2025

Introduction A healthy social–emotional functioning is vital for students’ general development and wellbeing. The school environment a major determinant of functioning, yet little known about school-level student-level characteristics related to functioning. In this study, we examined (school size, disadvantage score, urbanization level, denomination) (grade, secondary track, participation in COVID-19-related catch-up program, measurement moment - during or after COVID-19) as predictors motivation school, academic self-concept, social acceptance, Methods year 2020–2021, just the first Covid-19 outbreak, 3,764 parents primary students from 242 Dutch schools 2,545 62 filled out online questionnaires, before program was implemented at their school. Reliable validated questionnaires were used assess (Intrinsic Motivation Inventory), self-concept (Harter Self Perception Profile Children; Self-Description Questionnaire-II), wellbeing (Dutch School Questionnaire) acceptance (PRIMA Social Acceptance Questionnaire). derived databases. Student (before program) taken into account. Data analyzed via multilevel General Linear Mixed Models, separately education. Results Of factors, only score significant predictor, specifically motivation. characteristics, grade lower motivation, school-wellbeing higher grades had significantly wellbeing; participants self-concept; perceived social-acceptance COVID-19. Conclusion School-level played minor role explaining differences both education, participating programs scored on Schools should be aware being risk more problems

Language: Английский

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