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ESTATE 2010 - SOSPENSIONE ATTIVITA 'DI STUDIO

Durante il periodo

estivo le attività sono sospese Tues Studio, riprenderanno in autunno con la
first Lezione "Concetto Tues disadattamento" del II ° Argomento: "DISADATTAMENTO SOCIALE E SCUOLA".

************************************************ ***********
HAPPY HOLIDAYS TO ALL AND HAVE FUN ...
************************************* **********************

"YOUTH SOCIALIZATION and maladjustment"

Index lessons: I °

Topic
fundamental aspects of socialization "

1. Lesson: The concept of socialization
2. Lecture: Primary and Secondary Socialization
3. Lesson: How socialization
4. Lesson: The stages of socialization
5. Lecture: Heredity and environment
6. Lesson: Family and School as an agency of socialization

II Topic
"social maladjustment and school"

1. Lecture: Concept of mismatch
2. Lesson: The school as a conditioning factor
3. Lesson: deconditioning and recovery educational
4. Lecture: Specific problems of implementation of deconditioning

III
Topic "Social ADOLESCENCE"

1. Lecture: Coming of Age: the age of crisis?
2. Lesson: The autonomy of the ego
3. Lesson: The adolescent and the family
4. Lesson: The relational relationships: The importance of the "Group"
5. Lesson: The adolescent socially maladjusted

IV Topic

"mismatch YOUTH AND DRUG" Lesson one
same subject

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SUMMER 2010 - suspensions ACTIVITIES' STUDY

Activities During the summer study are suspended, will resume in the fall with
1. Lecture: "Concept of mismatch of the Topic II:" social maladjustment and school. "

************************************************ ************
HAPPY HOLIDAYS TO ALL AND HAVE FUN ...
********************************************** **************

"YOUTH SOCIALIZATION and misfits"

Lesson Index:

I ° Topic
"FUNDAMENTAL ASPECTS OF SOCIALIZATION"

1. Lesson: The concept of socialization
2. Lecture: Primary and Secondary Socialization
3. Lesson: How socialization
4. Lesson: The stages of socialization
5. Lecture: Heritage and environment
6. Lesson: Family and School as an agency of socialization

Topic II
"Social maladjustment and school"

1. Lecture: Concept of mismatch
2. Lesson: The school as a conditioning factor
3. Lesson: deconditioning and recovery education
4. Lesson: Special problems of implementation of deconditioning

Topic III
"Social Adolescence

first Lesson: Adolescence: the age of crisis?
second Lesson: The autonomy of the ego
third Lesson: The adolescent and the family
4th Lesson: The relational relationships: The importance of the "Group"
5th Lesson: The adolescent socially Maladjusted

IVth Topic

"Misfit YOUTH AND ADDICTION"
Lesson only the same subject

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Summer 2010 - suspensions activities "STUDY

During the summer study activities are exposed, in the fall with CV
first Lecture: "The term" mismatch "of the second topic," social adjustment and school

*****************************. *********************
Happy holidays to all and have fun ...
********************************************** ****

"Youth Socialization and outsiders"

Lesson Index:

Theme I
"Fundamental aspects of socialization"

first Lesson: The concept of socialization
second Lecture: Primary and secondary socialization
third Lesson: socialization
4th Lesson: The phases of socialization
5th Lecture: Heritage and Environment
6th Lesson: Family and school as an agency of socialization

topic II
"social maladjustment and school

first Lecture: The term "mismatch
second lesson: The school as a conditioning factor
Lesson 3: deconditioning education and recreation
Lesson 4: Special problems in the implementation of deconditioning

Theme III
" Social Adolescence "

1 . Lesson: Youth: The age of crisis
second lesson: The autonomy of the ego
third lesson: the adolescent and the family
Lesson 4: The relational relations: the significance of the "Group"
5th Lesson: socially maladjusted youth

Theme IV
"Misfit Youth and Addiction

lesson only on the same topic

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Pedagogia: Lezione 6 - Famiglia e scuola come Agenzia di socializzazione

Family and school as an agency of socialization

all events, the forms of expression, of a child are influenced and sometimes determined by the relationship with the social environment in which he lives and grows.

Language learning, the acquisition of a less self-centered behavior, the establishment in the child's needs and interests, play activities and self-expression, his own emotional manifestations are the result of a complex interplay of constraints imposed by culture and by the group in which they live.

This culture, which exists in every human group, is to "use all those techniques, production and behavior, by which a group of men is able to satisfy his needs, to protect themselves against the hostility of the physical and biological and work and live together in a more or less orderly and peaceful " . (R. Zavallone - F. Montuschi).

The resulting constraints are not necessarily negative; sometimes possible to determine in the individual behaviors and positive attitudes of life, such as learning to speak, walk and communicate, etc.. in this case are believed to be highly educational.

The phenomenon assumes a negative value when it creates cultural disadvantages and deprivations which cause a depletion of resources and intelligence.

Sociologists have well demonstrated how powerful are the effects of social conditioning and learning as the latter was statistically determined from learning of an individual to a particular social group.

In particular, the correlation between cultural factors and intellectual development has been carefully studied in psychological, educational psychology, sociology: has nevertheless found that intellectual development is "largely the story of the gradual socialization of thought social adjustment and then increasingly penetrated by the influences of his environment. " (J. Piaget).

"Therefore, in the socialization process, the environment arises as a set of conditioning factors including not should we ignore the role of family and school, or those who, together with other institutions, have been called 'agents socializer.' "(L. Gallino).

The family situation , in order to the limitations resulting from it, is "crucial in creating behaviors and attitudes in preparation for those who will be subject to the taking up and pursuit of social roles." (O. Petrelli).

And 'demonstrated that lower socio-economic household negatively affects the child due to poor nutrition, poor and overcrowded housing, poor sanitation.

But besides these factors, not so crucial in following the increase in economic welfare, there are others in relation to sure, but not necessarily with the economic situation.

They are: parental attitudes toward school, climate, culture lived in the family, in particular, type of language used by parents.

As for the social formation of the subject, in fact, a lot depends on "the type of behavior and attitudes of parents towards their children, from possessing or not a particular set of culture, or finally being less open and sensitive to social ". (O. Petrelli).

The phenomena of development of our society were retraced on revolutionizing life in his internal and, therefore, the relationships among its members.

Unlike the patriarchal family, consisting of several families linked by close ties of blood and under the authority of the 'old', the current family has acquired a decidedly nuclear power for the tight relationship, but there is no doubt that Unlike the traditional family, it gives the child a greater chance of achieving more freely the different spontaneous activities.

Beyond socializing function of positive or negative role played by the family, it is certain that it stands on one side "as an institution that already has rules, values \u200b\u200band behaviors and the other as through between the individual himself and society, by providing interpretation, evaluation and discrimination in regard to the different aspects and problems of historical, political, economic, social and cultural. "(O. Petrelli).

After the family, the child suffers the influence of other social structure, the school where education is being implemented as intended by the transmission of culture to the younger adult generations.

It operates "like a wedge between the expansive family and the roles of adult life gradually increasing its area of \u200b\u200bpenetration and influence as an agent of socialization and, by virtue of this, as an agent of selection for the placement of individuals in different social positions. "(L. Gallino).

We have seen how the family experiences made by the child, influence his way of acting up to his first entry into a school that should do the work of deconditioning freeing the child's personality influences negative, oppressive and alienating, but also rebuilding the same in a promotional environment that is able to give everyone the ability to be himself overcoming all forms of conditioning.

Sometimes the school also becomes a source of negative conditioning because they can not compensate the disadvantage that they are the children of depressed families, rather the worse with disapproval, poor housing, lack of effective collaboration between teachers and, above all, ignoring the experience and the personality type of each child from a different social stratum. _________________________________________

Under the Law of the Civil Code and the reproduction of these lessons or parts thereof by any means, electronic, mechanical, etc.., Except for those requiring it.

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Pedagogy: Lesson 6 - Family and school as an agency of socialization

Family and school as an agency of Socialization

All events, forms of expression of a child and are influenced by Determined Sometimes the relationship with the social environment in Which He Lives and grows.

Learning the language, the acquisition of a behavior less egocentric, the establishment in the child needs and interests, play activities and self-expression, her own emotional manifestations are the result of a complex interplay of constraints imposed by culture and by the group in which they live.

This culture, which exists in every human group, is to "use all those techniques, production and behavior, by which a group of men is able to satisfy his needs, to protect themselves against the hostility of the physical environment and biological and work and live together in a more or less orderly and peaceful. " (R. Zavalloni - F. Montuschi).

The resulting constraints are not necessarily negative; sometimes possible to determine in the individual behaviors and positive attitudes of life, such as learning to talk, walk, communicate, etc.. in this case must be considered highly educational.

The phenomenon is a negative value when creating cultural disadvantages and deprivations which cause a depletion of resources and intelligence.

Sociologists have clearly shown how powerful are the effects of social conditioning and learning as the latter was statistically determined from learning of an individual to a particular social group.

In particular, the correlation between cultural factors and intellectual development has been carefully studied in psychological, educational psychology, sociological: it is however noted that intellectual development is "largely the story of the gradual socialization of thought social adjustment, then increasingly penetrated by the influences of his environment. " (J. Piaget).

"Therefore, in the socialization process, the environment itself as a combination of factors including conditioning should not be omitted the role of family and school, or to those with other institutions were called 'agents socializer' . (Gallino L.).

Family situation, with regard to constraints resulting from it, is "crucial in creating behaviors and attitudes that will allow the preparation of subject recruitment and conducting social roles." (O. Petrelli).

And 'demonstrated that the low socio-economic household negatively affects the child of poor nutrition, poor and overcrowded housing, poor sanitation.

But besides these factors, not determinants following the increase in economic welfare, there are certainly other relative, but not necessarily with the economic situation.

They are: parental attitudes toward school, climate, cultural lived in the family, and in particular type of language used by parents.

As for the social formation of the subject, in fact, much depends on "the type of behavior and attitudes of parents towards their children, from possessing or not a particular cultural set, or finally being less open and sensitive to social issues." (O. Petrelli).

The phenomena of development of our society were retraced on revolutionizing the life within it, and thus the relationships among its members.

Unlike the patriarchal family, consisting of several families linked by close ties of blood and subordinate to the authority of 'old', the current family has acquired a decidedly nuclear tight relationship, but there is no doubt that, Unlike the traditional family, it gives the child a greater chance of achieving more freely the various volunteer activities.

Beyond the function socialistic positive or negative role played by the family, it is certain that it puts one hand "as an institution that already has rules, values and behaviors and the other as a bridge between the individual himself and society providing interpretations, evaluations, and discrimination in regard to the different aspects and problems of historical reality, political, economic, social and cultural. " (O. Petrelli).

After the family, the child is under the influence of other social structure, the school where education is implemented as intended transmission of culture from adult generations to younger ones.

It fits "like a wedge between the expansive family and the roles of adult life gradually increasing its area of penetration and influence as a factor of socialization and, by virtue of this act as an agent of selection for the placement of individuals in different social positions. " (Gallino L.).

We have seen how the family experiences made by the child, influence his way of acting up to his first entry to school should be doing the work of deconditioning freeing the child's personality by negative influences, oppressive and alienating, but also rebuilding the same in a promotional environment that knows how to give everyone the ability to be himself overcoming all forms of conditioning.

Sometimes the school also becomes a source of negative conditioning for failing to compensate the disadvantage in which they are the children of depressed families, even worse with the disapproval, the housing shortage, lack of effective collaboration between teachers, but above , ignoring the experience and the personality type of each child from a different social stratum.

______________________________________________
Under Law and the Civil Code prohibited the reproduction of these lessons or parts thereof by any means, electronic, mechanical, etc.. Except for those requiring it.