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Recognizing culturally salient aspects of socialization practices and understanding how these practices support culturally valued aspects of development is an integral component in conducting anti‐racist research and validating the lived experiences of minoritized families. With this aim, we explored how Active Direction, an observational rating of an African American approach to parenting measured during mother–child interactions at age 2.5 (n = 172), supported social skills and emotion regulation for children living in a Southwestern metropolitan area of the United States concurrently, in kindergarten (n = 109), and in 1st grade (n = 108). Descriptive findings indicated few significant associations between Active Direction and socials skills or emotion regulation. Exploratory analyses, which included traditional parenting behavior measures of Sensitivity and Intrusiveness, also indicated limited significant relations between any measure of parenting and child skills. However, moderation analyses indicated that high levels of Active Direction attenuated the effects of sensitivity on aspects of child social skills. The lack of significant findings across the current study highlight how extant measures—of child social skills and parentings behaviors—are not performing as expected within these African American families. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The text is about health education for children and young people thus fostering their healthy script-development. The text also deals with health education for adults. It uses various concepts and exercises to show how the body can be part of this process. The goal is the promotion of growth and development, thus achieving self-determination and independence. The section on Annedore Prengel's research outlines how beneficial or detrimental the stroke culture is in German schools. Competent parenting is introduced with Clarke's and Dawson's model of supplying structure as well as care. It becomes clear that TA education is dialogically oriented. Different ways of health education using models of TA are presented: the change triangle by Clarke, catharsis/stress relief due to strokes, an OK attitude and the permission to enjoy life, as well as the model of functional fluency as a means of strengthening positive interactions. One of the major issues of the article is to enrich the work with TA models with an affirmative attitude towards the body and the joy of life. [ABSTRACT FROM AUTHOR]

Pierina Boranga's Considerations on the Nature-Child-Relationship Pierina Boranga has spent her entire working life teaching natural science subjects in primary schools. She has, however, not been awarded the level of recognition, she actually should have been given and, instead, has found her place in the shadow of others. Taking a look at her diary entries reveals the level of intensive, independent intellectual efforts she has made during her early teaching period, in order to provide children with a sustainable understanding of how to deal with subjects in the field of natural science. [ABSTRACT FROM AUTHOR]

The article "Freedom without external determination? Maturity from the beginning? The discomfort with education in discourses about education, participation, and children's rights" discusses the issue of education and autonomy. It argues that the rejection of the concept of education neglects fundamental pedagogical problems. Various pedagogical theories on the relationship between education and autonomy are discussed, with maturity being considered the goal of education. It emphasizes that education is a necessary prerequisite for autonomy and that the transition to maturity is a demanding educational process. It also discusses whether children should have complete autonomy and equal rights, and provides examples that show that this can be problematic. The text emphasizes the importance of children's participation and the goal of a democratic relationship between children and adults. It points out that reflecting on the limits and contradictions of participatory education is necessary and that the rights of the child must also be respected when interfering with autonomy. It argues that guardianship in education is necessary, but under conditions of uncertainty about the appropriateness and effects of actions. [Extracted from the article]

Copyright of Sozial Extra is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sozial Extra is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study examines two paradigms of pedagogy and their response to the end of culture. The first paradigm considers education as tradition, while the second paradigm accepts the interruption of culture and views education as a cooperative practice between children and educators. The study uses a phenomenological method to describe and analyze the characteristics of education. It is argued that despite the decline of societies and cultural formations, the pedagogical task remains and hope can serve as a foundation for educational practice. [Extracted from the article]

The main question is whether Individual Psychology formulates an explicit theory of education (Bildung) and whether implicit conceptions of education manifest themselves in its theory and practice. reference to Dietrich Benner, the first step is a systematic clarification of the concepts of education (Erziehung and Bildung) and of their relationship to Individual Psychology. After that, essential aspects of modern educational thinking – from the Enlightenment to the 20th century – are exemplarily confronted with Individual Psychology, and some areas of individual psychological practice are questioned on their educational content. Finally, the example of Manès Sperber is given to illustrate that Individual Psychology can inspire educational thinking anchored in culture and psychology. The conclusion is that the often-postulated educational affinity of Individual Psychology is confirmed and that essential individual psychological categories can be allocated to formal education. Nevertheless, there is no canon of education and no coherent theory of education based on Individual Psychology. To develop such a theory would be a task for the future. [ABSTRACT FROM AUTHOR]