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- Volume 37, Issue 3, 2017
Pedagogiek - Volume 37, Issue 3, 2017
Volume 37, Issue 3, 2017
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Determinanten van het zelfstandig en gezamenlijk gebruik van print- en beeldschermmedia door kinderen van nul tot en met zes jaar
By Peter NikkenAbstractDeterminants of self-reliant and shared use of print- and screen-media in zero-to-six-year-olds
An online survey among 1.085 parents investigated (a) how young children (0-6 years) use media, (b) to what extent they share media with parents and siblings, and (c) which family, parent and child characteristics explain differences in shared or solitary use. Depending on age, parent’s education and siblings at home, children’s print- and screen-media use varied from 49 minutes/day (low users) to 280 minutes/day (very high users). Among high users there are more media devices in the bedroom and parents see mediation as somewhat more difficult. Educational and creativity applications are used the most alone. Television programs or YouTube-clips, and books are mostly used with parents. Older and more media-literate children mostly use media alone, whereas with more siblings at home media are shared with peers and less with parents. The data may assist in campaigns that empower specific groups of parents in the mediation of their children’s media use.
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Het spanningsveld tussen ‘front-’ en ‘backstage’ in intensieve pedagogische thuisbegeleiding
Authors: Roos Steens, Koen Hermans & Tine Van RegenmortelAbstractThe tension between ‘front-’ and ‘backstage’ in intensive pedagogical home-based family support. A multiple case study
Both in Flanders and in the Netherlands, there is a growing attention to family preservation programs. Research on family preservation is, however, mainly conducted within a positivist framework. Because of that, we have gathered some insights into overall trends, but we have very little detailed information about the day-to-day practice of family preservation. What happens when a social worker and a family are face-to-face? What are the underlying mechanisms that influence the impact of a family preservation program? In this study, we use a multiple case-study with a triangulation of different ethnographical methods to build knowledge about the complex and dynamic tension in which family preservation programs take shape. We illustrate the discrepancy between how an intervention is displayed ‘front stage’ (in case-files, reports, registrations) and what happens ‘back stage’ (during the face-to-face contacts). We describe how, at the beginning and at the end of a treatment process, the focus on the ‘front stage’ influences the attunement between a social worker and a family. In between, however, the social worker undertakes small but significant actions at the ‘back stage’ of the intervention process, which are regarded as extremely helpful by the families. By shedding light on what happens beyond case-files, reports and registrations, it becomes possible to open the black box of social interventions and enrich the conceptual framework of ‘what works’ in family preservation. In addition, by working collaboratively between researchers, social workers and families, a collaborative research community is formed and local improvement processes are enhanced.
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Identiteitsontwikkeling in de Twilight saga
More LessAbstractIdentity development in The Twilight Saga
This article interrogates the popular teen-targeted series The Twilight Saga, written by Stephenie Meyer, in light of theories on identity development. In adolescence, a transition period from childhood to adulthood, identity development dominates. Being an adolescent herself, main character Bella Swan can set an example to her adolescent readers on how to cope with fear of exploration and commitment in the development of their identities. An exploration of existing research on the saga shows that identity development as an analytical framework remains absent thus far. Using discourse analysis, the author examines the way Bella uses vampirism in the development of her identity, and comes to the conclusion the saga offers a main character that runs away from fear, instead of overcoming it. The possible consequences of such imaging are considered, after which an incentive to media educational intervention is given.
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