Development Of Social Theory Research Articles

The Role of the Family in Children's Emotional Social Development

Social emotional development of children is the development of behavior in children where children are asked to adjust to the rules that apply in the community. Thus, social-emotional development is one aspect of development that is very important for every child because this is one of the determining factors for their success in the future. This can be realized through the process of forming good social and spiritual emotions so that children will be able to develop their potential to the maximum. Thus, families need to pay attention to the process of child development so that it runs optimally. This research is a literature study. The purpose of this study is to explain; 1) the theory of social emotional development, 2) the factors that influence children's social emotional development, 3) the role of the family in the social emotional development of children, and 4) learning activities to optimize the social emotional development of children. The explanation of the four points discussed above will greatly assist parents and teachers in understanding and improving children's social emotional abilities.

Exploring the Relationship of Variant Degrees of National Economic Freedom to the Ethical Profiles of Millennial Business Students in Eight Countries

This research explores the relationship of variant degrees of a country’s economic freedom to the ethical profiles of millennial business students, specifically an individual’s personal value orientation and post-conventional reasoning. Grounded in Social Identity, Personal Values, and Cognitive Moral Development theories, we construct an ethical profile to compare responses provided by millennial business students from eight countries. Our results suggest that a country’s degree of economic freedom has some association with an individual’s ethical profile, yet we also discuss other national influences on an ethical profile. These results and their implications are discussed in the article.

Assessment of Teachers’ Ability to Use English Language in Giving Classroom Instructions in O-Level Public Secondary Schools in Moshi District, Tanzania

This study assessed teachers’ ability to use English language in giving classroom instructions in Moshi district council. The study was guided by two research questions and one hypothesis. The study aimed at finding: How teachers’ use English language to give classroom instructions in secondary schools and extent to which teachers demonstrate ability to maintain using English language to give classroom instructions. The study was guided by social development theory. The sample comprised of 234 respondents whereby 120 were students, 108 teachers and 6 heads of school. Convergent parallel design under mixed approach was employed. Stratified and simple random samplings were used to obtain respondents. Instruments for data collection were questionnaires, observation guide and observation schedule. Quantitative data were analyzed statistically by using frequencies tables and percentages while qualitative data were Transcribed and summarized then narrated. The hypothesis was tested by Chi square at significant level of 0.05. Ethics in writing dissertation were strictly observed. The study found that teachers did not use English properly to give classroom instructions, teachers were not sensitive to note and correct student’s English language mistakes. The study concluded that students’ poor performance due to poor mastery of English language was due to teachers’ inability to note and correct student’s language mistakes, therefore the study recommended the government to ensure communication skills course offered in colleges and universities serve the need to equip teachers with English language skills.

PROPOSED ROBOTIC-BASED MODEL FOR SLOW LEARNER’S LEARNING

Learning is important for the development of children with special needs. Slow learners, which are included in the special-needs category suffer from extreme timidity thus making them unable to actively involved in learning sessions. It is important for them to actively involve in the learning activities as it affects their academic achievement. This study involves two phases of activities which are; Phase 1, identification specification through literature review and expert interview, and Phase 2, model development. From the specification identification phase, suitable elements and components are identified, gathered, analysed and organised to prepare a comprehensive model. Therefore, a robotic-based model for slow learners’ learning is proposed. The model consists of the elements and the components that emphasize interactive student-centred learning. The model is derived from Care-Receiving Robot, Social Development Theory and Triple-D Model which consists of the teacher (More Knowledgable Other), the student, the robot (Care-Receiving Robot), learning by teaching to invoke student-centred learning, and evaluation (Triple-D Model).

Out-group prosocial giving during childhood: The role of in-group preference and out-group attitudes in a divided society

Amid protracted conflict, children are raised in divided contexts that shape the development of their intergroup attitudes and behaviors. Social identity development theory (SIDT) suggests that in-group preference may contribute to more negative out-group attitudes and behaviors in middle childhood. In such contexts, in-group favoritism may shape resource distribution, a key indicator of prosocial behavior. This study examined the predictors of resource distribution among 387 children (age: M = 9.59, SD = 2.34) of majority (Jewish) and minority (Arab-Muslim) groups in Israel. Rooted in SIDT, a multiple-group chain mediation found that the effect of age on out-group prosocial giving was serially mediated by the child’s in-group symbol preference and negative out-group attitudes. The mediation held across both majority and minority groups, highlighting the underlying developmental process of prosocial giving across group lines in a divided society.

Correlation between Class Size and Pupils’ Acquisition of Early Mathematics Competencies: A Case of Kericho County, Kenya

Mathematics is one of the core subjects in the Basic Education Curriculum in Kenya. It means that all pupils are required to have a strong grounding in the subject which depends on the level of their early mathematics competencies. The purpose of the study was therefore to establish the level of pupils’ acquisition of early mathematics competencies. The study was also to determine how class size was related to pupils’ acquisition of early mathematics competencies. The study was guided by Social Development Theory by Lev Vygotsky. The study adopted a correlation research design and a mixed research method approach. The dependent variable was pupils’ acquisition of early mathematics competencies while the independent variable was class size. The results from data analysis revealed that majority of the pupils had acquired early mathematics competencies and there was a difference in pupils’ acquisition of early mathematics competencies between grade three pupils in public and those in private primary schools. The relationship between class size and pupils’ acquisition of early mathematics competencies was significant at p<0.05 level of significance. Keywords: Class Size; Pupils; Acquisition of Early Mathematics Competencies; Kericho County; Kenya DOI : 10.7176/JEP/11-21-23 Publication date :July 31st 2020

SOCIAL COMMUNICATIONS IN THE ASPECTS OF SUSTAINABLE DEVELOPMENT OF MODERN SOCIAL-ЕCONOMICS REALITY

The author emphasized that the transformational processes taking place in modern Ukrainian have covered all spheres of human life, penetrating into his consciousness, everyday life, beliefs, violating moral principles, ideals, interests, needs and, finally, the whole system of values. The authors believe that although the term which in Latin transformatio translates as reconstruction, reform, means a fairly calm and peaceful process, in fact it is, as we all see today, quite sober, contradictory, sometimes with serious consequences both for a particular person and for as a whole. The twentieth century was extremely rich in transformations in all spheres of and in all fields. This was the period of the peak of the industrial and the birth of a new, post-industrial one.The profound of is a symbol, a sense of the modern era. In modern literature, this term is used to indicate changes in over the past two hundred years, bearing in mind transition from traditional to industrial. The term is not just a synonym for the terms change, modernization and others, but an independent sociological category of the theory of social development. This category describes the special state of society, which undergoes qualitative changes of social ties forms, types and ways of development. Transformation includes components of modernization, post modernization, traditional retreat. Such a combination of seemingly incompatible processes without the category of transformation of society would look eclectic, mechanistic, if the would be considered independently of globalization. Key words: social communication, transformation, social reality: sustainable development, infosociety, virtual, globalization, network.

Democracy and new ideas in Latin American social policy: the origins of conditional cash transfers in Brazil and Mexico

ABSTRACTConditional cash transfers (CCTs) have become the main instrument to combat poverty in Latin America, they have been exported around the globe and are one of the most popular social policies of the twenty-first century. CCTs deliver cash transfers to poor families with conditionalities like attendance to school and health appointments. This article aims to explain the creation of CCTs. The research applies arguments from theories of social policy development to explain the formulation of the first two CCTs introduced in Brazil at the sub-national level and in Mexico at the national level during the mid-1990s. Findings show that the original formulation of CCTs can be explained by the emergence of a new policy paradigm based on a conceptualisation of the nature of poverty as lack of human capital among poor population, enabled by critical junctures created by the transitions to democratic regimes.

STRATEGIES USED IN TEACHING MATHEMATICS: AN IMPLICATION OF GRADE THREE PUPILS’ ACQUISITION OF EARLY MATHEMATICS COMPETENCIES

Mathematics has been recognized globally as one of the important subjects as it is applicable in our everyday activities. It has been argued that mathematics is very important in life as it can be personally satisfying and empowering. Accordingly, it has been noted that the basics of life today are majorly mathematical and technological, hence when learners acquire the competency and adequacy, they significantly enhance their opportunities and options for shaping their future. It is therefore prudent that children attain mathematics competencies in their early years of education. Studies have shown that acquisition and retention of mathematics concepts and skills among children is low at various levels of their competencies. This necessitated a study which was conducted in Kipkelion sub-county in Kericho County with a target population of 4,140 spread in 81 public and 23 private primary schools. The purpose of the study was to find out the relationship between teachers’ use of teaching strategies to enhance teaching of mathematics and grade three pupils’ acquisition of early mathematics competencies. The study was guided by Social Development Theory by Lev Vgyotsky. The study adopted a correlation research design and mixed research method approach. Stratified random and simple random sampling techniques were used to select the sample for the study. Data was collected using questionnaires, observation schedules and pupils’ mathematics competency checklists. The data was analyzed quantitatively and qualitatively using tables and texts. Results revealed that there was a significant relationship between use of teaching strategies and pupils’ acquisition of early mathematics competencies. Article visualizations:

BASIC DIRECTIONS OF EXPERIENCE ECONOMY MARKETING DEVELOPMENT IN CONDITIONS OF SUSTAINABLE DEVELOPMENT

BASIC DIRECTIONS OF EXPERIENCE ECONOMY MARKETING DEVELOPMENT IN CONDITIONS OF SUSTAINABLE DEVELOPMENT

Farmers’ Suicides and the Agrarian Crisis in Punjab: Some Sociological Observations

Farmers’ suicides have been a serious issue over the last three decades in Punjab and also in other states. Much debate has concentrated on the economic factors, especially debt. This article makes sociological observations of Durkheim in the context of Punjab’s society and culture that may help us see the other side of the problem. It argues that debt per se is not the cause of suicide always but that of the agrarian crisis, following the liberal theory of economic and social development. The culture of consumerism is like fuel to the fire.

Междисциплинарный метод в экономической теории: исторический опыт и перспективы

The review presents a discussion at the session of the Scientific Council of Moscow State University on the development of modern economic theory and Russian model of social and economic development. The session, held on November 28, 2019 at the Faculty of Economics in Lomonosov Moscow State University, was dedicated to two dates - the 215th anniversary of the Department of Political Economy and the 115th anniversary of N. A. Tsagolov. The topic of scientific discussion: “Interdisciplinary approach - the key to solving theoretical and practical problems of modern time”. During the discussion, issues related to interdisciplinary method in economic theory, University traditions and modern experience of interdisciplinary method in economic science were discussed. Speakers also concentrated on the problems of national political economy development, inseparably connected with the history of the Department of Political Economy at the Faculty of Economics in Moscow University. Special attention was paid to the period of the development of the Department under the leadership of N. A. Tsagolov and formation of the scientific school connected with his name. The discussion focused on the interdisciplinary approach developed by “Tsagolov School”, the possibility of its development under the conditions of a new scientific and technological revolution, and its role in the effective study of economy and society in the twenty-first century.

Legal thinking in the context of linear and cyclical politogenesis

On the basis of a refined definition of legal thinking, its features are determined in relation to socio-historical time and national culture. It is proposed to perceive this phenomenon as a specific mental process of modeling laws of law-making and law-realization activities carried out within the framework of national and international legal cultures and based on axiomatic factors characteristic of these cultures.
 The specificity of perception of political genesis within a linear and cyclical history is shown. The ratio of circular and spiral development cycles is considered, with emphasis on the wave theory of social development of E. Toffler.
 Based on the provisions of this theory, a hypothesis of pluralistic multicultural legal thinking is constructed, which presupposes an equal, free dialogue between representatives of various social systems that coexist in modern times, but are in dichronic sociohistorical times. Being capable of moving from one social system to another, carriers of various types of legal thinking, thereby demonstrating their ability to travel not only in space, but also in socio-historical time, adaptation to which occurs in relative independence from the will of states, as well as from national traditions.
 Analyzed structural and substantive features of legal thinking in the context of changing socio-historical cycles (waves).
 It is noted that linear and cyclical legal thinking cannot exist in isolation from each other. However, representing different perspectives of the perception of legal reality, the models in question act as parallel planes, each of which sets its own parameters of perception, measurement, and evaluation of the state and law.
 The modern world, having ceased to be bipolar, is becoming multicultural. At the same time, the recognition of a person, his rights and freedoms as a universal global legal value means that any person, regardless of his social and legal status, is a valuable legal phenomenon a subject of law.

Curricular change and delivery promotes teacher development and engagement

ABSTRACT Participation in curricular change and teacher professional development can be challenging for honorary clinical teachers, who juggle teaching alongside busy clinical practice. Following redevelopment of our traditional lecture programme, we conducted qualitative research, based on Vygotsky’s Social Development Theory, to explore honorary clinical teachers’ experience of transitioning to an active, student-centred approach. Semi-structured interviews focused on participants’ experience redeveloping preparatory material and face-to-face teaching, effectiveness of support, benefits and challenges of the new approach, and recommendations for further improvements. Interviews were recorded, transcribed, and analysed through thematic analysis. The emerging themes were: mentoring leading to change and confirmation of teacher beliefs; mentoring leading to change and confirmation of teacher practices; collaboration enabling teacher development; learning through interacting with students; impact of professional context; ongoing teacher development; tools enabling learning and development; and challenges. Implementation of an active approach to learning increased teachers’ enthusiasm for, and engagement in, teaching. There was an eagerness to further improve teaching and apply the approach to other settings. It was noted that despite challenges, teaching innovations grounded in educational theory and practice can be successfully introduced with honorary teachers. This can be enabled through a systematic approach providing appropriate staff development and support, and collaboration with colleagues.

Symbols and labels: Children's awareness of social categories in a divided society.

How and when children develop an understanding of group boundaries have implications for conflict resolution. When social divisions are not perceptually distinct, symbols become particularly important. Framed by the Social Identity Development Theory, this study was designed to assess children's categorization of symbols with conflict-related group labels. In Northern Ireland, 218 children (M = 8.14, SD = 1.83, range 5-11 years old) participated in a novel task designed for this study. The sample was evenly split by child gender and community background. Children sorted symbols above chance with both the hypothesized national (i.e., British/Irish) and ethno-political (i.e., Protestant/Catholic) labels, showing a stronger association for the former. Sorting was also stronger for ingroup symbols, compared to outgroup symbols, and increased with age. These findings reflect the potential role that a divided social world has on the development of children's understanding of conflict-related groups. The results also have implications for intergroup relations among children in divided societies.

Developing Professional Identity and Ethos through Research and Practice in Initial Teacher Education: The USW ITE Partnership Approach

Reform of the education sector in Wales has given university-school partnerships of Initial Teacher Education (ITE) in Wales much to grapple with conceptually and practically, in order to design new programmes of ITE that can attract national-level accreditation in line with the recommendations made by Professor John Furlong in 2015. These reforms have required a system-wide rethink of ITE, based on a philosophy for new provision. This article outlines an approach to ITE inspired by the work of Lee Shulman (2005) who argued that teacher education should prioritise the acquisition of three habits, corresponding to the 'what' the 'so what' and finally the 'who' of teaching, namely an understanding of one's professional identity, ethos and character. We describe a pedagogical model for embedding these principles in ITE, based on the work of Parker, Patton and O'Sullivan (2016). Finally, we consider the implications for mentors and lecturers, noting in particular the need to see all members of the ITE partnership as learners, both to ensure effective role models for beginning teachers, and also to remain faithful to the principle laid down in social development theory (Vygotsky, 1978) that learning is interactive and symbiotic.

Rola dziecka w interakcji ze środowiskiem społecznym w ujęciu treści dokumentów programowych wychowania przedszkolnego w Polsce w latach 1962–2018

The Role of the Child in Interaction with the Social Environment in Terms of the Content of the Cores Curriculum for Preschool Education in Poland in the Years 1962–2018 The subject of the article is a voice in the discussion on the construction of the goals of preschool education in subsequent years of educational reforms in Poland. The topics discussed focus on the dilemma of curricular centralization in Polish education, which creates a context of prescriptive control in the teacher’s work. The verifiably of the learning outcomes expected by the education authorities reveals its weaknesses in the assumptions concerning the child’s social upbringing. The aim of the research presented in the article is to analyze the meanings assigned to the social role of a preschool child in the context of the assumptions of preschool education curricular in the years 1962–2018. The subject of the research are the content of documents concerning the assumed goals of the child’s social education contained in the preschool education programs of 1962, 1973 and 1992 and the core curriculum of preschool education in 1999, 2008 and 2018. It was applied the qualitative approach of searching secondary sources using of computer-aided analysis in the program MaxQda. The content analysis allowed for the emergence of three types of discourses of the child’s social role. The theoretical basis for the interpretation of the results were the theories of social development by H. Garner and R. H. Schafer, through which proved inadequacy in constructing the goals of social education of a preschool child.

On A Regularity Of The Intellectual Evolution Of Mankind

The article explores yet another view of the history of mankind, and examines global problems related to historical processes, which are still far from receiving an unequivocal explanation. As an alternative to Marxism and other theories of social development that shed light on key historical events and global processes, I propose an account based on the hypothesis of the age periodization of the intellectual evolution of mankind. The main provisions of the hypothesis are set out in the content of the article. The methodological basis of the hypothesis is a comparative analysis of ontogenesis and phylogenesis. In other words, on the basis of known laws of intellectual development in ontogeny, I examine historical processes occurring in phylogeny, paying special attention to the substantiation of the main provisions of the hypothesis of the age periodization of the intellectual evolution of mankind.

The relationship between social welfare policy and multidimensional well-being: An analysis using the South African Child Support Grant

Socio-historical context and ideology are often overlooked in analyses of how social welfare policy is used to promote well-being. This paper uses the South African Child Support Grant (CSG) to illuminate how a policy may enhance or hinder well-being, not only for individuals but also for a society. Forged through a combination of the inherited apartheid state's architecture, the redistributive ideology of the ruling African National Congress, social development theory and the constraints of economic globalisation, the CSG has produced paradoxically positive material well-being outcomes for many poor South Africans and possibly reproduced problematic subjective and relational forms of well-being nationally. Analysing how the grant, as a social policy, is historically and ideologically situated illuminates some of the constraints imposed upon a twenty-first century democratic developmental state as it tries to find its way in a global market, redistribute wealth, satisfy different constituencies and promote individual and collective well-being. Grants are a necessary but insufficient strategy for a twenty-first century democratic developmental state like South Africa.

Factors of Technological Modernization in Russia and Typical Mistakes of Institutional Reforms

The paradox of innovative insensitivity (insensitivity) of the Russian manufacturing sector is considered in the article. It consists in the implementation by the authorities of various and large-scale initiatives to accelerate the technological modernization of the Russian economy with extremely low returns from them. To illustrate this paradox, we consider a retrospective of institutional reforms in science, higher education, and the manufacturing sector. For a deeper understanding of failures in the field of acceleration of technological progress, the reform theory and the general theory of social development are combined, which allows us to obtain an adequate analytical apparatus. A typology of mistakes made during the reform of the Russian economy modernization has been developed. This typology includes six types of mistakes: the direction of the reforms (wrong priorities of reform); the instruments of reform (inadequate methods of control); the scale of the reform (too large or too small a program of changes); speed of reform (excessively fast or extremely delayed reform); inconsistency of the reform (radical change of the reform vector); inconsistency of reforms (lack of consistency of reforms in complementary areas: technology, institutions, culture and welfare). All these types of mistakes are illustrated by two real examples, mainly from the field of science and higher education. The possibility of applying typology in the practice of designing and implementing reforms is considered.