Encounters on the Field: Observations of the Football-3-Halves Festival at the Euro Cup 2016

This article seeks to contribute to debate about sport for social development. The purpose is to analyze the Football3 methodology and the de-structuring of delegations at a festival of Streetfootballworld during the Euro 2016 in France. Different to other scenarios where girls and boys participate separately and where delegations take part as national squads, this festival introduced a random system. Ethnographic work inspired by the sociology of Erving Goffman focused on encounters and interactions to observe how participants behaved in defining the rules with unknown colleagues, implementing and evaluating them. The attention paid to these frames reflected different reactions. Whilst a general attitude of cooperation was perceived, different meanings of girls’ participation and competitive aspects were identified. We argue that the recognition of perceptions of recipients may allow more inclusive schemes for festivals and programs.

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Pengelolaan Pembelajaran Dalam Proses Pengembangan Sosial Emosional Standar Pendidikan Anak Usia Dini

Coopetition : Jurnal Ilmiah Manajemen ◽

10.32670/coopetition.v12i1.215 ◽

2021 ◽

Vol 12 (1) ◽

pp. 45-54

Author(s):

Siti Rosmayati ◽

Arman Maulana ◽

Sofyan Sauri ◽

Ujang Cepi Barlian

Keyword(s):

Data Analysis ◽

Social Development ◽

Emotional Development ◽

Field Observations ◽

Social Emotional Development ◽

Social Emotional ◽

Descriptive Data ◽

Learning Management

In connection with descriptive data analysis, this research will describe from the results of documentation and field observations from the analysis of learning management in the process of social emotional development of PAUD Az-Zahra Islamic Preschool Cicalengka, Bandung Regency The results of the analysis documentation carried out by researchers on the management of learning in the process of social emotional development aged 4-5 years of 17 children at PAUD Az-Zahra Islamic Preschool Cicalengka, Bandung Regency. There are several indicators in learning management 1) Planning 2) Implementation of learning, namely activities before entering class, preliminary activities, core activities, eating and resting activities, closing activities 3) Evaluation, namely Assessment, Reporting and follow-up. So it can be concluded that the management of learning in the process of social emotional development of PAUD Az-Zahra Islamic Preschool Cicalengka Bandung Regency has been done by the teacher well according to the indicator although there are still two indicators that have not been implemented, the success of the teacher can be seen from the level of achievement of emotional social development a good boy.

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Interrelationships of factors of social development are more complex than Life History Theory predicts

Behavioral and Brain Sciences ◽

10.1017/s0140525x19000177 ◽

2019 ◽

Vol 42 ◽

Author(s):

Boris Kotchoubey

Keyword(s):

Life History ◽

Social Development ◽

Life History Theory ◽

Strong Correlations ◽

Behavioral Features

Abstract Life History Theory (LHT) predicts a monotonous relationship between affluence and the rate of innovations and strong correlations within a cluster of behavioral features. Although both predictions can be true in specific cases, they are incorrect in general. Therefore, the author's explanations may be right, but they do not prove LHT and cannot be generalized to other apparently similar processes.

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What Does It Mean to Be Social? Defining the Social Landscape for Children With Childhood Apraxia of Speech

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-19-00116 ◽

2020 ◽

Vol 5 (4) ◽

pp. 843-852 ◽

Cited By ~ 1

Author(s):

Nancy Tarshis ◽

Michelle Garcia Winner ◽

Pamela Crooke

Keyword(s):

Social Development ◽

Social Goals ◽

Apraxia Of Speech ◽

Childhood Apraxia Of Speech ◽

Social Competencies ◽

The Social ◽

Social Landscape ◽

Communication Challenges ◽

Primary Focus ◽

Speech Motor

Purpose What does it mean to be social? In addition, how is that different from behaving socially appropriately? The purpose of this clinical focus article is to tackle these two questions along with taking a deeper look into how communication challenges in childhood apraxia of speech impact social competencies for young children. Through the lens of early social development and social competency, this clinical focus article will explore how speech motor challenges can impact social development and what happens when young learners miss early opportunities to grow socially. While not the primary focus, the clinical focus article will touch upon lingering issues for individuals diagnosed with childhood apraxia of speech as they enter the school-aged years. Conclusion Finally, it will address some foundational aspects of intervention and offer ideas and suggestions for structuring therapy to address both speech and social goals.

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What Do We Want Them To Be When They Grow Up?

Perspectives on Hearing and Hearing Disorders in Childhood ◽

10.1044/hhdc20.1.27 ◽

2010 ◽

Vol 20 (1) ◽

pp. 27-31

Author(s):

Lyn Robertson

Keyword(s):

Hearing Loss ◽

Social Development ◽

Young Women ◽

Hearing Aids ◽

Test Scores ◽

Spoken Language ◽

Language Therapy ◽

Profound Hearing Loss ◽

Children With Hearing Loss ◽

Learning To Listen

Abstract Learning to listen and speak are well-established preludes for reading, writing, and succeeding in mainstream educational settings. Intangibles beyond the ubiquitous test scores that typically serve as markers for progress in children with hearing loss are embedded in descriptions of the educational and social development of four young women. All were diagnosed with severe-to-profound or profound hearing loss as toddlers, and all were fitted with hearing aids and given listening and spoken language therapy. Compiling stories across the life span provides insights into what we can be doing in the lives of young children with hearing loss.

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