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("&%", 2009:383).
&& / "- + ""- " "- &" $) <&- - " &# "#$. &% "#$ & #+ / + ! # '$ ""- '%& " -/ % " %&& &&#$ - & #+ +
*#+ " / #G"! "#!, "% "
%&+ '!), % '- $
%. &&+, '+ &#"$ ## (Parsons, 1971) ""- "#$, &- "#$ <* #")$, - #% / % " #", "$ %& # & *+- , -/ /'%&* )$ "+" + ! " ! "+"- . Q $ -", ""%* &D "% " )"- #) "- &D
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""- ", +, "! " "&+ " #"
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)" $ , + " #" ", )!
"%&+ " %"#". (Palmer, 2006) - " <&*
- 2006 " Sue Palmer, %# ""- "- '$
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) $- &&% &$ #+"% )-, /"% " /"% " "&+"% #% $ $ "$ $ % + &"+ " "+. - "% <<+, $ "&+" " " #+
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"- &" + ) +, %&& ! $ " %.
39
$ ! "- &" " !
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) + ) # #" / $+
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+ ! # &D "- &" & /"$ "% $ <! - <! & %, " " # "" "- &". @ ""- "- &" + "- -&%) " ! "+"% ! + "! "+! &&% " )& & +
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$& ! + ! " '% %, "#%' )&"- #"%&D " -.
@ ""- ", +, " %&&& " '- % # +
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" & " #" " (Morrow, 2009:295).
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2002:26). $) + $ $" + ! )! " "'$, &# &$#/ " % ", + '
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7, "+ '%& " + !, ""-
", $+. @ + #"- -& #+ "+"! <&%+ + #$+ - & #+ ) &- # / ""! +"! " #" $" + ! ' "'$, $&#" " "
" '$ "#' " #"&" ,
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40
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# -" / '+)
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7 " %# %* $ """ " # + !, " " "+ < '""- &D "! " /'%& " " #- '-
( #", 2011).
'$ + - + ""! " + + ! # #, < $+ "% # &
" + + !, ' "& #""$ " ""% ( ..).
%&&&, + $ + ""! "%+ " <% + "! <+ (De Hoyos & Medvedev, 2009:20) %* " -" .
$ <&- " " & !
" ' "% )& )!.
! &""% % $) < " # "- " +"- # " %/ (Georgieff, 2007). @ &, %, + + " < . O , ## % + )& + "+"!
+%+ ! *, %# $' " +%; '+
) Eurostat - 2010 21,6% + '+)! ""! /!
%, ) ""- # '- &<% "% $ "$, " &, D% - &)"% "- / (Eurostat, 2011), !,
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) 2011) 42,7% '+) & "&- '-.
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%#) " " $ -" #-
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1985:504-505), ! " ' $ "- "%&D
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"+ +* ""$ "& (Madianos et al., 2011:949), ! '+ %&& $- $ 50% )"* D)&#"- " "- "% "%+ $+ " & ) )$ $ )
(Metron Analysis, 2011). $ -" D)&#"- % "#$
#- ', $&3 - " " < %
&% + #$+ (Finkelhor, et. al, 1990), $& "& D)+"$ <&%< % " "$ '$, + )&"- ' "-, "&! < - " #" "' (Lichter, et. al, 2002:113).
)"" % " )&" "'< '$ $)
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3
'+ "% ) #& , ! 2011 "##& <! "! "" ! $ 2010, "% $) / ! ' $&-#"%&D !. (<&. #& : &# $# # $ 2011, http://www.hamogelo.gr).
41
(""$<, 2011:4).
-" $ ) ' "% <
" ""% +* % ", &&% $ $ $ ' " #"$ - '%& (Catalano, 1991) " "+" <%&& ( #",
2011).
%&&&, % - ! )+! + &&% $ - *
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2010, #"&" /-" %+ 40%, ! 2011 " 2012 !"
$+ / (&&"- , 2012). , )&" "'< $) / "% 74% / + ! 2002 " 2010 (""$<, ".. 2011:2). ), $) + " / #"&" &"+, ) "+ % "#! )& + ""! +%+ " !, ! & ! "%+ % % & " " &" (@ -, 2011).
""$ " " '$ #%' " ) "$ )$ '% "+"$ $. ), !, $) <, ! " "+ )$+ # $ %
& $) " " &, ! %&& ! +
#, "%&&, , D)&# + ! - " && +
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&$&$ '%$
(!)**
Archard, D. (2004). Children: Rights and Childhood (2nd ed.). New York: Routledge.
Aris, P. (1962). Centuries of Childhood: A Social History of Family Life. New York: Alfred
A. Knopf.
Bongaarts, J. & Sobotka, T. (2011). Demographic explanation for the recent rise in European
fertility: Analysis based on the tempo and parity-adjusted total fertility, Vienna Institute of
Demography. European Demographic Research Papers.
Catalano, R., (1991). The Health Effects of Economic Insecurity. American Journal of Public
Health, 81, 9, 1148-1152.
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Cunningham, H. (1995). Children and Childhood in Western Society Since 1500. London and
New York: Longman.
De Hoyos, R. & Medvedev, D., (2009). Poverty Effects of Higher Food Prices, The World
Bank Policy Research, Working Paper 4887.
Eade, L. (2003). Legal Incapacity, Autonomy and Childrens Rights. Newcastle Law Review,
5, 2, 157-168.
Eurostat (2011). Inability to afford a meal with meat, chicken, fish (or vegetarian equivalent)
every second day (Source: SILC) http://epp.eurostat.ec.europa.eu
Finkelhor, D., Hotaling, G., Lewis, I.A., & Smith, C. (1990). Sexual abuse in a national survey of adult men and women: Prevalence, characteristics, and risk factors. Child Abuse &
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Georgieff, M.K. (2007). Nutrition and the developing brain: nutrient priorities and measurement. American Journal of Clinical Nutrition, 85, 2, 614S-620S.
Giddens, A. (1979). The Central Problems of Social Theory. London: Macmillan.
Giddens, A. (1984). The Constitution of Society. Berkeley and Los Angeles: University of
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what we can do about it. London: Orion.
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Room, Gr. et al. (1992). Second Annual Report of the European Community Observatory of
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development. The Lancet, 378, 9799, 1325-1338.
!!!)**
"&%", . (2009). ! "
. -: *-.
&&"- (2012). "% ) #"&" # $ 2008, 2009,
2010, 2011, 2012
http://www.astynomia.gr/index.php?option=ozo_content&perform=view&id=18342&Ite
mid=52&lang=&lang=
@ - (2013, 7 ). )"- + + #-+ http://news.
kathimerini.gr/4dcgi/_w_articles_ell_1_07/03/2013_513482
@ - (2011, 17 "<). # / "%+ &"
http://news.kathimerini.gr/4dcgi/_w_articles_ell_4_17/12/2011_466445
""$<, ., ".. (2011). 7'< " <. % "! )!: 7'<, '$
& Q#. " " )"- Q#-. -.
Metron Analysis, (12/2011).
" & )&# "- %,
http://www.metronanalysis.gr
#", =. (2011). O ! + ""! "+ % " "!% . "&%", . & ="<&, . (.).
. -: " b<%.
44
$
$ $$ $
b
Q b]@-
Q
+&#, " $ +"! ! " - !
*)
@ *- # "- &" + "+"- "# " + /)+ , + ! ", $/+ "#" <%&&, %/
+"! ##+ # *- , & # &&#$ - "
&# "#$, &&&% $ %# # %,
"$) "- $ "+&#"- %& " $ &% &&% " " "% & ".
)"%, "- %&, &#), " +&# )&-"
&D "- &" "- <)"- "+, &
'$ + #!/!, -" <+ + ! '"%
"+"% & " ) - <&$ &-D #""$ "$ " %#.
$), "- &" ) & D)& # & #+ + + %/ "
<&#"- + + ! " "+& # & + *-+ " ""! "+&#"! +-+ " $' #" "
<&$ "- &" + " ) #) "+. ',
<%& *- )"% "+"- ""- "- &", "! + !, ! "- &" "! " "+"%
<&- $ -, )! ""- "- &" " ! $ $ "+&# "- &" ( "!, 1993, Quotrup, 1994, Brannen, OBrien (eds), 1996, Dandurand et al. (eds), 1996).
%+, " " -, + *, "- &" "
"+" & '! $, " %) "% ! '" #)$ % + -&"+ (Lemieux, 1996:
219).
O , "$ "- ) "- &", "
$ #) "+"- #" , +
'+ # "$ " $ <&$ -&
& "#"- "& )"%.
$. +*!- /0 !01 * +230 (+1/ (17 18 ( )
@ " )$ )$ / #$- " #" , #G"% - % -<)"$ +G"$ "+, $) &$ " "&+ +"! ##+ " &+
&&% " '+! & "+"- "- $.
+ <)"--"- "+, "#$ &
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# " %&& -&" "#"-
% - ), ! ) * '& "
% #$ -+ -+, & <" ) "- *+-
45
&&% " "+" + -&"+ &! (Aris, 1971, %-&%,
1999, , 2005).
/%&&, )$ " - %#
)$ / : ) % %+ #", <) -&" %+
" #) # %+ !. " , $&#) " -&" $& - %&# $ ' < % + "+"- ' '$ $ '% + !. " , + '$ =%&& " Philippe Aris (1971: 30-53) "- "+
& "- . && ' "- #'
"- &" '$ / "& )%+ '% %, % " $"' + %+ + #$+ %
.
'+ "- $## Aris (1971) 17
! - # "#$ )* <%&&. " "%
&D, % &% + &! '+$ $
&"+- &&% $) "- " #"%, + "
%&& ", "& "- &" /)+-
*+-. & "#$ /"& + " )$ / +
$& )"- - + "#"! )$+ (Aris , 1971: 191-216).
)+! %& Aris (1971) * " "+" & #$ ' "# $ " '$
"# )$ "#$% % )&" .
/&/
$ $ & $ '$ " ! )$ " % $& "#$ <%&& '"% $ .
Z+ '$, & -) )&, % $'# & "&", 5-6 - 7 ) + "#$% " <% <& -#
%&& "#$ # , # "- #"$ #"$ #!, #
% $), " , "&. % %" <+
"- &", ' * # . H % )&" ,
" " )- #+#'"% " "#$% '$
"% "% # (Aris, 1971: 259).
&! de Singly (1996) & <&- + $ "
#
, ! #) + '! $ $ # "- &" ('- # % -), $ #
+ " -, " ! )$ + &"+ * )- , " +"* %&&.
$$. &30 (9** 0 ()(+0

" )"%, )- " + #"! "- &" '%
% + !+ "+"! +%+, 19 " "+ 20 !,
" *" " # )+"- # & %, /%
"+"- $.
") &-D # "- &" <%&&, !
%&&& '! "- )&. @ %/
""- " & & , $"' ' + #$+ #
% , <%&, + * )"%, "+"- #+#- #
'% D' ! ! & "#$ /"& "
)$ / + $& )"- - + "#"! )$+
(Querioz de Jean-Manuel, 2000).
&&#$ $ $) +" , &- "- -/
& , '% + +"! !-"!, ", "+""" , """, % - " #&"- &#" , + " ( , 2009: 19-22). &&+46
, '+ Skott (2006: 218) +" + "#) + <"! " "+ "+"! !.
@ ") )&" "'& <%&& <)"- "+,
' &"&+"% " " "#"$ ""$ ' % )+$ $D '+ "% )&" &
# &&! $ " $ + #)+ "+!
" - " )- "<)%.
# /1 2*!9
'+ "- %&, - '! "
)"% <&% " <&$ !- !
)- # &$ # , )&"- "
#"% . " , "# &D # "#$ "
<%& "- "%# "&+ -+ -) "% *-, $ << "&% " + + #%
%&& " ) )$ '& " &" + &! "#$ (de Singly, 1996: 30-40).
'% &&"- "#$ $ " "&
""$. #+* "% % #- &&% " )- # " " %&& &"$ )$ ( , 1994: 78,
Charalambis, Maratou-Alipranti, al. (eds), 2004). '+ /%&& "$ &,
19 ! #" $ &&" "% )&" " # & #-# " %/ )&" - &+ + <+
+"-, ! ) " )&"!
"+ ("&%, 1977: 386). " , #""% $ 1890, "
&&% ! ""& $ ", ) 27 $ %
1.000 "" ( D& #""% %&& "-+G"$
)! : &. ) =&& 26%, J$&# 25%
" @ 11%. @ % " +"- <%& & #-# %/ + + "+"! +%+ & ("&%, 1977:
570-571).
'+ Durkheim, (1892), #) "#$ "!
+ " )$ " ) %#, )$ )"* #& " , / %#" #%+ +" )! &&% "
#& "$+ " $&. % -, ris (1971) * +
$ +
$
.
$$$. /0 !01 09 *:3+ (+1/ (;3+ ;* < 20< )
)+! ! 20 !, )- <)"- %/, '$ "$
<&$ "" " "+" &. "" " &" -# % / +- ) &. "#"- *+- $) "% "--*#"- "#$ "$
<&$ -, &# " "#"$ )$ ( %&%, 2010, %-&%, "&%, 2011, %-&%, 2012).
- "%) )- "#$ &+" & " '- + *#"!/ #G"! &+. '+ &#"- + Talcott Parsons, "+& # " 50, $ "
)" & " # <+ + &! "#$ "
$ # '- + ! " " "'" &. %&&&, & "#$ "+" + ! "%
"!. '+ ##'$ $ "#$,
"+ " +" + ! "
" + &"+ ( %-&%, 1999, , 2005).
47
@ "- + )$+ / + &! "#$ "- " " + &#! , ' $
"#$ " '! $ & "- &", ! "% $' "% "! " &#$ + + # #%+
+" < <%& $ &#"- ""- "- &"
(Kertwer and Barbagli, 2003, , 2005).
$ + + + '-+, "- &" $) <"% )""%: ) " )! " ) + '" , + %&& 2)
+ $) ' " 3) ! " + "
%&+ %' "+" " ( , 2005: 37-39).
& $ &D # "- &" *, # "
+ #+# '& $D % $, ! &&+ )"- ! < " )- <%&&. Q%) &- + #$+ " & & * " & &$
"+" + ! ( "!, 1993, Quotrup, et al. (eds), 1995).
%+, + )"$ &$, % "% <- # " %& " )- + #"! "- &" /! -&" " % & # " "+
% "! " )- '% ' ( "!, 1993: 45-48).
IV. *:3+ 0;( (20 )

% 1980 )- "<)% " "% + "&+"! +
% # -, " #+! % # " &"! #! <%& "+"- + " "% .
$& "#$ &- , " '/*# #%*
" +"% '! "#" &- &
"#"- *+-, & ") $& ( %-&%, 1999, Cichelli,
2003, Hakim, 2003, , 2005).
O , *- "- &"&-+ $ )$, $
& & &#-, "$ # "#$ " + +
#-+ " "#$ " <+ &$ " <$< " . %&& %, #- / #! " ! " /"&
%) " - <* " %& $ "#"- #" , / "
' (Allisson and Prout, 1996).
+" "% " 90, &-D " +- # "- &" " % %* '"$ ##: ) ! * + /& %+ (human becoming), "+"% ) "+ + &"+. @ "- &" " &
+ $ % " $ " ## (becoming) -&" (James and
Prout, 1990).
J) @ $## "! ! o + ! / (human being).
+ )", " "+" "
&&% # % % "- "+"- *+- " +
!+ #+ . # " & + %+, + "+"- "%, + $ & #"!, #!, "+%+ - '! %&& & # + $
"+"% ! " (James et al, 1998:207, Solberg, 1996).
#" /%&& )+"- " &&% " )- /
)"- %" % )&, ) "% "" & )& " + )! / + /"$+ "+"! !, ! ! #G" ) . " % + % "
) $<& # & , " &, " ) " %&#, /% -&" "
48
- %&+ " %#" ! /"& *
$ "#$ " % %) " & (Brannen and
OBrien, 1996).
" , " 80 "# '* ""$ " )+* &&$ -"#. (+)% %, #"&&$
%, ""$ %, )$ %, /&"% ""$ "&, !
) "# "" $ )* # &$ " '&-.
%+, #) "+ )& " #" , &% $& "#"- %, &&% " %/ #+
! "#"- *+- " /% )- , /"&
, & , ""-. &&% "" '- "
"'%* %' " ""$ &&% "+ + #$+
# *- )"% " + ! " " "& '+- " +- "-. @ % - $ " # "+"- $&/ " "+"- ) " #- % $ "& , % *+- - $ ("&%, 1988, $#& 1995, Benoit-Guilbot, %-&%, b. ".%.,
1998).
V. (()(+0 0;(: /1 1( (<

!!9 0 (@0(<;
@ +"- "#$ (21 !) )"* " "+" +, ! " <&$ ' $+ "+ " &+ -, "% $+ '! <+ " /" + )$+.
/-: ) /$ + ! % #$, <) "%
&#"- , #) %+ &D $
<+ ) "$+ " ) " ) "% $+ )+
"#$ '& - '& <+ (Lmieux, 1996: 224-26).
'% "- &", "$ ## "% & ", % ) %+ "#" $& % " &&% " /"$ $## , " , , "" & # + #$+ (Lmieux, 1996).
) '% # "
&&% " #G" " <&"$. $ $
/ &&% " #) + & $ '%+.
A" , "% &D # <&%, &D #
)- "- &" " ") $& "! &$ &"% #%, )- "&+"! #! %, &! )% %&& )$ $) )$ "- % "
+" ## $) "$ ! D)"+"-
%/. Z+, - $) %#" &"% #% &&% #- " < +" , $ + )!, )% .
+ , <&$ #%+ "#"- *+- " &$ #& ' + "! <+ & &&"- "
"- #" & "+"- + ! (Lmieux,
1996). = ' & $ ' / # '%* $ .
1 (!<
+ & " # &D "- &"
" $ )"%, <" %# <%& "%&49
D "- &" " $ !- - 18 ! : 1) %" +" )!, 2) )- $"' '
"#"$ )$ / #$+ " ! " 3) $'
" + ! $- . %+, " & "
$ "% <&!, % " #G" $&#), ! "
) #+#- ), $&#) ! + #"!
/! & -&".
% 1960 )- "<)% &&$ &&#$ "#$, -, -, -"#"$ )$ $
#" <&$ + %+ " ""! '% +"- *+" ' $ "#$. @ $' "% "! " &#$ + + # #%+ +" < # % <%& $ &#"- ""- "- &".
%&&&, "& "+" " & + ! " $) $& # .
+"- "+ (21 !) "% " $+ &+ *#"- %, "#"$ )$ .
&& "#"$ ""$ " +"$ )$, '!
$ "+"$ %#" ! "#$ # %* ) "
$ . " /"& & $ /, )$ #! " ! " #G" ', ! "& "+" $ " & "+"- + !.
&$&$ '%$
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&.
ABSTRACT
This paper deals with the perception of childhood and the changes that have occurred in childrens social position diachronically. The invention of childhood in the 17th century, has led
to its recognition as a special period of individual life. As a result, children assume a distinctive social position with special rights, separate from the adult world. With industrialization
and the institutionalization of education, parent-children relations were strengthened and perceptions of the child as a "king" prevailed. In the modern era however, changes in family
structure, as well as behaviors and practices and intra-family relationships are intensely reflected in the fragility of parents and childrens ties. Thus, while in postmodern societies the
child is still considered as a supreme value, parent-children relationships become differentiated and various social risks threaten childrens wellbeing.
51
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141-142, &. 9-10, 2002.
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Beck, Ul. (1997). Was ist Globalisierung? Irrtmer des Globalismus Antworten auf Globalisierung, Suhrkamp Verlag, Frankfurt.
Beck, Ul. (1998). [

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Bell, D. (1999). The cultural contradictions of capitalism, Harper Collins Publishers, Bell, D.
Bell, D. (1999). * +" . -: ]'$&.
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and Greek national funds through the Operational Program Education and Lifelong Learning of the National Strategic Reference Framework (NSRF) Research Funding Program:
THALIS -UOA- The Theatre as educational good and artistic expression in education and
society.
64
THINKING SOCIOLOGICALLY ABOUT CHILDREN

AND CHILDHOOD
JO MORAN ELLIS
Associate Professor, . Head of Department of Sociology, Surrey University
65
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CHILDREN AND SOCIETY:

BEYOND PROTECTION AND CONTROL
HEINZ SNKER
#- Wuppertal University, Germany
67
THE RESPONSIBILITY FOR FUTURE GENERATIONS

GYRGY SZLL
University of Osnabrck/Germany
INTRODUCTION

The future of humankind is at stakes due to the irresponsible management of our natural and human resources.
The Club of Rome signalled already in 1972 The Limits to Growth.
Enlightened scientists and citizens all over the world started to organize social and
political movements to save the planet.
The Green Parties, which in the meantime took power in many countries on different
levels, were one of the outcomes.
The Brundtland Report Our Common Future of the United Nations Commission on
the Environment and Development defined in 1987 Sustainable Development as:
"Development that meets the needs of the present without compromising the ability of
future generations to meet their own needs.
RIO CONFERENCE 1992 ETC.

As follow-up the first United Nations Conference on the Environment and Development was held in Rio de Janeiro in 1992 .
One of the many outcomes was the Agenda 21. It includes ecological and social sustainability.
Since then many other conferences followed, the latest one in Doha in 2012.
However, only due to the worldwide economic crises and the break-down of the Soviet system for some time the increase of pollution and depletion of resources was delayed.
The newly or later industrialized countries, first of all the BRICS, have the biggest increase in pollution and depletion. Nevertheless, they are still far behind the OECDcountries in per capita pollution and depletion.
The EU tries to be the leader in sustainability, but is still lagging far behind its targets.
THE MAIN CHALLENGES

The main problem is for sure climate change. The increasing CO2-exhaust will raise
global temperatures within the next couple of decades to an unsustainable level, with
rising sea levels, more storms, melting of the pole caps etc.
At the same time there will be scarcity of drinking water. Already today there are
about 2 billion people without proper drinking water.
Also droughts are increasing in many parts of the world.
The soil is more and more polluted and drained.
Waste is one of the biggest challenges. Before we overuse our natural resources, we
will be buried by our waste (especially plastic).
1.4 billion people still live in extreme poverty.
68

Every 4 seconds a child dies from preventable causes and over 900 million, particularly women and young people, suffer from chronic hunger.
Overfishing of the seas will lead to the situation that there will be no fish in the seas
after 2040.
Meanwhile the world population is set to rise to 9.5 billion by 2050 and the food system is at breaking-point.
At the same time half of our food is wasted (The Guardian 2013).
However the birth rates in Europe (1.60), and even in Greece (1.52 in 2009) are far
below the reproduction level.
Although life expectancy has increased in nearly all countries except the former Soviet Empire , HIV is still threatening dozens of million people and their whole societies.
Unregulated migration is one of the serious effects.
One of its negative side-effects is the resurgence of xenophobia, racism, nationalchauvinism, neo-fascism and fundamentalisms of all sorts.
And not to forget, the on-going global economic and financial crises, not at least in
Greece.
THEORIES

So, which theories may be helpful to understand and to overcome these challenges
and crises?!
First of all, we have to acknowledge that really existing capitalism is increasingly determining the production relations since more than 200 years world-wide.
In so far the theories and the methodology by Karl Marx are more valid than ever.
Future research has spread since the 1950s oscillating between science-fiction and
doomsday-forecasting.
The Austrian thinker Robert Jungk published since the 1950s scenarios about the
risks of nuclear energy and other technologies, which unfortunately have become true
(Tchernobyl, Three Mile Island, Fukushima ).
The German author Rolf Schwendter speaks already in 1982 of "tonality" of economic
cycles. In his eyes, we are presently living in the "electronic cycle, which will be replaced by the year 2087 by an "ecology and bionic cycle". Therefore the necessity to
integrate planning, prognosis and utopia. He sees himself in the tradition of Fourier,
Comte et al. However, it is unclear, if we have enough time for this turn.
Peter Hennicke, former president of the Wuppertal Institute, the leading environmental research centre in Europe, is arguing to combine sustainable production and
consumption, i.e. referring to the responsibility of each consumer. He sees only a
window of opportunity to change coursefor another seven years.
The Spaniard Manuel Castells sees the Network Society in the Making. But we cannot live from bits and bytes.
A theory of ecological modernization is appropriate to determine medium-range approaches (Simonis 1999).
But the most valuable approach as grand theory is together with the critique of the
political economy Phronesis, i.e. the search for a good society, as developed by Aristotle nearly 2,500 years ago.
METHODS

The most appropriate method to reach a sustainable democracy and society is via participative methods by all those concerned.
A form of democratic participation is the citizens dialogue in form of planning units,
to counsel administration (Dienel 1978).
69
One of these methods is the so-called future workshop, developed by Robert Jungk
and Norbert Mllert in the 1980s.
STRATEGIES

First steps for a sustainable economy and sustainable business have been conceived
since the 1990s under the notion of Corporate Social Responsibility, which includes
ecological responsibility as well, the well-known acronym is CSR (Szll 2006).
Although the notion stems originally from the US, it had much wider success in the
EU unfortunately so far much less in Greece.
On this notion builds the notion of Stakeholder Democracy. It is in contrast to the
prevailing Shareholder Dictatorship under the rule of neo-liberalism, where the market and only the market dominates, which leads to short-term thinking, speculation
and generalized irresponsibility.
UN MILLENNIUM DEVELOPMENT GOALS

GOAL 2: Achieve Universal Primary Education

TARGET 1. Ensure that, by 2015, children everywhere, boys and girls alike, will be
able to complete a full course of primary schooling.
Quick Facts
Enrolment in primary education in developing regions reached 89 per cent in 2008,
up from 83 per cent in 2000.
The current pace of progress is insufficient to meet the target by 2015.
About 69 million school-age children are not in school. Almost half of them (31 million) are in sub-Saharan Africa, and more than a quarter (18 million) are in Southern
Asia.
GOAL 4: Reduce Child Mortality
TARGET 1: Reduce by two thirds, between 1990 and 2015, the mortality rate of
children under five.
Quick Facts
The number of children in developing countries who died before they reached the age
of five dropped from 100 to 72 deaths per 1,000 live births between 1990 and 2008.
Almost nine million children still die each year before they reach their fifth birthday.
The highest rates of child mortality continue to be found in sub-Saharan Africa,
where, in 2008, one in seven children died before their fifth birthday.
Of the 67 countries defined as having high child mortality rates, only 10 are currently
on track to meet the MDG target.
GOAL 7: Ensure Environmental Sustainability
TARGETS
1. Integrate the principles of sustainable development into country policies and programmes and reverse the loss of environmental resources.
2. Reduce biodiversity loss, achieving, by 2010, a significant reduction in the rate of
loss.
3. Halve, by 2015, the proportion of the population without sustainable access to safe
drinking water and basic sanitation.
4. Achieve, by 2020, a significant improvement in the lives of at least 100 million
slum dwellers.
Quick Facts
70

Some 1.7 billion people have gained access to safe drinking water since 1990. Yet
884 million people worldwide still do not have access to safe drinking water and 2.6
billion people lack access to basic sanitation services, such as toilets or latrines.
The world has missed the 2010 target for biodiversity conservation. Based on current
trends, the loss of species will continue throughout this century.
Slum improvements are failing to keep pace with the growing number of urban poor.
The absolute number of slum dwellers keeps rising, with some 828million people living in slums today, even though the share of the urban population living in slums is
declining.
UNICEF

UNICEF is the United Nations childrens organisation. Its aims are defined as follows:
We believe that nurturing and caring for children are the cornerstones of human progress. UNICEF was created with this purpose in mind to work with others to overcome the obstacles that poverty, violence, disease and discrimination place in a
childs path. We believe that we can, together, advance the cause of humanity.
THE MAIN ACTORS

Certainly the state on his levels local, regional, national, supranational- hast still a
large responsibility to regulate the markets and to protect the environment.
In so far political parties via elections remain one of the major means for the citizens
to exercise influence.
Nevertheless the civil society is the real place, where the debate about the future of
society takes place in a democratic society.
Apparently the media including the social media play an important role for the
evolution of democracy, often unfortunately linked to business and/or political interests.
The same holds true for science. Modern science developed as a counter power
against the dominating interests of the clergy and aristocracy. It was linked at the beginning to the emancipation of the bourgeoisie, and brought Enlightenment.
However , when the bourgeoisie took power, science was largely subsumed to its
vested interests in politics and business.
Remain the trade unions. They are still the biggest democratic organisations in the
world (Szll 2013), but have to be pushed to exercise their influence for sustainability.
CONCLUSION

1.
2.
3.
7.
In an election campaign in the 1950s in Germany the conservative CDU proclaimed:

The situation is serious, however, not desperate!
Today, we may say: The situation is desperate, however, not serious!
To overcome the on-going political, economic, social and environmental crises, we
need a new Generation contract. Elements are:
the old principle of solidarity (Zoll 2000);
fostering democratic participation within a strong civil society (Szll 1988);
strengthening childrens rights, via e.g. children parliaments;
4. realizing a sustainable economy beyond GDP with only qualitative growth;
5. pursuing the UN Millennium goals and beyond;
6. strengthening democratic education and science; and
reaching a good society with decent work for everybody.
71
8. For all that we need a lot of social innovation (Franz et al. 2013, Harrisson et al.
2009).
Therefore a sustainable future depends on all of us:
Socialism or barbarism!
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73
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484-493.
$`
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ABSTRACT
The aim of this chapter is to present childrens perceptions about death and ways of coping
with grief. Moreover, the need for support groups for helping children manage their emotions
and cope with grief is emphasised. Finally, the need for raising awareness early on with the
idea of death is underlines. This can be implemented within the school, where children spend
many hours of their day, interacting with peers and developing his behavior.
Keywords: bereavement, grief, death, perceptions
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89
ABSTRACT
Living in a world governed by the traditional humanistic approach of nature and civilization,
we grow up children who are not very familiar with the utter natural event of death. People
have actually convinced themselves that nature is an observable object and not something that
includes humanity as a whole. Human beings in this way become users of natural world,
completely estranged from all other living beings around them. While humanism confronts
humanity as the most essential part of the universe, children develop a great level of ethical
egoism. This ontological arrogance can actually convince them that death is an event that
concerns all other beings but themselves. Religion and theological approach inside the educational system reinforce such an attitude towards nature and death. Optimism suggests that we
should gradually abolish traditional Humanistic theories in our educational system, replacing
them with a new Biocentric approach.
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J&. S. Detrick, The United Nations Convention on the Rights of the Child: A Guide to the Travaux
Prparatoires, Martinus Nijhoff, Dordrecht/Boston/London, 1992, 29.
20
E/CN.4/1988/28, paras. 17-23.
21
E/CN.4/1988/28 para. 21.
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: [ 3 " $
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%""&.
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&&$, =. (1983). %

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ABSTRACT
The present article attempts to study the legal treatment of the questions of life and death of
children, as developed internationally within the context (under the scope) of the UNCRC,
and, furthermore, the imprint of the latter on both Greek and European reality. Consequently,
a research is made on whether decisions concerning a childs life and/or death are vested with
self-determining elements, whether the interference of third parties is allowed or whether,
after all, these decisions remain limited (restrained) to the hard core (nucleus) of parental care
(guidance).
<*:0< !;0+,
"# , %"+ " , "- #%
&-
: *!& 5, 11522 - -, &.: 210-6401941,
email: elektrak@gmail.com
97
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&! ".%. $) < & "$ &<"$ $
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) %/ " '-< " + $& &&& + <&#"! " D)&#"! )""! <%&&
(.). )&, "#$) * " (Bronfenbrenner, 1998). = %#, <%&& )& <%&& #- ! " '-<+ +* "% ## *+- $ '#- #% D)&#"- <&"- $< $, # " "",
) "- -/ - (*"&% & #+&, 2011). #% D)&#"- <&"- $< <- " $'< "- ## !&,
$"' %+ !& " $, %
*+- % !& " "+ $) "-
$) -/ " <" $ "& #$ *+- .
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!. +G" $ "& ]"+"! " /".
MCDA. (2010). [ : 4 " $

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370-379). : &&"% =%.
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-: " *-.
%,
. (2009). /$&/ # $: @ "]"".

! " !
, 33, 6-7.
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" #.
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$`
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&&D+ " & /%.
<%- : )- !, "% , !&.
ABSTRACT
The present chapter investigates the relationship of unresolved children' traumas caused from
the loss of a beloved person and substance abuse starting in puberty. Grieving in childhood
follows an expedited course with processes of splitting and repression resulting in the withdrawal of grieving reactions from consciousness and the maintenance of them in a latent
situation. When the mental trauma of the child is hidden and cannot be expressed, it is reactivated intensively when opportunity arises, it persists and is perpetuated with serious consequences in its further development. Substances use can become the "intermediate" that "re102
moves grieves, canceling loss too, since grieving is pertained in the scenery of mental life".
By analyzing clinical cases (a) the problems of child grief when the child does not allow it
and (b) the gap among mental deficiencies and addiction as a solution will be examined.
Keywords: drug abuse, children trauma, loss experiences
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% <%&& , "- <- '$ ! +* !& "'% -% )+ ! /% #-#
- < % % $ <& $) "& &
(Neimeyer, 2006).
V. 1!
'<-, % % $ &$ % ##
! < " %# < % D)&#" " " +* ## % " % "
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(+, 2008).
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' " $ (Lanctot " ., 2004). "! D)- $ %#+ &&% " "- - $) "$ & # $&&, +,
"% ! + <% %++ !, "'$ " *+- $ < ! &- % $ "
$&&. $+ $ $) "% " %, &D
# *+- % ' "" < , + "
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+ % , " "- #! '% ## %. [
$

# '. )$+, + "& "- $
) "%+ $ & " )$ % "
"& # *+- %* % #$
<+- " +" /" " "+ (Gersie, 2002).
&$&$ '%$
+, .-. (2008). "
. -: "$
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Black, D. (2002). Bereavement. In M. Rutter & E. Taylor (Eds.), Child and Adolescent Psychiatry (4th ed., pp. 299-308). Oxford: Blackwell.
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Dying, 24, 81-94.
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108
psychological support in pediatric oncology. A comment. Psychological Health Medicine,

1, 145-157.
7", . (1975).

. -: !.
Gersie, A. (2002). ' "
'. $ # $
. -: $
Himelstein, B. P. (2006) Palliative care for infants, children, adolescents, and their families.
Journal of Palliative Medicine, 9(1), 163-181.
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their families. Journal of Palliative Medicine, 8(1), 70-78.
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Psychological adjustment of adolescents with sickle cell disease: Relation with demographic,
medical, and family competence variables. Journal of Pediatric Psychology, 23, 30-312.
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Talking about death with children who have severe malignant disease. New England Journal
of Medicine, 351, 1175-1186.
!, . (2008). 7

(20 ). -:
" ) &&"- ]& ="- = ]$ =%, ]&&"! ! E.I.E.
Lanctot, D., Morisson, W., Koch, K., & Feudtner, C. (2004). Spiritual dimensions. In B. S.
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Press.
%", . (2006). % * ) " &"- # *+- !.
. ]&, & . % (.), " $
'
" ' (<$"., &. 29-33). -: $.
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5). Practical issues in parenting (2nd ed, pp. 339-346). New Jersey: Lawrence Erlbaum
Associates.
, . (1989). )&"- $## <% - " ) %+ "
'-<. &""$ ! "
%. =. % & . +& & (.), 3" $ 4" (= , &. 105-113). -: !.
Neimeyer, R. (2006). 7> " . -: "-.
Orlof, S., Jones, B., & Ford, K. (2004). Psychosocial needs of the child and family.
In B. S. Carter, . Levetown, & S. E. Friebert (Eds.), Palliative care for infants, children and
adolescents: A
practical handbook (pp. 202-226). Baltimore: The Johns Hopkins
University Press.
%, . (2006). % ! " %. . ]& & .
% (.), " $
' " '
(<$"., &. 15-25). A-: $.
%, . (1995).
%+ " % <%&& . . % & (. #+ & (.), 4"
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(.), 4"
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(&.
215-241). -: &&"% =%.
&%+, =# (2008). ('. @. J<). 0&": -.
Peterman, F., & Bode, U. (1986). Five coping styles in families of children with cancer: A retrospective study in thirty families. Pediatric Hematology/Oncology, 3, 351-359.
, . (1996). [
$ . -: $.
109
Ramholt, B. (2006). + )& # )! ) # % %) "" " $&' . M. ]& & . % (.),
" $
' " ' (<$"., &. 51-73). -: $.
Wolfelt, A. (2002). Childrens grief. In . Bornstein (d.), Handbook of parenting. (vol. 5)Practical issues in parenting (2nd ed., pp. 653-673). New Jersey: Lawrence Erlbaum Associates.
$`
@ %#+ <- " &"- # *+- $, $ % $
" <" % # "#$ " '$ % +! &&#! *+- " "#" -. ! +*
" % + $% ; !
<! D)" " "+" " -/ ) " <%&&; "'%& )
%/ + ' + %+ <" $+
## %, "- + D)"!, "! " "+"! #!.
ABSTRACT
The diagnosis of a serious and life-threatening illness for a child is a critical transition for the
family which can bring a number of substantial changes in both the life of the child and the
family. How does a child confront the impending death as a result of his disease? What are the
effects experienced by the child in psychosocial level and what kind of support can be provided to the child and his environment? This chapter attempts to highlight various dimensions
in a dying child and outlines the aspects of mental, emotional and social processes that he/she
undergoes.
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&.: 6974-068738, e-mail: s.doulami@gmail.com
110
$
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$: # &$ # $
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% 20 ! %) #"+ / + *#+, ! + + % " &" $) &$ "
$ &&! "+"! + (.). Amato, 2010. +, 2004. Burt, Barnes,
McGue & Iacono, 2008. DOnofrio, Turkheimer, Emery, Slutske, Heath, Madden, et al.,
2005. Eysenck, 2013. OConnor, Caspi, DeFries & Plomin, 2000). 7) ) "%
" #G"$ "#$ " < # #
<&%+ "+"- #$, + '!), #"&" , )- !, %<+ #! + " %+ #% -/" " (Glenn, 1996.
Popenoe, 1996).
-%& 92 ! (Amato & Keith, 1991) <$" % *#$+ #$+ %* +$ )&"- , D)&#"- #-, &D " "+" #" % " * "
#. ] $ )* *# D)"% <&- '*
"+ -&" *+- + ! $) <! - "! "
/$ '% "" " " (.).
+, 2004. D'Onofrio, Turkheimer, Emery, Slutske, Heath, Madden, & Martin, 2006.
Donald, Dower, Correa-Velez, & Jones, 2006. Hardt, Sidor, Nickel, Kappis, Petrak, & Egle,
2008. Lizardi, Thompson, Keyes, & Hasin, 2009. Park, Schepp, Hee Jang & Young Koo,
2006. Storksen, Roysamb, Gjessing, Moum, & Tambs, 2007).
7 #-" % 1980, +, $/ *# + #$+ $) " % , <$" # $.
+ - *# "+"% " &$, -
# +$ # $$ % "
(Amato & Keith, 1991).
&&%, "% & " $) / +
*#+. 7, & , 1961 + *#+ - 2.804 (3,95% *#
#% &$" ) ), 1971 ) 3.675 (5,01%), %
% $ -& 11.184 (19,12%) " 2009 + *#+ $##
23% (13.607) (b, 2012. *)-, 1999). $, <$<, +
/&) /"- - % "% & $ )! +* $""
-" ""- " "+"- ".
Amato (1996) $) ' ) $+ + + #G" *# + %* < " &&" *# + # +.
) '$ *+- " "+"""$
<&$, $ " % *+- $ *# "! "
+"- '%. % $) <! *# &<% '% *+- " +! #% %, $ " '% " ""% # "#"- (Amato, 2000).
" , "$ ) $ " %&
*#" (Amato, 2000. Amato & DeBoer, 2001).
111
@ "#"- &# ' %* / " '% + !, "! )" "& " $&&D # / + #$+ % *# "& <&- '% % (Vandewater & Lansford, 1998). &$, #" " $ / + #$+ ' %* "% % $+ % <" $ & - "% (Amato, 2005). , ""- # &&$ '$ ' $ *# $) < $ )&"- + !
" #- #$ (McLanahan, Seltzer, Hanson, & Thompson, 1994).
'"% '&, $) < # + *#$+ #$+ %* #& <&- "+"- #- )$ " (Amato &
Keith, 1991. Hetherington, Cox, & Cox, 1982) "! # -+ * $
% $ *#. 7, & , !& '- $ #
"& "+"- #-. %&& , + , + )&"- , "+ " D)&#"- #-, " "$ '$ / #! " "!. <% #$+ !, <$" '$ % '& (Amato, 2005).
#""$, $ *)- (1999), '% &&"#" <$" % )+$+ #$+ +* #& "& D)"+"- " )&"- #- #""% &"
"$ "#$ " %* +$ " #"$+
%/, )& )&"- " <&- +"- '%.
' b
$["'$ & ' b #
*# + #$+ <! )% % + !&, + $ " %. 7 ' #G" $ ) #G" % "- &" $ "% -&" *+- " (Crook & Raskin, 1975), "% &"&, (Birtchnell, 1972), "+"+$' (Dietrich, 1984) " /% (Birtchnell, 1975).
-&"
-+ + $) "- %" *+- (Denes-Raj & Ehrlichman, 1991) "
" %&+ !& (Mireault & Bond, 1992).
, $ -&" +* <&- D)"- # $)
"- '- %' / % #$ <! "%
"- &" " D)&# '* "% -&" *+, "% <% '- "%&D (.). Appleby, Shaw, Amos, McDonnell, Harris,
McCann, Kiernan, Davies, Bickley, & Parsons, 1999. Kendler, Sheth, Gardner, & Prescott,
2002). %&, $ + Stikkelbroek, Prinzie, de Graaf, Have " Cuijpers (2012)
<$" %) "- / + D)"! )! -&" *+- + + $) <! % #$ "% "- &". , %#) + ! -+ %/ " !& " %&& #$
& ) % $ (.). Silverman & Worden, 1992. Sanchez, Fristad,
Weller, Weller, & Moye, 1994). &$, ' < #"%&D " - +
! &#* % '* $ D& " "%&D '< " &"+ (Schoenfelder, Sandler,
Wolchik, & Mackinnon, 2011).
" $ $) )- /% #""% '% + ! $) <! *# " %. 7, & , %) $
) % #G"$ "#$ <! % #$ %* D& % / #""% " <! *#
+ #$+ (Amato & Keith, 1991). 7 '% "- <"
$+ #& <"- '% % <+ *# + #$+ , )+ " #"%&D #""% <+
% #$ , & #+ / #& $" + !+
) #G"- '% (Biblarz & Gottainer, 2000).
112
" , %" $ / *# # )%
%/ )"! %+ $ &% + ! !
! !& + $+, % $) % - "
"- " # (Silverman, Nickman, & Worden, 1992). % )
% - " - # <! #$ <
"- !& " "& " $ " )- & "%.
%&& &%, $ $ $) / % #&!
#G"$ "#$ %* #$ )& D)"- / "
"+"""- / #""% % " #&! "
<&#" # (.). Amato & Booth, 1997. McLanahan & Sandefur, 1994). , %&& ) " ' % " % #G"!
"#! $) #& '% <"- '% " )&- )&"- #""% #&! " # (Evans,
Kelley, Borgers, Dronkers, & Grullenberg, 1995).
" - + )"! ! + $ < "&, , &$ "&-# $ % <! %
+ #$+ "% "- &" +* "% + #""$
<&- &&% ) < % + *#$+ #$+. 7, $) < % $) <! % #$ %* )&
/ , % * " #. O , % <! % #$ '* "% D& / )$
% + *#$+ #$+ (Amato & Keith, 1991). $+, $ +
McLanahan " Sandefur (1994) $/ " -&" + + # *#$ ) )& "+"""- / #"
-&" #%&+ " # , -&" <+
% #$ + % '$ " $) #&! "
# .
$ Mack (2001) <$" -&" <+ "-
*# $ )& )$ #$- #"
-&" ) <! + % #G" *#.
%&& &%, -&" ) <! #G" % '$ '"- )$ #$- " + % ) #&! "
<&#" #. 7, & , " '
*# "&$ &&! "#"$
)$ #""% ) !& #G" <%&&. 7 "
#""$ $ %* -&" <+ #G" *#
'$ D& " + %&&+ "#!.
) /-# - )* *# & /+" # " )
+" . &$, <! "& , + *#, % % # + " % /$) %' "%.
$&, #" -&" $) #&! " #,
) <! #G"- !& $' )& " D& "%&D. & #+ ## % % )+ $ #$ % #+ " &D. % $, #" % $
& "$ % ! $/ -&" $) <! *# + #$+
'$ "% )& "- )$ #$-, "%
D& " )& "%&D )$ " -&" ) <! + % !& " + #$+ .
113
"#

% + #G"! "#! ' +* <&- "% "- &", + <"- '%, &&% " D)&#"% <&- "% -&" *+- . #" % %&&+ + "#! $)
< % + *#$+ #$+ $) "-&+
<"- '% "! " #"%&D )&.
7, & , + <<&$ #, "", "+" &#
" D)& # )& "% %#" + ! !
(+, 2004). , " #" #%+ $<
" '+ + #$+ " + ""! $ *# "
#G"- !& "! " <&+ #- &+ + &! "#$ " % )+ (*)-, 1999). $+, #% <%&& "% "%&&&+ #"! ! )+ # +
"%+ % $) &&$ ! ' $+ )-. ! % ) #"$ $ <&
<&-% "& " &"% #"
" -+ &$# #"$ '#- + "&! (Sandler, Tein,
& West, 1994).
&$&$ '%$
+, .-. (2004). % % *#. , ) 98, 7-19.
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Amato, P. R. (2005). The impact of family formation change on the cognitive, social, and
emotional well-being of the next generation. The Future of Children, 15(2), 75-96.
Amato, P. R. (2010). Research on divorce: Continuing trends and new developments. Journal
of Marriage and Family, 72, 650-666.
Amato, P. R., & Booth, A. (1997). A generation at risk: Growing up in an era of family upheaval. Cambridge, MA: Harvard University Press.
Amato, P., & DeBoer, D. (2001). The transmission of marital instability across generations:
Relationship skills or commitment to marriage? Journal of Marriage and Family, 63,
1038-1051.
Amato, P. R., & Keith, B. (1991). Consequences of parental divorce for childrens well being:
A meta-analysis. Psychological Bulletin, 110, 26-46.
Appleby, L., Shaw, J., Amos, T., McDonnell, R., Harris, C., McCann, K., Kiernan, K., Davies, S., Bickley, H., & Parsons, R. (1999). Suicide within 12 months of contact with
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$`
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ABSTRACT
International studies have shown that parents' divorce and death affect children in different
ways. Indeed, the parent-child relationship seems to be more negative in cases where parents
have been divorced as compared to families when one of the parents has died. On the other
hand, it has been found that children of divorced parents have significantly higher levels of
self-esteem and lower levels of depression than children who have lost one of their parents.
However, according to other research findings both parental divorce and parental death affect
in the same way the mental health of children and may lead to adverse effects both during
childhood and adulthood.
Keywords: divorce, loss, death, child, family
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Bergquist, J. M. (1992). German Americans. In J. D. Buenker & L. A. Ratner (Eds.), Multiculturalism in the United States: A comparative guide to acculturation and ethnicity (pp.
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"&%", .., #", =. & (&, J. (2012).
! 2012. -: &&"- - UNICEF.
"&%", .., #", =. & (&, J. (2013).
! 2013. -: &&"- - UNICEF.
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+G" <&. (2005, $< 22). ]$ "
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[A6-0273/2005]
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127
http://www.europarl.europa.eu/sides/getDoc.do?pubRef=-//EP//NONSGML
+REPORT+A6-2005-0273+0+DOC+PDF+V0//EL
%" 0. (2008). "- '!): ' /&/ " " %#. *
[' ! , 30, 67-100.
Mincer, J. (1962). On-the-Job Training: Costs, Returns and Some Implications. Journal of
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ABSTRACT
Within the context of the Europe 2020 strategy, combating child poverty is one of the aims of
social policy in Greece. Although child population in the country as a whole decreases, the
percentage of children living in poor households shows an upward trend. Questions to be explored are the following: what is the composition of households with poor children? What is
the employment condition of adult members of the household with children? Jased on the
available statistical data, we will demonstrate that the situation is particularly distressing for
single parents and jobless households. In contrast to the above, the at-risk-of-poverty is low at
dual career families. It is therefore necessary to further design and implement measures to
reconcile work and family life.
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Cruickshank, D.R. (1990). Research that informs teachers and teacher educators. Bloomington: Phi Delta Kappan.
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&- $, ., & b!, . (2011). ##* '" . !
"" ""$ '! + ""! #% " + ! %, -.
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http://dspace.lib.uom.gr/handle/2159/3874 (&%" 15/5/2012)
Wittrock, M.C. (1974). Learning as a generative process. Educational Psychologist 11, 87-95.
+1 <! ++;,

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$ + #%&+ ) % + "% ) "& ) *+- . Q "% +$+ D+ $ + " )- - <, %
"#$ ) " - <&- "+ " )&"- %/ " & "$+ + ! "
%/ + -+ (Aries, 1962, Plumb, 1972, $#& - % - #",
2006).
@ %) - &, +, "& !
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#) ""- "- " )! " $ <$& -,
39
.
"+"% %&+ % ) " $ '$ B. Coles : Youth and Social Policy: Youth, Citizenship and Young Careers, London,
UCL Press, 1995, Part II.
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x%) &#- + '"! - &#"! !+, "% &"+- ")+ '"! - "+"% "&"! # + + "+"- %/, '&, " , , "#$, &"- " %" "+" &$#) - %< .
40
. %' la souffrance sociale P. Bourdieau . b - %"
% & Pierre Bourdieu, <<& . b - %" " ]. #+ & (): +&# , & 4.
41
"% + )&-" *- . J&. )"% J. Tsiganou et al.: Young
People at Social Disadvantage, Athens, EKKE, Working Paper, No 7, 1999, J. Tsiganou et al.: Childrens Rights: Developing Empowering Policies in Greece, Athens, EKKE, Working Paper, No 10,
2000.
136
$+ ", $< "% " "- ", &) ! # )!+ "- D)#+# " D)- (""%,
& ". %. ., 2013). @ "#$ &< #! # <+ " & % "#$, !, ), " *-, ", )! "% , $) <%& #$ & + !
)+ "#$ ( & %", ., 2012, child_poverty_eurostat_326022013-AP-EN).
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"'%* $ /" " "- $&/ )$+ / " #- % &- "%/ &""$ "#. @ <&& + ! - $) "$D $ + %+ - "&%
) $ <- "" ,
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%&& &%, &&""- %/, ")+ " + "+%+ , % '<- &"" % , '* "% "+$ - &# <&"-. " "
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43
J&. )"% B. Franklin (ed): The Handbook of Childrens Rights, Routledge, London 1995, "'%& , The case for childrens rights: a progress report, &. 3-22. % J. Feinberg (Social
Philosophy, Prentice-Hall, USA, 1973) "% "! % $)
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Childrens Rights: Nurturance or Self-Determination, Journal of Social Issues, Vol 34, 2, 1978, &.
61) # "! '- - %/ - '- % "! , " " %. ' - %" $) "' + & + "+%+ + "+%+ )-. (J&. # %#
D. Archard (1993): Children: Rights and Childhood, Routledge, London, &. 65). @ '% $#" + """! -+ - %+ + ")+ - '$+ "! "! " #" " x$ %"- . = %#, " & #
&+ + "! "+%+ + "+ < , #,
'%& " $ <+ & ## '$ "! $)
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"+ D-' - , x$ '$ "! $ -" "
' " &#-. "! & & '! *-+. "
" John Stuart Mill ( Utilitarianism, M. Warnock (ed), Fontana, London, 1969), -/
"! % x$ /$&/ + "! &#! & #, " "&#, &#"- "$D, " " " + " % "&
%"- + " $) ! '$ - D)"% %), (<&. G. Scare
(1980): Children and PaternalismPhilosophy, Vol. 55).
138
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" "! "+%+ - "+"$ ""$ "& ""%* '%.
/%* *- ""- &D "+" "&
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"#$ "& &" &#- D". &#- "- "+ , '"- "+ , )-, - '<45.
"% $ ) ) P. Bourdieu46 #
)&$ "- "& '$ %&& "+" " - " " ' - / "
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&$&$ '%$
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<&. + "+" #, " + &$+ "
#"&&# "+"- #+" #"&&# "
D # ) "+"% %&+ % +" " $) %&& # " %&#. J&. (%" . <" " "+" $&#) + &"+, ]"- J<&-", 1995, -.
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. P. Bourdieu (1993): La Misere dy Monde.
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%, b. $#&, . #", . (2006), [ 3"
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"&-, &"$. -, *- .
(%", . (1995). <" " "+" $&#) + &"+. -: ]"- J<&-".
ABSTRACT
The paper examines the empirical verification of certain assumptions - including those of P.
Bourdieu - on the immense suffering of the vulnerable social categories living in conditions
of exclusion and deprivation in contemporary western type civilized societies especially under
economic crises and austerity.
If one considers empirical research data on the life conditions of children with no family
or family support, children living on the streets or in, out and about social welfare institutions of child care, all assumptions supporting the idea that they suffer multiple social exclusion and social disadvantage are verified. Not only the kids of - and/or - on the streets are
subjected to multiple exclusions and material deprivations from the fulfilment of basic needs,
hopes and aspirations but they also experience feelings of inferiority based upon their material
and/or family support deprivation. These feelings of inferiority and incapability are transformed in turn to various handicaps as if their social exclusion may be considered as a selffulfilling prophecy.
$)9 #*10<
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2 .Franoise Mayeur, Histoire gnrale de lenseignement et de lducation en France, . 329.
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4. " '#- &"&!" 1971.
5. = &' <&$ : =&%, &, ... . 96-106.
6. Zones d'Education prioritaire. volution du systme ducatif en France, Rapport national,
Ministre de lEducation nationale, de lenseignement suprieur et de la recherche. Juillet
2004, .24.
7. L111-2, $ ] . 2005-102 11 (< 2005
. 19. JORF 12 fvrier 2005.
&$&$ '%$ '
Bergonnier-Dupuy, (Genevive), Famille(s) et scolarisation, Revue franaise de pdagogie,

n 151, avril-mai-juin 2005.
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Durkheim, (Emile) Education et Sociologie, 1988.
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volution du systme ducatif en France, Rapport national, Ministre de lEducation
nationale, de lenseignement suprieure et de la recherche. Juillet 2004
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Fohlen (Claude), Le travail au XIXe sicle, Paris, Coll. Que sais-je, 1967.
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Le Sycomore, 1978.
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Mayeur, (Franoise) Histoire gnrale de lenseignement et de lducation en France.
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arrivs en France, C.A.S.N.A.V.
150
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Collge, ; (1968-2008), 2011, ""- <-.
b# , (-), ! !, #+#"- !# *8!, - , 2008.
$**(!1/(
- Histoire des droits de l'enfant, http://www.droitsenfant.com/histoire
-
#%+ '+ " : <&$: www.ducation.gouv.fr/cid213/l-ecolelmentaire.html, $+: % 2007.
- http://eduscol.education.fr/cid47759/cole (-collge-une-scolarit-pour-tous-les-enfantsfrance.html
- Les grands principes du systme ducatif
http://www.education.gouv.fr/cid162/les-grands-principes.html
- vikidia.org/wiki/Histoire_de_la_scolarisation_en_France
SUMMARY
Happiness, protection and security during childhood is a social priority and foundation of a
functioning social system. Both secure as protected childhood are culturally and historically
related to the social imperatives and priorities of countries and are components of a model
childhood supported by bills, policies and codes.
The school is the prime display space and social action of the child. An important element
of state concern and care for children constitutes compulsory education and school. Education
is seen as the main institutional system that affects largely the lives of children both at micro
and macro level.
Through this paper I will attempt to analyze the treatment of compulsory education in the
French education system, based on the concepts and criteria that are accepted by French society, given the current social, political, economic, and cultural environment.
I put as the beginning of my research, the period of the French Revolution and will explore the changes in age limits of compulsory education until today.
151
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Gaoutsis - Gauci, S. (2010), Assimilation through education for the maltese immigrants in
Corfu, during the first half of the 20th century, Proceedings and reports of the Convention
of the Maltese living abroad, Ministry of Foreign Affairs, Malta, 115 118.
Preschel, P. (1984) The Jews of Corfu, Dissertation submitted in the Graduate School of Arts
and Sciences of New York University.
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When a people want, somehow or other, to preserve its own nature, it must reject alien racial elements, and when these have already insinuated themselves, it must suppress them and
eliminate them. The Jew is such an alien and therefore, when he wants to insinuate himself,
he must be warded off.
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2006:88).
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$ )%" ' " , Der Sturmer. ! %*
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! - < *"- '% &"+ % %&& " <169
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% # $# # # #% 1,000,000 - +
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+" "% '%* &"- < '%
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Edip Adivar), $&) + "+ )+ + ] +. Z+ $#D % 1926, Cemal % ) &! : - &"
170
'' " %) '% &%" # "%
(Fisk, 2010).
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" !), "-" & 669 *!: 456 $, 184 " 29
. ) % '% Aintoura, &-, <+ "% " ""), & " & . @ "% '+ %# ""-,
' '- %&+, " %" (Richardson, 2004:159).
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, "" "#$% 1916. $ #"
&$, " J& !" "#$% . 1920, + /!)", - '% % %' %&. Z+ '# ,
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! $ &# '#% # % . Z -" # " - <, " $' <%. 7 )%&+, - ' ,
"$, &! " . 7 !" 150 %.
&&% 1924 (Diamadis, 2012:332-333).
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#+#" )#+# " #". % $ $<&+ -, "$ / # +"% & # "$& #"!. =" + ] " " ]* * "% )- # &- & " &, )- " #" #% , #" ' & # "& + "+! .
&$&$ '%$
&2!1
Akam, Taner (2006) A Shameful Act: The Armenian Genocide and the Question of Turkish
Responsibility Picador.
Bauer, Elvira (1936) Trau keinem Fuchs auf grner Heid und keinem Jud auf seinem Eid
(Nuremberg: Strmer Verlag) http://www.calvin.edu/academic/cas/gpa /fuchs.htm
Glover, Jonathan (2012) Humanity: A Moral History of the Twentieth Century Second Edition, Yale University Press.
Gokalp, Ziya (1920) The Principles of Turkism Ankara.
Hovannisian, Richard G. ed. (1986) The Armenian Genocide in Perspective New Brunswick,
NJ, and London: Transaction Books.
Lemkin, Raphael (1944) Axis Rule in Europe Washington DC, Carnegie Endowment for International Peace. http://www.preventgenocide.org/lemkin/AxisRule1944-1.htm
Lochner, C.P. (1942) What About Germany? New York: Dodd Mead. Modern History
Sourcebook: Adolf Hitler: The Obersalzberg Speech http://www.fordham.
edu/halsall/mod/hitler-obersalzberg.asp
Yldrm, Nuran (2010) A view of the history of the Istanbul Faculty of Medicine A History
of Healthcare in Istanbul Istanbul University Project No. 55-10. Istanbul: Ajansfa.
http://www.istanbul.edu.tr/itf/attachments/021_history.2.pdf
171
}++
Dadrian, Vahakn The Historical and Legal Interconnections between the Armenian Genocide
and the Jewish Holocaust The Yale Journal of International Law 23, Summer, 1998,
Volume 23, 505-559.
Dekmejian, Hrair (1986) Determinants of Genocide: Armenians and Jews as Case Studies in
Richard G. Hovannisian, ed. The Armenian Genocide in Perspective New Brunswick, NJ,
and London: Transaction Books, 85-96.
Demira, Yelda (2006) Pan-Ideologies in the Ottoman Empire against the West: From PanOttomanism to Pan-Turkism The Turkish Yearbook of International Relations, XXXVI,
153-154. http://www.politics.ankara.edu.tr/ yearbookdizin/ dosyalar/MMTY/ 36/6_
yelda_demirag.pdf
Diamadis, Panayiotis (2012) Children and Genocide Genocide Perspectives IV: Essays on
Holocaust and Genocide Sydney: AIHGS and UTSePRESS,332-333. http://epress.lib.
uts.edu.au/research/bitstream/handle/10453/19824/GenocidePerspectivesIV_Tatz.pdf?seq
uence=1
Gruner, Wolf (2012) Peregrinations into the Void? German Jews and their Knowledge about
the Armenian Genocide during the Third Reich Central European History 45 (2012).
Conference Group for Central European History of the American Historical Association.
Hovannisian, Richard (1992) Introduction: History, Politics, Ethics in Richard Hovannisian ed.
The Armenian Genocide: History, Politics, Ethics New York: St. Martins Press, xi-xii.
Krikorian, Robert The Case for Genocide (Book review) Middle East Studies Association
Bulletin, Vol. 34, No. 2 (Winter 2000), Middle East Studies Association of North America (MESA), 203.http://www.jstor.org/stable/23064132
Lemkin,Raphael Genocide American Scholar Volume 15 No.2 (April 1946), pp.227230.http://www.preventgenocide.org/lemkin/americanscholar1946.htm
a(+1/(
The Salonika Congress; The Young Turks and their Programme The Times 3
"+<
1911, 3.
Robert Fisk Living Proof of the Armenian Genocide The Independent Tuesday 9 March
2010, 27. http://www.independent.co.uk/voices/commentators/fisk/robert-fisk-livingproof-of-the-armenian-genocide-1918367.html
$`
Genocide is the result of a long, complicated process in which education plays a critical role.
This role is explored through examination of four particular case studies the genocides of
the Armenians, Assyrians and Hellenes (1914-1924) and the Jews of Europe (1933-45). The
paedagogical and educative processes were distorted by the radical Young Turk and National
Socialist movements to produce scientific justifications demonstrating the threat posed by
the targeted groups to society as a whole. These pseudo-scientific explanations of pre-existing
popular prejudice led German and Turkish societies to enforce biological solutions to social
problems. Through formal and informal education, the dominant group us was convinced to eliminate them for the sake of society as a whole. Education therefore, was twisted
from a creative to a destructive force.
Dr Panayiotis Diamadis
Lecturer, Genocide Studies, Univeristy of Technology, Sydney
c/- St Ignatius College Riverview, Tambourine Bay Road, Lane Cove NSW 2066 Australia,
T: (612) 9882 8306, E: pxdiamadis@riverview.nsw.edu.au
W:http://uts.academia.edu/PanayiotisDiamadis,W:
http://au.linkedin.com/pub/dir/
Panayiotis/
Diamadis
172
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East Anglia, 1981), National and Caprodistrian University of Athens, Faculty of Arts, S. Saripolos
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Childhood and health precautions on the Ionian islands (circa 1800 -1864)
SUMMARY
The lecture focuses on the measurements taken by the british and the local authorities during
the period of the British Protectorate on the Ionian islands so as epidemics and child epidemics (measleas, smallpox) could be faced. The lecture investigates the ways, government
administration used to restrict epidemics, child epidemics in particular and the measurements
taken to limit their spreading by means of a case study revolving around measles and smallpox on Kythera in the 19th century. Additionally, the level of the population participation in
these measurements of the government administration as well as the progressing of the
sprawling and the subsidence of those diseases in the child and the adult population is also
looked into.
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Bausinger, Hermann (1987). Maerchen, Phantasie und Wirklichkeit, Frankfurt am Main.
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Rosenthal, R., Jacobson, L. (1968). Pygmalion in the classroom. New York: Holt Richart & Wilson.
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The present study examines the presence and the function of the childhood world as manifested
within Michael Mitsakis short stories about Athens (atheneographimata) during the period 18801896. More specifically, using this age group, the writer expresses his ambivalence towards the
urban phenomenon, discusses the yet unformed social organization of the city, some forms of its
social pathogeny and its modern culture and reveals his attitude towards the upcoming modernity and his criticism for the before long dead (to him) Big Idea. Furthermore, again through the
191
childhood age group, he discusses the issue of the coexistence of death and life, he converses
with Goffman for the presentation of self in society, he expresses with meticulous literary skills
the sexual awakening of the body of the child, etc. The children themselves, however, have a
minimal contribution as narrative persons in Mitsakis short stories. The presence of children
from the (to him) miasmatic and representation of otherness group of gypsies is also noteworthy.
! '. ;+
&. #- " 0%"
#. + 9, 13231 &
&$'+: 210-5022648, 694-7600093
Fax: 210-5022648
E-mail: msergis@otenet.gr
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RESUME
La tradition est , attente et promesse d'un meilleur avenir, a dit Hegel,ce n'est pas du pass,
mais un ternel prsent. L'enfant, en tant que membre d'une communaut humaine - petite ou
grande- laquelle il appartient, prend part ses souffrances et aventures et gote, peut-tre
avec plus d'intensit, ses joies et ses peines.
Suivant la longue tradition de la race, les mres amenaient leurs enfants une premire
rencontre avec la posie, en chantant dune manire mlodique et sans grandes variations
toniques, des berceuses.
*
. @
" #- b#', .... "- ".
. &/%, 6 #, .". 30100
2641031619
kkontaxis@uowm.gr
200
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$
$$ $$ $ #
$#$ #
$ $ ##
=
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18 ! (b/!, 1986)1.
& !, + " #+#"
# "%" " ) , $ '+ + !+
)! #+#"- +" , ' $#" " #""$ -"
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/, " , - " "% "+ $ #-",
"$ ) '+- "+" " , "+"%
" $ ) &% "+" &, &- ) "+"- (] < &, 2008). @ "- &" $ - &&! -/
"& , "$ " " "% "$ &&" <&.
&-D # % " )-
'& %# #+, & " "! ! &.
"&$ -" <+ $" )% "- &" " )$+ % &%< "+"$ " &
" ) " % " ## "%&, '%
# , $#" " '$ (b/!, 1986). Z+ $, # !, -/ '&- + '& " $'& "
*, # " " #+# " "+" '"% " '"% % (Arnot, 2006). , "! $
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1975, &&% " Jackson, 1987).
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'& " & " " " "+ , '! $
&$# /!, -+, -+, "!, '!, &&% " &$#) "
#+, )% &# &"- # # % % " " (Corsaro, 1997). #""$ $ " " + " )$+/'!, &#$ '+ )" &" /!, #"&+<* #" #- #$- " * ) %- , < - - -" )-, + <
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+ + "! "-+ + /! " $'& ! "% " ""& " )+, &&% " " <+"- (%, 1987)3. O <" %# "+" & " "- "#$, " %&
$, " $ $'& ""- %/ #"$ . @ "#$
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201
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""- )- " #! "% -&" ""- *+-.
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+" ## + $, '* " % 10-11 )
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" $ , <%&& "
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") & " " ""& &# /&" . $ *# "%-&$/" " + <" " + + "!, " /, &&% " " )"!,
)"! %+ -+, + - " -, % "& #"- &"%. % (2001:56) ##"$
'$ * )$ " ) +#+
%. " # "+" , &&% " " "#" , &. # " ") %D (& % % %&& (&, # %/ " " $) '! - # ' < *+- " #
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BIB$ '%$
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", -:
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ABSTRACT
For a long period, folklorists, men and women, were approached the social relationships
within traditional communities with a more romantic way, bypassing or ignoring their unpleasant sides and manifestations and therefore popular culture has appeared frequently as an
idyllic swamp according Dorson. In particular, they were ignored or overtaken, so they remain invisible, in the context of an intolerable normality, the aspects of womens lives,
which had as their main feature the violence. This type of violence was exercised to them
both by the family and the community.
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Narrating practices of disciplining children in interwar Greece

Rea Kakampoura
Assistant Professor of Folklore Studies, Faculty of Primary Education, University of Athens
ABSTRACT
This paper examines narratives of disciplining children and controlling their behaviour
during the interwar period in Greece. Especially in the rural areas of the country, magical
practices were largely adopted to educate children. The latter learnt to obey adults, respect God and internalize social values under the influence of guilt and the fear of supernatural powers which could cause illness or even the death of their parents.
The study is based on structured life-story interviews of elderly people from Greek
rural areas who narrate their childhood experiences of the interwar years. The interviews
form part of the Archive of Life Stories of the Faculty of Primary Education, University of
Athens.
During the attempted secondary interpretative and comparative analysis of the collected narratives, the following questions were asked: What forms of controlling the children' s behaviour can be observed in the interviewees personal accounts? What kind of
childrens behaviours did the adults seek to control? Are there any "unexpected" stories
regarding the dominant parental deterrent guidance in traditional rural areas of Greece?
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Presentation Title: "Children with mothers in penal confinement: the invisible side of imprisonment".
The paper refers to the adverse effects of criminal confinement and in particular the disruption caused in the family function with the imprisonment of the mother. The painful changes
in the lives of children during the time the mother is in prison, result from the social stigma
that often include child labor, dropping out of school, and even the involvement of children
themselves in the criminal justice system. The fact that there is one main womens prison in
the country results in communication difficulties due to the economic costs and mile-long distances. As a consequence, this keeps away prisoners from their children and breaks family
ties. We also discuss children under three years of age, who are allowed by law to stay with
their mothers in prison, literally serving their own "sentence". Finally, conclusions are drawn
and social policy proposals are made in order to mitigate the consequences of imprisonment,
especially regarding the vulnerable social group of minor children with mothers in prison.
p< %+1<
9 " % 61, .. 10552, - , &. 6972019709, e-mail: efronimou@ekke.gr
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186
1926
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56,9
162,3
179
1927
100,5
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1928
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110,8
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111.447
16,82
1.980
10,44
23.268
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208.929
31,06
100.651
14,96
2.107
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23.329
111,66
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192.511
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101.416
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193.343
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105.674
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184.509
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846
1123
895
888
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927
1016
1014
1054
1066
939
685
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1914
1915
1916
1917
1918
1919
1920
1921
1922
1923
1924
1925
1926
1927
(2)
82
59
31
26
10
34
25
16
5
14
12
21
16
17
(3)
91
135
142
63
63
72
74
70
46
48
51
124
83
(4)
579
693
677
945
817
788
886
835
939
949
990
992
797
581
(5)
90
99,3
99,6
98,9
99,4
99,6
99,4
99,7
99,8
98,9
99,6
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64
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2
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11
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2
2
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1928
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1930
1931
1932
1933
1934
1935
1936
1937
1938
1939
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667
723
851
794
673
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ABSTRACT
At the core of modern theories about childhood is the phenomenon of child labour and the
possible ways to eliminate it. Since the creation of the Greek state to the present day, the child
never really stopped working. The forms and dimensions taken by child labour in Greece vary
depending on the historical period and region. So, from rural and pre-industrial society of the
19th century until the post-industrial society of the twenty-first, the child actively participates
in the social division of labour. The dissolution of the family independence, introduced the
presence of all its members to the labor market. The family budget was based on illegal child
labour and the miracle of economic progress, based on the appropriation of the labour of
vulnerable social groups such as women and children.
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valassopoulosv@yahoo.gr
292
POTENTIALS FOR CHILDRENS SUBJECT DEVELOPMENT

BETWEEN THE TWO POLES OF BILDUNG1 AND EDUCATION
IN GERMAN EARLY CHILDHOOD PEDAGOGY
ANNA BANDT & DOREEN BEER
Bildung and education as processes of socialisation are aimed at individual and societal reproduction. In this context personal agency appears as a field of relations constituted both by
the utilisation of given living conditions implying acceptance of corresponding constraints
and the control over the conditions themselves. While education generally approaches children as beings to be socialised from outside, Bildung rather focuses on the childrens active
appropriation of the world, emphasising the human potential to not only utilise given life
chances, but to also question and alter them. We start from a concept of development as fueled by the need for progressively increasing control over living conditions, which, while becoming relevant individually, are of inherently social nature. This namely pertains to the socialisation of children into bourgeois class relations. Bearing this in mind we would like to
reflect on the current debates around Bildung in German early education and inquire about
their potential for emancipatory subject development in kindergarten.
1. Childrens Subject Development as Development towards Agency

In contrast to classical theories in developmental psychology in which development figures as
an abstract interplay of external and internal processes, Holzkamp (1985) drawing from the
Cultural-Historical School theorises development as a process of active engagement with
the world. What is decisive is that this is here seen as a world made, used and altered by humans, a world in historical becoming. Since the overall social process that is the precondition
of individual subsistence can in turn only be understood in the light of the individuals' contributions to it, every individual's development must enable them to participate in the overall
process. From the point of view of the subjects life in this world is only possible, if they can
appropriate the living conditions in their social specificity and use them for their own ends.
The key to an analysis of subject development is the human need for an expansion of
consciously anticipating control over living conditions (Holzkamp, 1979:10). In the attempt
of gaining control over subjectively relevant living conditions the environment is experienced
as a resistant factor. Development then springs from the discrepancy between objective potentials for control given in society and their still inadequate appraisal by the child (Markard,
2009:225). In the solution of this developmental contradiction the subject subsequently gains
agency and overcomes its ontogenetic special status. With the overcoming of developmental
dependencies the child is now like the adults only confronted with the potentials and
constraints offered by society at large.
Such an analysis of development in a first step abstracts from concrete social conditions
and their respective relations of domination. In fact social relations are not suspended at any
point in ontogenesis, but remain present to the child from day one (Holzkamp, 1985:458).
It's important to note that under the conditions of bourgeois class relations there can be no
1
In the German language, the terms Bildung and Erziehung cover differing concepts. Erziehung can
well be translated as education. Bildung cannot be translated. Talking about Bildung we refer to it's
meanings given by a critical pedagogy. Further point of reference are the concepts of Bildung and education in German early childhood pedagogy.
293
generalised control over social living conditions. To circumvent constraints subjects will assume a functionality that makes it possible to arrange themselves with the status quo. Restrictions in agency of this kind can be observed already in early infant development.
While environmental events must first appear as being moved by 'forces of nature', the
child through its activities increasingly experiences that objects behave differently from people. If the child resolves this contradiction by realising that humans act intentionally, it will be
able to control its environment and satisfy its needs more effectively by taking into account
the intentions of others. Another experience of contradiction results from the child being
regulated in its command over things by the adults. While experimentation with certain objects is encouraged, others are taboo. This contradiction in relation to the child's control over
things can be solved by it realising their societal meanings, as things constructed for specific
purposes. Experiences benefitting (or hindering) this development can be made in the domestic sphere. To ensure one's existence as participant in the societal process however, more is
needed. The extension of childrens lives, for example to kindergarten, enables them to experience how new contradictions shape their lives: the interdependencies and relations of society.
2. Overcoming of Immediacy as necessary Step towards societal Participation

Human conduct is not only shaped by social relations (as in liking this or that person), but
also by wider societal dimensions, in the sense of forces exerted by society at large. The societal dimension is not immediately accessible to children, as their life world is usually limited to a small circle of people. Also parents tend to not conceal their actual motivations but to
dress them in 'child-friendly' terms. Still it can be assumed that children notice the difference
of their parents' social activities, like going to the movies with friends, or those, like wagelabour, that are socially mediated. While the latter is probably not open for negotiation, the
former could potentially be prevented, for example by insistent nagging. The example shows
how an experience of contradiction can become an object of learning by setting nonnegotiable boundaries.
To understand the constitution of society is first and foremost to understand the mediatedness and determination of human relations by societal structures. Thus a child will have to
learn at some point that shopkeepers don't sell their products out of sympathy for the customers, but to earn a living. If their motivation is not a social one, but instead goes back to the
absolute necessity of ensuring one's survival, it is determined socially. This means that the
context cannot be understood in the form of an immediate representation, but only as constituted by mediated forces, overriding potential social motivations. To realise the abstraction
inherent in societal mediation, the immediate categories of social cooperation (which were
originally taken at face value) must be overcome or extended in their mental forms. Not the
social context then appears as decisive for survival, but the societal. If the shopkeeper hands
over commodities without asking for money in exchange, this is pure luck and thus unreliable
in relation to the future. Only when realising that intersubjective contexts exist in society it
becomes possible to tackle their mediatedness.
For children an understanding of these processes is indispensable when entering society.
Their adequate appropriation is a precondition of gaining orientation in society and overcoming a heteronomous fixation on the concrete. The children's mental and practical agency is
enhanced by an understanding of the human-made nature of even the most ordinary actions,
like shopping. What makes this problematic is the fact that, for example, the societal relations
between child-shopkeeper-customer do not present themselves concretely, but must first be
translated into the specific constellations of language. Although language increases the children's capacities of understanding and becoming active, it also brings with it a set of fixed
societal meanings and generalisations. The person who acquires a system of linguistic meanings at the same time also acquires a set of ideological contents (Krauss, 1994b unpag.).
Through this it is possible for children not to become acquainted with the adequately incorporated objective meanings (Leontjew, 1982:149), creating the possibility for fantastic or
294
distorted representations and ideas without a proper grounding in practical experience to enter
the consciousness (Ibid.).
Societal ideology, which expresses itself in varied ways through linguistic forms and
communicative conduct, also conveys a specific set of world views to the child. The processing of these contradictory experiences can then become an object of personalised intrapsychical conflicts between different interpretations and possibilities, or they can lead to
learning experiences and critical positioning towards socially privileged interpretations.
Non-domestic living foci like kindergartens have a distinctive relevance in the development of childrens agency, because the practical distance to the domestic frame brings with it
the opportunity to realise the type of cognitive distance that is also necessary for a reflection
of societal structures. At the same time the development of thinking in the form of language
also goes hand in hand with it the aforementioned involuntary appropriation of world views.
3. Bildung in Child Care Institutions

The German concept of Bildung is related to nothing less than the topoi of freedom and reflexivity. With the publication of the international comparative education survey PISA however, the German education system came under considerable legitimatory pressure. As a host
of education scientists and reform pedagogues had long called for, child care institutions are
now increasingly moving from a model of 'care' towards one centred around Bildung
(Scheiwe, 2012). At quite a rapid pace all the federal states have worked out agendas on
Bildung for child care institutions. Despite a number of differences they share the intention of
ensuring individual development through the introduction of Bildungselements in early child
care. On the one hand this is thought to create more 'equal opportunities' and a better individual preparation for entering school. On the other hand it is the country's future 'human resources' that are seen to be at stake (see: Autorengruppe Bildungsberichterstattung, 2012:2).
4. Potentials of Subjectivity
The concept of Bildung carries with it the (normative) claim of a development of all the talents and potentials inherent in an individual(Lederer, 2011:13). Historically arising from
revolutionary contentions of toppling a god-given social order, Bildung also implies the idea
of equality and liberation from heteronomy and oppression. The concept has a political dimension in that it calls for conditions to be provided for humans to reach the development of
all their potentials.
In the wake of a rising bourgeois order of society, the balance between individual and societal reproduction shifted. The individualisation of society creates a necessity for a conscious
appraisal of decisions and potential sources of agency. How individual agency historically
unfolds is then dependent on the mode of production. Analyses by historians of education
show that Bildung in this context has always been significantly shaped by its embeddedness
in relations of domination (see Heydorn, 1979; Bernhard, 2001). An analysis of the emancipatory potentials of Bildung can only address this when it is equipped with theoretical insights
into the workings of society at large. The mode of production of high-tech capitalism and the
social and education policies of neoliberalism create new exigencies in both production and
reproduction, such as demanding an increasing realisation of subjective potentials.
It remains to be asked in how far an isolated observation of Bildung in early child care institutions is fit to contribute to a struggle for education for all and where its limitations lie.
Giesecke remarks that in the management perspective characteristic of neoliberal education
policy and in times of high structural unemployment, the main objective might not be to
most effectively qualify the whole of the population, but to support only the most talented
ones, with general qualification ultimately only serving the identification of those most talented. The managerial interest is limited to providing a reservoir of differently qualified people, ready to be hired and fired on demand (2005:386). Whether the talk of human re-
295
sources and individual support of talents dominating the debates in education policy point in
this direction remains to be researched empirically.
Still, from an educational research point of view, there is reason for hope. Bildung provides a framework for realising societal mediation. It also enables agency in the form of a reflection of contingent social relations. What is needed to assess the current potential of
Bildung in child care institutions is not only a grounding in social theory, but also an analysis
of the specific institutional structures shaping learning relations and how they support or obstruct learning processes. Furthermore one could inquire into the sets of world views conveyed by these institutions.
The term Bildung asserts humans as potentially autonomous beings (Lederer, 2011:18).
Drawing on Klaus Holzkamps phylogenetical account of the socialised nature of human beings it can further be stipulated, that humans share a need to control their living conditions
and the potential to participate in society. This implies not only the above mentioned competence of cognitive distance, but also the lifelong capacity to learn and develop. Humans are
'biologically' enabled [], to again and again 'catch up' with an incomplete socio-historical
development in their individual development, and to engage in the reproduction of societal
life forms through their individual contributions (Holzkamp, 1985:419). Although some patterns of physiological maturation are to be presumed, the assumption of biologically predefined phases, trajectories etc. of human ontogenesis is unwarranted (ibid.). Consequently
individual differences in personal development can never be ascribed to 'dispositional differences', [] but have to be understood as results of the societal facilitation or obstruction of
developmental potentialities (ibid:432).
5. Children as Subjects of their own Development through Bildung in Child Care

Institutions?
The possibilities of realising human potentials and overcoming societal dependencies in child
care institutions is bound to the provision of spaces allowing the development of agency. This
question is tied to the formation of education processes in learning relations.
As demonstrated in the first part, the driving process of development in the perspective of
a materialist science of the subject is the engagement with contradictions in the pursuit of
agency. Development thus figures neither as something wholly external, as in education, nor,
as in maturation, as something wholly internal. The current concept of Bildung in early education touches upon this: Bildung is seen as a process which (different from the notion of education) rests on the activities of individuals in their own development. Bildung is an active
process, in which the subject forms itself autonomously in interaction with its social, cultural
and natural environment (Bundesministerium, 2005:48, 83; cit. from: Liegle, 2008:96, see
also Laewen, 2002: 61).
6. Education as Restriction of Development?

Does Bildung overcome the education conception of development? To answer this question
we have to clarify what is meant by education (see Holzkamp, 1997:122ff.). Education aims
at an integration into society. Adults interact with children by invoking societal demands,
such as the goal of autonomy. Education then consists in measures enabling the children to
conform to these demands. In a day care institution, for example, children will be taught to
dress and undress themselves in order to gain independence. What is problematic are not the
goals as such, but the position of superior knowledge, the forms of power and the abstraction
from concrete situations involved in their implementation.
An educator for example, when faced with the mentioned situation, reported to a child's
mother that the child was reluctant to undress itself to the point of crying. Does it not want to
get independent? The educator then instructed the mother to pay attention to the child undressing itself at home as well and to not let the child alone in this situation. Whoever has
children, he or she knows their insistence on doing it themselves. Often there is no time for
296
that in everyday situations. With the new understanding of Bildung whose main goal is to
support autonomy in children these instances can be seen in a different light. Already the
classical educator knew that children want to undress themselves. It is rather stressful to get
20 children dressed in winter and spending half an hour on this before being able to leave the
kindergarten. After all this half hour is time lost for both educators and children, so it seems
in everyone's interest to demand of the children to get dressed themselves. The reductive assumption of an educational deficit on the part of the children, however, disregards the specific
interests and the context of the situation and thereby stymies the development of agency. The
educator might further restrict their own agency if they exclude the possibility of understanding the child's protest as a legitimate problematisation of common conditions. The protest
might not be a refusal to become independent, but simply point towards tiredness or the preoccupation with other things. Crying and protesting can then be the child's means of articulating its interests, where the alternative would be to silently submit to the educational demands,
possibly also to not lose the sympathy of the educators. In this sense education can lead to an
obstruction of development, a situation in which the children will learn how to undress themselves, but not how to become independent, as this still implies orienting their actions towards
needs and interests different to their own. Research shows how children learn to sense demands and cope with them in a subjectively functional way, for example by reinterpreting
them behind the backs of the adults in order to keep with their own interests (see BhlerNiederberger, 2011:203ff.).
The problematic aspect of education is not only the potential obstruction of development,
but also the severe disruptions of cooperative relationships with adults (Holzkamp,
1997:130) it can cause. In this notion of education, children potentially appear as pre-social
beings that are forcefully to be brought into society through education. We have instead tried
to emphasise the need for children to autonomously and individually socialise themselves.
Only by this process can they overcome the feelings of fear and helplessness and secure their
own existence. The subjectively necessary control over one's own affairs, as an appropriation
of societal agency, is here not to be gained in collaboration with the adults, but only against
the [] 'educators', or if all goes well, without or around them (ibid:130f.). Holzkamp further writes: The antagonism between adults and children or teenagers brought about by 'education' is 'functional' for the system in its own way, since in some areas of life solidarity between the generations could unleash unexpected potentials of resistance against the powers
that be (ibid:131).
7. Bildung as a Call for Selbstttigkeit2 a Contradiction in Terms?

So does Bildung overcome such notions of education? This would first and foremost have to
be assessed empirically. On the other hand one could look into the possibilities given to child
care educators of reflecting the educational form of their actions. Laewen (2002) notes that
education has to be rethought, if Bildung is supposed to rest on the agency of the children
themselves (48). Bildung and education are complementary terms (Liegle, 2008:99).
Bildung is to be understood as an activity of the child [], education as an activity of
adults (Laewen, 2002:73). It is further clarified that in education a legitimate demand []
is addressed to the children by relevant adults (ibid:77). The demands themselves are out of
question. Education is thought to be the enabling, support and evocation of constructive appropriation (ibid:73). Enabling and support is generally met with approval. But also the type
of education mentioned above can be enabling and supportive. Education is further seen as a
call for Selbstttigkeit (see Liegle, 2008:99ff.; Laewen, 2002:77). Isn't it paradoxical to
posit the child as an autonomous agent and yet having to call for its autonomy?
In our view the definition of education in child care institutions remains vague. Bildung
on the other hand fails to reflect its political dimension if reduced to a merely subjective no2
Authors note: There is no proper translation for the term Selbstttigkeit. Therefore we stick to the
german word. The german term Selbstttigkeit stresses a philosophical meaning of human beings as
active beings and emphasizes a special historically shaped meaning used in social theory.
297
tion of appropriation. Societal constraints and contradictions are not part of this picture. Are
we facing just a new form of education cloaked in the terminology of Bildung? Or a take
over of its developmental perspective in the interest of a better valorisation of subjective potentials? What seems to hint at this conclusion is the demand for children to become participants of their own education (Laewen, 2002:77). Autonomous development goes hand in
hand with an abstention from predictability in terms of its results (ibid). This abstention
seems handy in precarious times, calling for life-long learning and flexibility. Autonomous
decision making then not only figures as a human potential, but also as a societal imperative.
8. Conclusion
In our view the conceptions dominant in the German debate lack a critical perspective on society and thereby fail to realise the double potential of understanding social conditions as
both malleable and human-made. This shows for example in the ideological notions of freedom employed in the Bildungs-agenda of the state of Saxony-Anhalt: The leitmotif of the
programme is formulated as the characteristic tendency of all modern societies to increased
uncertainty under globalised conditions []. The categorical openness and non-predictability
[of developments, the authors] is more than a technical difficulty. It has been a fundamental
value of our society ever since the Enlightenment. We call it freedom (Bildungsprogramm
von Sachsen-Anhalt, 2004). Is this association of freedom and uncertainty supposed to install
the latter as something natural or unchangeable?
Furthermore learning is dealt with exclusively on an intersubjective level, for example as
a co-construction in cooperative, equal relationships, without taking into account relations of
power and domination. This seems to point towards the same reduction to interactionist notions as the formulation of Bildung as the contribution of the child to its own development
(Laewen, 2002:61; emphasis added).
There can be no simple support in relations of heteronomy. At the same time subjectivity
has a persistent tendency to resist formation. The emancipatory potentials of Bildung in early
child care remain to be identified empirically. What is clear is that the integration of child
care institutions into the education system opens the possibility for children to appropriate
societal resources. The state agendas further offer a dlegal framework to really implement
Bildung. This will be about creating varied experiences for children. It will be about stimulation and the supply of materials, space and time. A focus lies on language learning, first encounters with the written word, etc. These are important preconditions of realising societal
opportunities and become independent of the concrete others in one's grasp of the world.
Furthermore the attitude of those engaged with children in practice is central for a critical
view of Bildungs processes and a necessary change of perspective. This change of perspective
can take place if children are not brought up any more, but life is shared with them. Thus it
includes laying open the difficulties and contradictions adults have facing societal conditions
and showing ambiguity and limitations without naturalising them or treating them as a pedagogic issue.
By these means children can learn that adults dont have all the answers, but are at times
in doubt about what do and that knowing something is a process of evaluating different options. The aspect of intersubjective communication, especially the questions children have,
play an important part here, because only if children learn to keep asking intensively enough,
they [can] break the illusiveness and incomprehensibility of established living conditions,
clearly recognise their interests and fight for their realisation (Holzkamp, 1997c [1983],
p.154).
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ABSTRACT
Prevailing discussions on children's living conditions and early childhood development seem
to have overcome the concept of focussing on educational activities in favor of assuming an
active self-developing child. Children are rather conceptualised as early learners. We want to
deal with this subject by taking a critical look on socialisation processes in postfordistic societies and by asking whether the current theorization of early childhood offers satisfactory solutions to not only understand but to support children's experiences and lives within societal
relations and contradictions. Based on this the central question is how children can be enabled
299
in developing capacities to identify societal misappropriations and to resist societal demands.

We want to proceed in two steps. Firstly we will present a concept of dialectic development
that conceptualises the process of growing up as an analysis due to necessary contradictions
of development and their resolution. Secondly we are going to exemplify whether the current
interpretation of "Bildung" in Germany's early childhood education system tends to ignore the
emancipatory potential of subjectivity in education processes.
Anna Bandt,
Dipl.-Psyh., Phd candidate at Bergische Universitt Wuppertal, Dissertation Projekt: The
Development of Childrens Concept of Society, doctoral fellowship from the Hans Bckler
Foundation
email: anna.bandt@gmx.de
Adress: Anna Bandt
Reichenbergerstr. 122
10999 Berlin
Doreen Beer,
Dipl.-Psyh., Phd candidate at Bergische Universitt Wuppertal, Dissertation Project: The
Organisation of Bildung and Erziehung in Kinergardes. Perspectives of Collective Learning and change Processes, doctoral fellowship from the Hans Bckler Foundation
Email: dobeer@gmx.de
Adress:Doreen Beer c/o Mrtin
Ghrener Str. 12
10437 Berlin
300
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Human Rights Watch (2000). Human Rights Watch World Report. New York: Human Rights
Watch www.doe.gr
http://www.ddp.org.gr/wp-content/uploads
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ABSTRACT
The current essay refers to the fundamental rights of the child. Found that childhood beyond
an important developmental phase of man can be a traumatic time for any child found to be a
vulnerable victim multiple violations. The first global legally binding code of Unicef on the
rights that all children must have come to defend children as carriers of human rights of the
childrens rights.
The aim of this investigation is to determine that ensuring children's rights is not only a legal
obligation but also a fundamental issue that permeates throughout our society.
Methodology: Bibliographical research.
Conclusions: Activation of citizens, parents, teachers and children regarding the rights of the
child. Finally, it appears that it is necessary to adopt an alternative pedagogy based on human
rights defined by modern pedagogical techniques and strategies, as well as the training of
educators.
Key words: children's rights, learning, pedagogy of human rights.
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Dowling, J & Pound, A. (2001). <% )&" & " "" % " #. "
. )
+ (. -]%", .). -: Gutenberg.
(!)**
Bourdieu, P. (1973). Cultural reproduction and social reproduction. R. Brown. Knowledge,
Education and Cultural Change: Paper in the Sociology of Education. London, Tavistock
Publications.
Elliot, J. A. & Hewison, J. (1994). Comprehension and interest in hone reading . British journal of Educational Psychology , 64, 203-220.
Glynn, T. (1996). Pause Prompt Praise : Reading tutoring procedures for home and school
partnership. In K., Topping & S., Wolfendale (eds), Family Involvement in Literacy.
G.Britain: Redwood Books , 34-44.
Harry, B. (1992). An ethnographic study of cross-cultural communication with Puerto RicaAmerican families in the special education system. American Educational Research
Journal, 29, 471-94.
Mc Clelland, M., & Morrison , F. (2003). The emergence of leaning- related social skills in
preschool children. Early Childhood Research Quarterly, 18.206-224.
Piaget, J.(1973). The psychology of intelligence Totowa. NJ : Littlefield & Adams
Vygotsky, L.S. (1978). Mind in Society. London: Harvard University Press (1981),
The genesis of higher mental functions. J. Wertsch (.) The Concept of Activity
in Soviet Psychology. A monk , NY: Sharpe.
Vygotsky, L.S. (1978 ). Mind in Society (M. Cole, S. Scribner, V. John-Steiner and E.
Souberman, .), Harvard University Press, Cambridge, M.A.
Vygotsky, L.S. (1983). Sobranie Sochinenii , Tom tretii. Problemy razvitiya psikhiki [Collected works, t.3: Problems in the development of mind] .Moscow: izdtel stvo Pedegogika.
312
Vygotsky, L.S. (1934). My shienieirech: Psikhologccheskie issledovaniya [Thinking and

speech: Psychological investigations ] Moscow and Leningrad: Gosudarstvennoe Sotsial
no Economicheskoe lzdatel stvo.
ABSTRACT
The environment in which the child's development is taking place is through the initiation of
children including anything from the fact that they need to use a spoon to eat, they can read
and write, up to knowing how to use the Internet. Information is structured during the child's
development in the evolutionary process where is formed through different stages (j. Piaget).
Information is built by the experiences of the acquisition of cognitive skills in such a way to
continue learning with a natural way and beyond the established education. Vygotsky, unlike
with Piaget suggests that cognitive development is highly correlated with information from
others. In the middle childhood according to socio-cultural theories of child's activities affect
the cognitive process with important role, the social environment with an adult or parent as
ombudsman or forming educational operations of cognitive reality.
This document presents on-site investigations of social structuralism and pedagogical
theories which relate the quality of care for the child after formed through cultural values
which looks better connected in the local and family environment, in response to the interaction of parents and teachers.
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Alderson, P. (2000) Young Childrens Rights. Exploring Beliefs, Principles and Practice.
Children in Charge, Save the Children.
Commission on Human Rights(1982)UN Doc E/CN. 4/1982/L.41. Working Group. Report of
the 39 Session.Agenta item 13.
Council of Europe (1988). Recommendation 1071 on child welfare - Providing institutional
care for infants and children.
Council of Europe (2001) Recommendation 1501. Parents and teachers.Responsibilities in
childrens education.
Council of Europe (2006). Recommendation. 19 of the Committee of Ministers to member
states on policy to support positive parenting.
Council of Europe. Parliamentary Assembly(1990). Recommendation 1121 on the rights of
children. Assembly debate on 1 February 1990 (27th Sitting).
CRC(2001) General Comment N. 1.The Aims of Education.( CRC/GC/2001/1, 17/4/l 2001).
320
Hardling- Fox, L. (1997) Child Care Policy, Essex, Addison Wesley Longman (second edition).
Himes R.J (1998). Monitoring Childrens Rights: Cutting Through the Confusion and Planning
for Effective Action. In E. Verhellen (Ed.). Monitoring Childrens Rights (pp. 113-129).
Hague: Kluwer law International. artinus Nijhoff Publishers.
James, A., Jenks, C. & Prout, A. (1998) Theorizing Childhood. Oxford: Polity Press.
United Nations, General Assembly, 24 February 2010, Guidelines for the Alternative Care of
Children, A/RES/64/142.
Van Bueren, G. (1998). The International law on the rights of the child. Save the children.
Hague: Kluwer law International.
W.H.O. (1999), Report of the Consultation on Child Abuse Prevention, Geneva.
BSTRACT
Minors are increasingly recognized internationally as a social group with separate rights.
These rights are guaranteed in an individual agreement, the Convention on the Rights of the
Child and they are under special protection.
In contrast to the past that the family constituted a "closed" private space, nowadays, the
state appears to have a more active role, intervening even in the private sphere of family life,
when it comes to issues related to safeguarding the interests of minors (eg education, security,
etc.).
The purpose of this paper is to examine the states limits and familys responsibility relating to the protection of childrens rights, with focus on the right to education. It also attempts
to map the legal protection of children's rights in domestic law and to record trends and innovations in regard to the protection of children's separate rights in the international law.
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RESUME
Les rseaux sociaux, comme facebook, ont devenus le plus clbre mode de communication
entre les jeunes. Cette communication numrique a cr de nouvelles formes daction et
dinteraction et par consquent de nouveaux types de relations sociales, modifiant ainsi la
structure traditionnelle des relations. Les relations interpersonnelles entre les individus jouent
un rle primordial dans le dveloppement de leur identit. Notre rapport focalise sur la
formation didentit et les relations interpersonnelles des jeunes dans le monde de facebook.
On tudie la manire dont les individus sont prsents dans linteraction face face et sur
facebook et les types de relations qui peuvent tre tablies et prserves. Finalement, on
examine si facebook peut conduire au dveloppement dune sociabilit et au renforcement des
relations ou il est impossible dtablir de nouvelles relations essentielles via facebook.
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ABSTRACT
This paper examines the concept of childhood in terms of history and sociology. More specifically, theories about the meaning of age and childhood, in particular are recorded. Then,
there is a reference to the contribution of Philippe Aries to the emergence of childhood as a
distinct phase of life, and to De Mauses views on the subject. There is also a chronological
account outlining the perceptions for the child and the subsequent treatment by adults from
antiquity to today. The factors that influenced these perceptions are also recorded as well as
those that led to the change and development of theories regarding childhood.
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nikigrigoriou@yahoo.gr
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Brody, G. H., Yu, T., Chen, Y.-f., Kogan, S. M., & Smith, K. (2012). The Adults in the Making program: Long-term protective stabilizing effects on alcohol use and substance use
problems for rural African American emerging adults. Journal of Consulting and Clinical
Psychology, 80(1), 17-28.
Goffman, E. (2012). # *
. " 8$ , ? * ('. - "!). -: &/%.
"&, =. (2004). * 7 8 8 , -: ""$.
&$", . & &"!, . (2012). " -. [ ^
8 , 11 (3), 319-329.
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$ % "+- " +"$ " &#"$ )$ %&& "$ #- " " &"-
%+. '%* <&% (2013:44), '"$ "$ /"
#+* # )* &#-, +, &#- + ! + ! ! " + -+ . @
- )%* $+ # ).
340
Laclau, E. (1983).

)% ?
: , <=,
( ('. =# %). 0&": #) 0$.
Moskowitz, G.B., Stone, J., & Childs, A. (2012). Implicit Stereotyping and Medical Decisions: Unconscious Stereotype Activation in Practitioners Thoughts About African
Americans. American Journal of Public Health, 102 (5), 996-1001.
Norval, A. (2000). Trajectories of future research in discourse theory, in Howarth, D., Norval, A. J., & Stavrakakis, Y. (eds.). Discourse Theory and Political Analysis. Identities,
Hegemonies and Social Change. Manchester and New York: Manchester University
Press.
Sabin, J. & Greenwald, A. (2012). The Influence of Implicit Bias on Treatment Recommendations for Four Common Pediatric Conditions: Pain, Urinary Tract Infection, ADHD,
and Asthma, American Journal of Public Health, 102 (5), 988-995.
Sabin, J., Rivara, F. & Greenwald, A. (2008). Physician Implicit Attitudes and Stereotypes
about Race and Quality of Medical Care, Medical Care, 46 (7), 678-685.
ABSTRACT
In this paper we consider the terms in which children-patients interact with pediatricians. Our
main argument is that, during the therapeutic interaction, the pediatricians implicit stereotypes and their discriminative medical practices construct children-patients as unequal social
subjects. In order to analyze the articulation of the hegemony of medical discourse and its
limits, we apply to political discourse theory (Ernesto Laclau, Chantal Mouffe and Yannis
Stavrakakis) and to the theory of symbolic interaction (Erving Goffman). Our empirical resources derive from the review of the Greek and English literature when it examines, in sociological terms, aspects of health and illness, especially in the last decade. The material seems
to reflect the growing trend of healthcare professionals to discuss their own professional identities and the identities of children-patients utilizing analytical tools and assumptions of social
sciences.
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6972926903, pdelikar@ecd.uoa.gr
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Commission of the European Communities (2011) Progress Towards The Common European
Objectives in Education and Training. http://ec.europa.eu/education/lifelong-learningpolicy/doc/report10/report_en.pdf (retrieved April 12, 2011 at 9.30 pm).
Dolby, N. & Dimitriadis, G. (2004) Learning to Labor in New Times. London: RoutledgeFalmer.
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Giroux, @. (2009) Youth in a Suspect Society: Democracy or Disposability? New York: Palgrave Macmillan.
McLaren, P. (1995) Critical Pedagogy and Predatory Culture: Oppositional Politics in a
Postmodern Era, London: Routledge.
Miles, M. B. & Huberman, A. M. (1994) Qualitative Data Analysis: An Expanded Sourcebook. California: Sage Publications.
Osher, D., Morrison, G. & Bailey, W. (2003) Exploring the Relationship Between Student
Mobility and Dropout Among Students with Emotional and Behavioral Disorders. Journal of Negro Education, 72 (1), pp. 79-96.
Rosenblum, S., Goldblatt, H. & Moin, V. (2008) The Hidden Dropout Phenomenon among
Immigrant High-School Students. The Case of Ethiopian Adolescents in Israel A Pilot
Study. School Psychology International, 29:105.
Stearns, E. & Glennie, E. J. (2006) When and Why Dropouts Leave High School. Youth &
Society, 38(1), pp.29-57.
Traag, T. & Van der Velden, K. W. (2011) Early School Leaving in the NetherlandsQ the role
of family resources, school composition and background characteristics in early schoolleaving in lower secondary education. Irish Educational Studies, 30 (1), pp. 45-62.
Willis, P. (2000) The Ethnographic Imagination. Cambridge: Polity Press.
Willis, P. (1981) Learning to Labor. How working class kids get working class jobs. New
York: Columbia University Press.
%
Bourdieu, P. (1999) : $
. (D$&,
., %'.), -: %", (9 ".), Original work published 1979.
Bourdieu, P. & Passeron, J. C. (1996)
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published 1985.
=+#&&%, J. (2012) "- #+#"-, ""- &"- " $ &"%
#% .
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(%", . (2007) ! & !
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ABSTRACT
The purpose of the study presented in this article was to investigate the main factors that influence the decision of students to drop out of high school. More specifically, the study attempts to escape from the frames of simple demographic description of drop outs and analyze
how students themselves interpret their decision, in the context of the social structures they
belong to. The theoretical framework of this research is based on the work of Paul Willis and
it focuses specifically on analyzing by qualitative means how marginalized groups interpret the oppression of the system, through their own experiences and reactions. The research
addresses concepts such as social class, subculture and opposition.
The research was conducted in two public high schools in Cyprus. The survey involved
students who dropped out of school, as well as teachers and students attending the school. The
ethnographic approach involved semi-structured interviews, study of archival material, use of
research diary and daily informal interactions with students. The ethnographic approach was
necessary for a deeper understanding of the action of a group of students who dropped out of
one of the schools under study.
According to the findings of the research, although conscious efforts are made by the staff
of the two schools to prevent the phenomenon of drop outs, some of these efforts could be
characterized as spontaneous and superficial. Moreover, he students who drop out of school
have the ability to criticize the system, and justify their own actions, however, in doing so,
they reproduce and strengthen its unfairness and injustice. The findings are analyzed and discussed in the context of Critical Pedagogy.
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349
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Barber, B. & Battistoni, R.M. (2012). Education for Democracy. Dubuque: Kendall Hunt
Publishing.
354
Bellini, S. (2006). Building Social Relationships: A Systematic Approach to Teaching Social

Interaction Skills to Children and Adolescents. United States: Autism Asperger Publishing Company.
Berns, I.M. (2012). Child, Family, School, Community: Socialization and Support. USA:
Wadsworth Publishing.
Biocca , F. & Levy, . (1995). Communication in the Age of Virtual Reality. Hillsdale : Lawrence Erlbaum Associates.
Chickering, W. & Reisser, L. (1993). Education and Identity. San Francisco: Jossey-Bass.
D'agustino, S. (2012). Immersive Environments, Augmented Realities, and Virtual Worlds:
Assessing Future Trends in Education. United. States: Igi Global.
Handel, G., Cahill, S. & Elkin, F. (2006). Children and Society: The Sociology of Children
and Childhood Socialization. USA: Oxford University Press.
Noodings, N. (2004). Happiness and Education. Cambridge: Cambridge University Press.
Riley, D., San Juan, R. Klinkner, J. &Ramminger, A. (2007). Social & Emotional Development: Connecting Science and Practice in Early Childhood Settings. New York: Redleaf
Press.
Rogers, J. & Orr, M. (2010). Public Engagement for Public Education: Joining Forces to Revitalize Democracy and Equalize Schools. Stanford: Stanford University Press.
Salovey, P.& Sluyter, D. (1997). Emotional Development And Emotional Intelligence: Educational. New York: Basic Books.
Seidel, R.J. & Chatelier, P.R. (1997). Virtual Reality, Training's Future?: Perspectives on
Virtual Reality and Related Emerging Technologies. New York: Springer.
Sroufe, L.A. (1997). Emotional Development: The Organization of Emotional Life in the
Early Years. London: Cambridge University Press.
Standish, P., Smeyers, P. & Smith, R. (2010). The Therapy of Education: Philosophy, Happiness and Personal Growth. New York: Palgrave Macmillan.
Tyack, D. & Tobin, W. (1994). The grammar of schooling why has it been so hard to change?
American Educational Research Journal. 31 (3), 160-170.
ABSTRACT
The question how child biography is formulated on the basis of virtual reality meaning how
the association of discourse and experience in the formulation of the complex ego functions is
being examined by the present paper. The procedure of imposing virtual conventions in the
childs everyday life and how social relations and frameworks within the a-social environment of virtual situations are defined by the child are analytically presented. There is a thorough analysis of the stages of its familiarization with virtual reality, gradually being experienced as a real environment within which its personal desires are satisfied or formulated, and
its experiencing of childhood, even under different terms, which seems to be minimized as it
undergoes a shrinking within a voracious virtual system addressing the child as a user, as an
impersonal entity within a communication ritual under a-social terms.
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ABSTRACT
The announcement in respect is aiming to study the Schools for Children and Teenagers in need
established in Cephalonia from local associations the period 1864-1910. Specifically it examines
the educational and pedagogical dimension of the action of "School for Children in need of Cephalonia" founded by Progressive Association "Ios" (1877), the "Childrens School of Labor" founded
by Labor Association of Lixouri Adelfopoiisis (1895) and "School for Children and Teenagers in
need of Argostoli and the branches established by Labor Association Argostoli Allilovoithia
(1902).
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4
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c
Multivariate Tests
Effect
AKSIES
Value
Pillai's Trace
,351
Wilks' Lambda
,649
Hotelling's Trace
,541
Roy's Largest Roo
,541
AKSIES * INDE Pillai's Trace
,054
Wilks' Lambda
,946
Hotelling's Trace
,057
Roy's Largest Roo
,057
F
Hypothesis df Error df
162,704b
5,000 1505,000
162,704b
5,000 1505,000
162,704b
5,000 1505,000
162,704b
5,000 1505,000
17,098b
5,000 1505,000
17,098b
5,000 1505,000
17,098b
5,000 1505,000
17,098b
5,000 1505,000
Sig.
,000
,000
,000
,000
,000
,000
,000
,000
Partial Eta Noncent. Observed

a
Squared Parameter
Power
,351
813,520
1,000
,351
813,520
1,000
,351
813,520
1,000
,351
813,520
1,000
,054
85,490
1,000
,054
85,490
1,000
,054
85,490
1,000
,054
85,490
1,000
a. Computed using alpha = ,05

b. Exact statistic
c.
Design: Intercept+INDEX
Within Subjects Design: AKSIES
b
Mauchly's Test of Sphericity
Measure: MEASURE_1
a
Epsilon
Approx.
Within Subjects Effe
Mauchly's W Chi-Square
AKSIES
,407
1353,093
df
14
Sig.
,000
Greenhous
e-Geisser Huynh-FeldtLower-bound
,756
,758
,200
Tests the null hypothesis that the error covariance matrix of the orthonormalized transformed dependent
proportional to an identity matrix.
a. May be used to adjust the degrees of freedom for the averaged tests of significance. Corrected tests
Tests of Within-Subjects Effects table.
b.
367
Tests of Within-Subjects Effects

Measure: MEASURE_1
Type III Sum
of Squares
df
Mean Square
F
Sphericity Assume 355,055
5
71,011 153,291
Greenhouse-Geiss 355,055
3,778
93,976 153,291
Huynh-Feldt
355,055
3,791
93,649 153,291
Lower-bound
355,055
1,000
355,055 153,291
AKSIES * IND Sphericity Assume 43,992
5
8,798 18,993
Greenhouse-Geiss 43,992
3,778
11,644 18,993
Huynh-Feldt
43,992
3,791
11,603 18,993
Lower-bound
43,992
1,000
43,992 18,993
Error(AKSIES Sphericity Assume 3495,161
7545
,463
Greenhouse-Geiss 3495,161 5701,234
,613
Huynh-Feldt
3495,161 5721,114
,611
Lower-bound
3495,161 1509,000
2,316
Source
AKSIES
Sig.
,000
,000
,000
,000
,000
,000
,000
,000

a
Squared Parameter Power
,092 766,457
1,000
,092 579,158
1,000
,092 581,178
1,000
,092 153,291
1,000
,012
94,965
1,000
,012
71,759
1,000
,012
72,009
1,000
,012
18,993
,992
Z+ ' / &&& (Multivariate tests) & "- Pillais [, Wilks L, Hotelling T Roys L <<! / "- &&& % &&&, '+ )" %#. " "
+ <%&& - x Mauchlys &$ <%&& (Test of Within Subject Effects). ! $ '*
$) '" &" '& - "%& '% #""$ % "+"! /!. /" %* #& '- &- "%+ " (Tests
of Within-Subjects Contrasts) $) %& " /%* <&$ (contrast) % )$ % " $ repeated.
x
x
4) 4
] " contrast #
$ - + 6
%
(repeated measures)
Tests of Within-Subjects Contrasts
Measure: MEASURE_1
Type III Sum
AKSIES
of Squares
Level 1 vs. Level 2
39,009
Level 2 vs. Level 3
38,992
Level 3 vs. Level 4
18,825
Level 4 vs. Level 5
6,349
Level 5 vs. Level 6 212,193
AKSIES * INDEXLevel 1 vs. Level 2
,394
Level 2 vs. Level 3
21,700
Level 3 vs. Level 4
40,030
Level 4 vs. Level 5 2,239E-02
Level 5 vs. Level 6
39,571
Error(AKSIES) Level 1 vs. Level 2 632,297
Source
AKSIES
df
1
1
1
1
1
1
1
1
1
1
1509
1509
1509
1509
1509
Mean Square
39,009
38,992
18,825
6,349
212,193
,394
21,700
40,030
2,239E-02
39,571
,419
,625
,913
,759
1,303
F
93,098
62,402
20,626
8,361
162,818
,940
34,728
43,858
,029
30,363
Sig.
,000
,000
,000
,004
,000
,332
,000
,000
,864
,000
Partial Eta
Squared
,058
,040
,013
,006
,097
,001
,022
,028
,000
,020
Noncent.
Parameter
93,098
62,402
20,626
8,361
162,818
,940
34,728
43,858
,029
30,363
Observed
a
Power
1,000
1,000
,995
,824
1,000
,163
1,000
1,000
,053
1,000
( " (aksies* index) %) '% / "%&+ " ! "+ / $
&&% " / " &
&<& # (-& 6).
"%* '$ "% <&$ '* ', ! '$ $ (&&% " <&- -
368

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x 4) 5
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c
Multivariate Tests
Effect
AKSIES
Value
Pillai's Trace
,133
Wilks' Lambda
,867
Hotelling's Trace
,153
Roy's Largest Roo
,153
AKSIES * INDE Pillai's Trace
,002
Wilks' Lambda
,998
Hotelling's Trace
,002
Roy's Largest Roo
,002
F
Hypothesis df Error df
121,973b
2,000 1590,000
121,973b
2,000 1590,000
121,973b
2,000 1590,000
121,973b
2,000 1590,000
1,927b
2,000 1590,000
1,927b
2,000 1590,000
1,927b
2,000 1590,000
1,927b
2,000 1590,000
Sig.
,000
,000
,000
,000
,146
,146
,146
,146

a
Squared Parameter
Power
,133
243,946
1,000
,133
243,946
1,000
,133
243,946
1,000
,133
243,946
1,000
,002
3,854
,401
,002
3,854
,401
,002
3,854
,401
,002
3,854
,401

b. Exact statistic
c.
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6
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" 4,3.
369
)+% &"+ '- $ * " & &$ " %# &"- *+- &", + , &%) & )&" , #+$ & $ '
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1994:257-269). 7 &+ "- x #) "7.
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Jennings-Niemi ) " $+ )&- )$ / + D+ "%&+-! (K. Jennings-R. Niemi, 1974, 211-227).
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$ - "%& <" - )- "& +
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" " "- "+"- '% (Edgar Litt,
1963:69-75).
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- "%&. - $ +
<& + &" # &&% &% - + $) &
) % /%, *%, ="<& " %&& (. "&%, 1992:382384).
@ +& # Margaret Mead &! + # & =$ -/
! %+ M. Mead, Sex and Temperament in Three Primitive Societies, New
York. 1935.
8
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% < +" )$ $ $. @ *%
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370
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" % #+# "- "+"- #" .
@ $ ) - + ""! %, , "%
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&$&$ '%$
Almond G.-Verba S., (1969), The Civic Culture, Newbury Park (USA): Sage Publication.
Cohran W. G, ( 1977). Sampling Techniques, New York: Wiley.
Cronbach L.Y, (1951). Coefficient Alpha and the Internal Structure of Tests, Psychometrika,
16, 297-334.
Gilligan C. (1982) In a Different Voice: Psychological Theory and Womans Development,
Hess R.-Torney J., (1970), The development of political attitudes in children, Chicago: Aldine.
Hyman H., (1959), Political Socialization: A study in the psychology of Political Behavior,
Glencoe (USA): The Free Press.
International Civic and Citizenship Education Study (2007) Assessment Framework, Amsterdam: IEA Secretariaat.
Litt Edgar. (1963). Civic Education Norms and Political Indoctrination. American Sociological Review, 28, 69-75.
Lynn D. (1962) Sex Role and Parental Identification, Child Development, 33, 555-564.
Percheron A., (1974), L Universe Politique des Enfants, Fondation Nationale des Sciences
Politiques, Paris.
="<& $& (2005).
! + , -
: N-.
&#%"-%" . (1993). ] )$ 3"

. -: =# .
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$ ! 3"
(
. +).
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/
: 8
!= ] . -: .
"%" J&. (2005). 8 ! ] X
SPSS. A-: Gutenberg.
#"%" . (1995), !
# . -:
$.
/% . (1976).
. -: %""&.
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, -: <<%&.
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&/- . (1975).
: $. -:
Gutenberg.
*% . (2003).

. -: =# .
SUMMARY
The above research is part of a group of similar works investigating parameters of political
socialization in different ages which have initiated theoretically from the United States with
the publication of the Political Socialization. A study in the psychology of political behavior
(H. Hyman).
Here investigates the hierarchy of teacher-student preferences in a group of social values,
demographic factors that influence and eventual convergence (or divergence) of views. Despite the distance of more than a generation between teachers from their students, it seems
371
that consensus is difficult, at our opinion, be justified simply as a product of teacher-student

bond.
&*1! +29
"" --, MSc, PhD
0%" 108, $ "- 18863
&. 210-4412989, 6979108310
Mail: basilisikaria@hotmail.com
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http://www.24grammata.com/wp-content/uploads/2012/10/Artemi-pediki-ergasia-24
grammata.com_.pdf ("-" 22.2.2013).
Bhalotra, S. (2000), Is child work necessary? (discussion paper), No DEDPS 26, The Suntory
Centre, LSE, August.
Bjerkan, L and Gironde, C. (1997), Achievements and setbacks in the fights against child labour (assessment of the Oslo Conference on the Child Labour), Oslo.
Cigno, A. (2011), How to deal with convert child labour, and give children an effective education, in a poor developing country, IZA Discussion Paper No 5663.
Cigno, A. (2004), The supply of child labour, IZA Discussion Paper No 1114.
Edmonds, E. (2007), in T. P. Schultz and J. Strauss (eds), Handbook of development Economics, Vol. 4, Elsevier Science, Amsterdam.
Edmonds, E. (2005), Does child labor decline with improving economic status?, Journal of
Human Resources, Winter.
Galli, R. (2001), The economic impact of child labour (discussion papers), IILS, Geveva.
Huebler, F. (2008), Child labour and school attendance: Evidence from MICS and DHS surveys, Seminar on child labour, education and youth employment, Understanding Childrens Work Project, Universidad Carlos III de Madrid, Madrid, 11-12 September.
ILO (2006), The end of child labor: within reach, Global Report under the follow-up to the
ILO Declaration on fundamental principles and rights at work, International Labour Conference, 95th session, Report I (B), ILO, Geneva.
ITUC (2008), Child Labour: Mini Action Guide, Geneva.
<$&, =. (2011), "- #,
. =+%", . &"%", " . ",
(),
!#+, -, , 134-170.
UNICEF (2012), Children in an Urban World, New York.
ABSTRACT
Child Labour is a global phenomenon, which is linked with serious consequences on the childhood and the development of human capital. Apart from the violation of the pertinent human
rights, childrens employment could harm their health and safety and affect their ability to participate in schooling. Aim of this paper is to assess the ecumenical developments in fighting child
labour and the involvement of certain international organizations. Furthermore, it evaluates the
current trends of national policies on child labour in Greece.
(/)+ <+:0 ,
" #-, - #, ! 41, 82100. ,
&. 6932276177, e-mail: t.koutroukis@fme.aegean.gr
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Barton, L., (1996). Sociology and Disability: some emerging issues, in L. Barton.(ed.) Disability and Society:Emerging Issues and Insigh. London and New York:
Longman.
Barton, L., (2000). @ &"- Inclusion, !-$, . (.) ] %: *
;
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Baylies, C. (2002). Disability and the Notion of Human Development questions of
rights and capabilities. Disability and Society, 17(7), pp. 725-739.
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can there be a research relationship? Disability and Society, 15(5), pp. 781-793.
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15/6/2005.
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. -: &/%.
Lemish, D. (2009). : ) . -: .
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Clough, N. (ed), Children as citizens. Education for participation, London: Jessica
Kingsley Publishers.
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457-470.
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12(2), pp.293-300.
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& Society, 8(4), pp.351-360.
ABSTRACT
The image of disabled people as pictured through Mass Media is not always the real one.
Most of the times, the media choose a public speech which reproduces prejudices and stereotypes as far as disability is concerned. To become more precise, by adopting a medical model
about disability, media tend to cultivate compassion and mercy towards persons with disability. On the contrary, the disabled peoples movement believes that the disability is only a social construction and struggles against this stereotype. In this effort, the movement is calling
each member of the society to take responsibility for the marginalization of disabled citizens.
Considering the above, a research was held in order to evaluate the attitude of media towards the disabled. This time, we tried to reach our goal through the eyes of the children. The
information was gathered by their answers on how they find the relation between mass media
and people with disability. The answers were given by twelve-year-old students of schools all
around Attica who took part in the survey. The results of this research can be used by the media so as each one of us will be aware and concerned about the rights of the disabled citizens.
;a <0;+ ,
Med. "" , : %" " , &&-,
..15351, &$'+ "+: 2114035209/6937533894, email: loukeris@ hotmail.com
<+1/)-'(+ :! ,
" #-, : - ++, ...., &, 45110 +%, &$'+ "+: 2651005664, email: ssoulis@cc.uoi.gr
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$) (Klein, 2010:23), % <<!, $) D &: ' ), )* !, # ) /%, - &+ /%, - +"-
$" +" $ $ "% . % & % $) $" &&&##, #& " ! " " %. ] / % , '! ) *
" #%& " %#% , ##
. "% ! '&-, # <&$ +%, "%
! % ' " &# &! " "&, ##* ' <.
@ $ # % " / $ #$ ) /, $) ' - !, ""$ % & ) "%. % (/)"&D % , , "#$, &&&##, +%, '&, '&, "&#"- , #% # .
! & " "- # $&&, # , "#$,
, "%* " %&, %&, ! ) .
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Eurostat (2011). $ 3"
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) 3
. -: "-.
Klein, N. (2010) [ 3. -: b<%..
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com/gr/the-fund. -.
*%", . (2011). ) . -: *-.
b<, . ".% (2010). ' $ .
-: b<%.
Lemkin, R. (1946). Le genocide. Revue internationale de droit penal, 31, 34-45.
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2013.
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,

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ABSTRACT
The crisis in Greece with its various dimensions and showed a series of impacts relating to
childhood. Lack of food, heating, the psychological impact of job loss parents, reductions in
393
health expenditure, welfare and care are some of the effects of the crisis. This paper analyzes
the childhood in modern Greece crisis and explores the dimensions yielded by the new conditions. Examined changes in childhood linked to living conditions, the new family environment parameters in education, health and welfare.
(a9 !01/
&% 11- 68100 &/&
e-mail: malkidis@gmail.com , &. 6972139706 , fax 2551033313
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Drought/smoke Crises on Infant Mortality and Birthweight in Indonesia)
/ '% '"% + "% %" ""- " - /-" " #- + +! <% " + 2,5 "&! "% 2
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Z+ " %&& " ) %/ % "&- &+ " &" /$ (Bustelo, 2004:4) # ""!
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peso- ! $ - / - 8% # 20032007 (Cruses et al, 2012:305).
400
$ 9
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#-: Tradingeconomics
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<&- 1997-2007
$ 11
<&- " "'&- - ( US $) 1997-2007
401
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peso -# / + !+ <" "%+ '!) (" 13) " $' D& , 45,7%
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% J (Bozzoli et al, 2010:15).
'. 0+1* * !!9/

@ #% "-+ @+$ & #! "- %/
1990 $+ 2005, <-" ("% 2002-2005) )-# + )&- /'%& ( #+% subprime mortgage loans) $) %* &. 2006 /$ + + %) +* <&-, # 2007 ""$ %* )* $) $ )#%, + "- / + ! + "-+ "% "% "&. $< 2008 Lehman Brothers +), #" )+"- " $) /"-. )% &&"- " '. #" " " % ! &&"- " &&% " +G"- "- #" '% & 2010 "<$ "! '#- )
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% &"$ - "% &""- % 2003-2011
#-: &&"- "- )-
<$< " $&/ % ,
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#-: &&"- "- )-
$& " " $"D +"- % )&"- - - $
" $ +G"- 7+ " +*!2.
. <(+9*
@ #" / ! '"! "+ " / ! '" $
%/ )+! '$ $ )- %. ! % '" &$ %&+ &$ ",
'% '" ", " <
# ( )- + '+)! ), " '!) " <% #$ ( + #-). &$ #$ )! " + !, &&%, % % )$
%&& &""$ % <! &"$ -, &&% " ""! '* + &$ %&+. & ! '$ %&# %/ "% )! % &- %, "% # " $ )%*
&"$ %* <&.
&$&$ '%$
Baer W.&Margot D& Montes-Rojas G, (2009). Argentina's Default and the Lack of Dire
Consequences, Department of Economics Discussion Paper Series (City University London),10/09.
2 '+ $" Unicef # "% + ! &&% 2012, #
2010
' 13,7% $ " 14,1% !=
] 15,5% !' , #
' $7. 8
"
$ " 6,5% ( $ #
)
8,3% ("
< 2,3%
4 [!! 21,5%,
).
407
Block S&Kiess L.&Webb P.&Kosen S.&Moench-Phanner R.&Bloem M.&Timmer P.(2004),

Micro shocks and micro outcomes:child nutrition during Indonesia's crisis, Economic and
Human Biology, 2, 21-44.
Bosco F. (2007), Hungry Children and Networks of Aid in Argentina: Thinking about Geographies of Responsibility and Care, Children's Geographies,5:1-2, 55-76.
Bozzoli C. & Quintana-Domeque C., (2010) Birth outcomes and Economic Crises: Evidence
from Argentina, Working Paper.
Bustelo P. (2004), Capital flows and Financial Crises: A comparative Analysis of East Asia
(1997-98) and Argentina (2001-02), Working Paper, No 2004-017.
Cader A.A. &Perera L. (2011), Understanding the Impact of the Economic Crisis on Child
and Maternal Health among the Poor: Opportunities for South Asia, ADBI Working paper
series, 293.
Cruses G.&Gluzman P.&Lopez CalvaL.F. (2012), DefEconomic crises, Maternal and Infant
Mortality, Low Birth Weight and Enrollment Rates: Evidence from Argentina's Downturns, World Development, 40:2, 303-314.
Dhanani S.&Islam I. (2002), Poverty, Vulnerability and Social Protection in a Period of Crisis:The Case of Indonesia, World Development, 30:7, 1211-1231.
Escudero J.C., (2002). The health crisis in Argentina, International Journal of Health Services, 32:2, 129-137.
Espey J. & Harper C. & Jones N. (2010) Crisis, care and childhood:The impact of economic
crisis on care work in poor households in the developing world, Gender&Development,
18:2, 291-307.
Hill H. & Shiraishi T. (2007), Indonesia After the Asian Crisis, Asian Economic Policy Review, 2, 123-141.
Kaminsky G.L. & Schmukler S. (1999), What triggers markets jitters? A chronicle of the
Asian crisis, Journal of International Money and Finance, 18, 537-560.
Pasricha S.R. & Biggs B.A.,(2010), Undernutrition among children in South and South-East
Asia, Journal of Paedriatics and Child Health,46, 497-503.
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Unicef , The impact of the food and economic crisis on child heath and nutrition, Draft Working Paper for Unicef Conference 6-7 January 2009 Singapore.
Unicef, (2012), @ "% + ! &&%.
Wade R. (1998), The Asian Debt -and- development Crisis of 1997-?: Causes and Consequences, World Development, 26:8, 1535-1553.
SUMMARY
The comparison, between three different crises and three countries with different levels of
development can provide us some useful conclusions. In all three cases, the children appeared
to be the most vulnerable to the effects of the crisis, in terms of nutritional indicators, anemia
and access to health services (which we used in the case of poorer Indonesia), and in terms of
poverty and birth weight (in the case of Argentina). In the most developed country of the
three, Greece, we focused on the fact that children are more likely than other age groups to
experience material deprivation, but also what types of households are those that appear to be
most vulnerable. So although the effects differ according to the level of development of each
country, the most affected group -in all cases- are children, this means that especially in times
of crisis,we should design policies that will focus on this problem.
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Seaford, R. (1987).The tragic Wedding. The Journal of Hellenic Studies, 107, 106 130.
ABSTRACT
The dominance of the concept of subject as the foundational core of our time has as a result
that our era is organized around the concept of contrast. For the Greek antiquity the community precedes the individual. As a result the community jealously crushes individual peculiarities in order to ensure the reproduction of its very peculiarities As a result the peculiarities of
ancient communities are expelled into the territory of childhood, which has indeed the necessary biological dynamics that allow features to flourish. In this regard the modern subjectivity
appears as an attempt of ancient childhood to penetrate within the field of maturity. Hero is he
who overcomes the metaphoric death gap which distinguishes childhood from maturity.
9*+ &*1!(
) (&'" -, (&'"- )&-
) &"- - " "
D.E.A. Histoire de la Philosophie, Paris I Panthon Sorbonne
- =
"&% 2 34003
&$'+. 2222022253, #: 2222022418, : 6944188814
Fax: 2222022418
e-mail: sibil@sch.gr
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ABSTRACT
The present study examines the meanings of the word child in all clauses as it is found in the
texts of new testament. From the search, it is discovered that the word child can have 14 distinct meanings. By investigating the meanings of the word child we can derive important information regarding the customs, the character and beauty of Hebrew children. Jesus considered children as the prototype for Christians to gain the Kingdom of God, since children are
characterized as humble, innocent, faithful and obedient. This is a new approach from Jesus
Christ compared to Jewish opinion that considered children as a continuation of the heredity
of their ancestors of Israel.
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ABSTRACT
This article examines the relationship of the crisis in Greece (2010 - present) with aspects of
childhood, subjectivity and citizenship. t refers to the concept of the crisis in the Greek social
formation and the impact of this in childhood and the world of the children. The particular
categories that are considered are increasing poverty, health, nutrition, family, culture and the
effects in childhood. The crisis of capitalism and the state of exception are considered competitively toward the creation of resistance from educators, and the privatization of education
is compared with what we call community school. The request is for a democratic school and
a critical pedagogy that can contribute to that.
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Aris, Ph. (1960). LEnfant et la vie familial sous lAncien Rgime. Paris: Librairie Plon.
Aris, Ph. (2001).
")$ "- &". : . "! (.). "- &". -: -, 47-53.
$, (. (1990). ! "- &", '. =. &. -: =&%.
Buckingham, D. (2000). After the Death of Childhood: Growing Up in the Age of Electronic
Media. Cambridge: Polity Press.
Bhler-Niederberger, D., van Krieken R. (2008). Persisting Inequalities: Childhood between
global influences and local traditions. Childhood, 15 (2), 147-155, [http://chd.sagepub.
com/content/15/2/147.refs.html].
Giddens, A. (2002). +&#, '. . =. . -: Gutenberg.
"&%", . (2009). #+#- #) +&#. -: *-.
Hardman Ch. (1973). Can there be anthropology of children? Journal of the Anthropological
Society of Oxford, 4, 2, 85-99.
" ) &&"- ]&: http://www.iaen.gr.
De Mause, L. (1974). The history of childhood. N. York: The Psychohistory Press.
]!*, b. (1985). (). "- &", '. . +&$. -: 0%.
Postman, N. (1982). The Disappearance of Childhood. N. York: Delacorte Press.
Postman, N. (2001). @ /'% "- &". : . "! (.). "&". -: -, 131-147.
, ]. (2002). @ / $&&. ! & <&! $&& . . . . &, '. . /%. -: !.
Qvortrup, J. (2007). Editorial: A reminder, : Childhood-a Global Journal of Child Research, 14, 4, 395-400, http://chd.sagepub.com/content/14/4/395.refs.html (21/11/2012).
Qvortrup, J. (1993). Societal position of childhood: the international project Childhood as a
Social Phenomenon. Childhood 1, 119-124.
Qvortrup, J. (1997), Childhood and Societal Macrostructures, Working Paper 9. Child and
Youth Culture, The Department of Contemporary Cultural Studies, Odense University.
: http://www.hum.sdu.dk/center/kultur/arb_pap/
Qvortrup, J. (1999), Childhood Exclusion by Default. : http://www.hum.sdu.dk/ center/kultur/arb_pap/, (21-11-2012).
(&, J. (2007). $ +&. " '% #) " ##. -: *-.
ZUSAMMENFASSUNG
Die Einfhrung des Konzepts der Kindheit von der Renaissance bis heute ist durch Regelungen fr die Kindererziehung neu definiert und hat den Kindern in den letzten Jahrzehnten einen besonderen Platz in der Gesellschaft gegeben. Kinder sind eine eigene Kategorie von den
Erwachsenen anerkannt und als solche durch Regelungen, die die Rechte der Kinder gesetzlich festlegt, institutionalisiert. Gem den sozialen Denker gibt es die Gefahr die Kindheit in
unserem Jahrhundert als soziale Kategorie wieder zu verschwinden, es sei denn, wird es
wahrgenommen, dass die Kindheit ein soziales Konstrukt und nicht nur eine biologische
Notwendigkeit stellt. In diesem Artikel prsentieren wir unsere Empfehlungen fr eine realistische Chance auf das berleben der Kindheit in dem neuen sozialen Umfeld von Wissen und
Informationen.
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ABSTRACT
Our paper analyzes how young people career choices are associated with professional aspirations as children. The importance of childhood to career choice makes it possible to categorize options depending on influencing factors, such as socioeconomic and cultural background and school success.
Our research study used qualitative research methods (interviews - focus group) at 201112 academic years, with students in a technological faculty.
Young people plan their professional future and investigate the possible relationship with
their childhood aspirations about their future work, and factors affecting, among other things,
to the unequal amount of capital that can accumulate during childhood.
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INTRODUCTION
The economic crisis sweeping our country in recent years has changed radically the conditions of life of the average Greek family.
Objectives
The purpose of this work is the study of the factors affecting the living conditions, the
prevention and care of children who live their first years of life in conditions of economic crisis.
Materials and methods
Questionnaires were used in the method of personal interviews of parents of pre-school
children.
The survey was conducted in the spring of 2012 in the urban complex of Thessaloniki and
in Larisa. 600 people and 250 people were interviewed respectively.
Results
The implications were fewer for Larisa than for Thessaloniki. The unemployment of the
parents, the reduction in the minimum acceptable expenditure for food, heating and clothing
is at 60%. The inability for holidays and entertainment is at 90%. Important factor is the
weakness in preventative dental check and the delay in vaccination at 30% of the sample.
Conclusions
Social solidarity and voluntary work by the medical and dental world is imperative for the
minor Greek children.
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De Atide, Y. D. B. (2002). +"$
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-, %.
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}!!( ;
www.streetchildren.org.uk
SUMMARY
Methodologically as well as ethically there are many and special concerns when researching
children. The paradigm shift in research, based on theories by the New Social Studies for
Childhood alongside with the movement for Childrens Rights, has led to an emphasis on the
importance of listening to childrens voices. As a result, a range of child-friendly and childcentered techniques has been developed across the social sciences. These participatory methods are becoming particularly useful when the research has to do with street children. In any
case, giving power and voice to children in the research context becomes a vital step towards
social policy which profoundly affects their lives.
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)%" ., (1992). "- #+#- # ""$ ", -,
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%, =., (1991). #+#- )&"- #+#"-. -: *-.
%, =., (2001), )&"- #+#"-, $", -.
'%, =., (2010) , H #" ""- " " )"$ #$.
" -, %-(<% 2010
, . (1996). "+&#"- $## )&"- ". 0&": ".
&+% 0.,(2003), +&# &&"- " (<&$), Gutenberg,
-.
]"&"%", ., (.).(2011), @ ""- #+#"- ]$ +, -, . $.
]&& 7., (2007), @ )+" &&" ]#+#, "%&, (.), @ )&"- " 21 !, ". ", -
"&%" ., & % ., (1995): #+#- "- "$D, ", -.
ABSTRACT
According to research, early years of childhood are critical for physical, mental and social
development and for the transition to an initial form of subjectivity. Kindergarten, as a secondary social environment differs from the family environment, which is a primary form of socialization, to the fact that it is more impersonal, more neutral and cannot focus on the individual needs of the child and give them many opportunities as reasonably made by the family.
On the other hand, kindergarten contributes more than any other educational level in the educational development of the child. It is clear that the contribution of kindergarten in childhood
is great and indeed, an early entry is suggested.
In Greece of the crisis, the function of kindergarten is undermined by the reduction of
funds, shrinking and merging of kindergartens, reducing salaries of kindergarten teachers and
the consequent "de-normalization" of the operation. In this article we identify and describe
these effects in childhood as identified by the opinions of kindergarten teachers who live and
work in the department of Crete.
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&&"%. # + & $ <% )"-&""- "- # " &- + $+ $) , ## #* " (& $ $# !
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)! " ) , "# "+"- " "+&#"-, - $
'$ , '+ + #! "
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Feldman, R. (2009). /&""- D)&# < %/. -: " Gutenberg.
Santrock, J. (2008). %/ "- &". -: " : % ..
ABSTRACT
La dfinition de lge infantile et sa dissociation des stades peut tre caractrise comme
une convention sociale puisqu il est bien clair quil sagit dune composante qui dpend
directement de facteurs culturels et sociaux. Incontestablement les institutions de lducation
et de la famille jouent un rle primordial lpanouissement de lenfant puisque tout
changement imprvu ou graduel- peut stigmatiser le quotidien et la psychologie des petits.
De surcroit, le monde actuel qui se transforme continuellement et les diffrentes impositions
sociales et culturelles clairent la redistribution actuelle des rles autour de lenfant. On
assiste donc une vritable transformation, dont les consquences ont dj commenc se
faire sentir. La vrit est que lenfance reste toujours un lien inventer dont les conclusions
impliquent des facteurs qui diluent les frontires et brouillent des repres gnrationnels.
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G., Wei< R., 2008:79-96).
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"% '% < %&# # "& (Gunter, McAleer,
1997:101).
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" % "% #, "% % ") , # <% % " $ <&- (=, 1991:69-76).
471
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"- .
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($&&, 12 !)
(J &, "-, 1977:44-50)
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"$ &$ ) < ) "&$ )" % "- '%, "! "& < "$D " D)&#"- $#.
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) < '% #" " . 7 #! %" )" % * ") % &< $" "$ '$ (Craig, Berkowitz, Donnerstein, Huesmann, Johnson, Linz, Malamuth, Wartella, 2003: 95; Huesman R., Taylor L., 2006:399-401).
%) &$ # videogames, %) / /
$) )- " + !, # )"% % &$"
#"% %, "! ) < < '%. $&, %
"& &%< - '%, "% %" ) (%,
2006).
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)- '$ "% % +, "!
%, )+ + & "%&&& x$ (Dorr,
1986:16). #""$, % " %/ "- '% , # + # *
) "- "&. %+ ,
% $ , $ %/ " #". " , -" %&& $ % $) - )$ # , < < '$, &$# "- '%, " $) - )$. &$, $&" '$ # $#"
)$, " "- + -, " - , " "+" <%&&. #""$, %
%* "%, # "& %
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+'$&. , ""- %#" # ) "#$ + '$ "+ " & #, "! " &&#- & +" )"- " !.
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&$&$ '%$
% ., J &, "-, #! ., (1977), & - 7 ")"
%# D)"- # " '+ '% ,
-.
J*, . (1997), ) !

, ". J%, 0&".
= ., (1991), & , $ /$ , (&" . '.), -: ".
="<& ., (2005), &"- "+" " "" <%&&, -: ]-.
"&%" ., (2009), #+#- #) +&#, -: *-.
., (2006), @ &D &"- < %, -, (""- <-).
*- 0., (1981), @ &&"- & . <&- " &, -: %".
b&, . (1999), '

:
+
(4 $"), -: &&"% =%.
b& . (2001), +"- '%& " "+ &$#), ". "- &&"- +.
Feldman Robert S. (2009), /&""- D)&# < %/, , *<$#"
@. " +& . '., -: Gutenberg.
Bushman B., Hueshman R., (2008) The international encyclopedia of communication, Vol.
, Oxford: Blackwell Publishing.
Dorr A., (1986), Television and Children. A special medium for a special audience, USA:
Sage Publications.
Gunter B, McAleer J., Clifford B., (1998), Childrens Views About Television.
Gunter B., (1985), Dimensions of television violence, England: Gower.
Gunter B., McAleer J.,(1997), Children and television, London and New York: Routledge.
Hopf W.,Huber G., Wei< R.,(2008), Media violence and youth violence A2-Year Longitudinal
Study, Journal of Media Psychology, 20 (3), 79-96.
. %,(2006, %), @&"" ): 0"$ " "$ %, $ " ), #%+ $ " '-<, . &%" 27/12/2012 http://www.newinka.gr/consumer.
php?id=189&version=gr
Gerbner G., Gross L., Morgan M., Signorielli N., (1969), Living with television: The dynamics of cultivation process, &%" 1/2/2013 http://www.asc.
upenn.edu/gerbner/Asset.aspx?assetID=1591
Huesman R., Taylor L., (2006), The role of media violence in violent behavior, downloaded
from arjoyrnals.annualreviews.org by UNIVERSITAT ZURICH, HAUPTBIBLIOTHEK
IRCHEL on 03/22/06.
ABSTRACT
The mass media belong to the informal social control, as they emerge opinions, thoughts and
values that affect either directly or indirectly the public opinion. Thereby, they are consisted
of commissions that not only transmit information, but also shape minds and role models.
The child via the mass media receives and collects messages that are closer to its needs and
expectations. By studying the functions that mass media accomplish and the sociopsychological theories, we conclude that the majority of violent scenes affect childrens behavior in a negative way. Thus, the presented violence is not the only factor that gives the
childrens attitude an aggressive character. Also, their behavior depends on their relationship
with their parents and generally their social environment.
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Alanen, L. (1988). Rethinking Childhood. Acta Sociologica, 31, 1, 53-67.
Alanen, L. (2010). Taking childrens rights seriously. Childhood, 17, 1, 5-8.
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Campbell, T. (1992). The Rights of the Minor: As Person, as Child, as Juvenile, as Future
Adult. In Alston, Ph., Parker, S. & Seymour, J. (eds). Children, Rights and the Law. New
York: Oxford University Press, 1-23.
"&%", . (2009). ! "
. -: *-.
Eade, L. (2003). Legal Incapacity, Autonomy and Childrens Rights. Newcastle Law Review,
5, 2, 157-168.
Eekelaar, J. (1986). The Emergence of Childrens Rights. Oxford Journal of Legal Studies, 6,
2, 161-182.
Farson, R. (1974). Birthrights. London: Collier Macmillan.
Federle, K.H. (1994). Rights Flow Downhill. The International Journal of Childrens Rights,
2, 343368.
Federle, K.H. (1995). Looking Ahead: An Empowerment Perspective on the Rights of Children. Temple Law Review, 68, 4, 1585- 1606.
Freeman, M. (1987-88). Taking childrens rights seriously. Children & Society, 4, 299-319.
Freeman, M. (1992). The limits of childrens rights. In Freeman, M. & Veerman, P. (eds). The
Ideologies of Childrens Rights. Dordrecht/London/Boston: Martinus Nijhoff Publishers,
29-46.
Freeman, M. (1994). Whither Children: Protection, Participation, Autonomy? Manitoba Law
journal, 22, 307-327.
Freeman, . (1998). The sociology of childhood and childrens rights. The International
Journal of Childrens Rights, 6, 4, 433-444.
Freeman, M. (2007). Why It Remains Important to Take Childrens Rights Seriously. The
International Journal of Childrens Rights, 15, 5-23.
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and Political Status of Children. Oxford: Oxford University Press, 19-30.
Harris, J. (1982). The Political Status of Children. In Graham, K. (ed.). Contemporary Political Philosophy: Radical Studies. Cambridge: Cambridge University Press, 35-56.
479
Harris, J. (1996). Liberating Children. In Leahy, M. & Cohn - Sherbok, D. (eds). The Liberation Debate. Rights at Issue. New York: Routledge, 135-146.
Hill, M. & Tisdall, K. (1997). Children and Society. London: Prentice-Hall.
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King, M. (2004). The Child, Childhood and Childrens Rights within Sociology. The Kings
College Law Journal, 15, 273-299.
Lee, N. (2001). Childhood and Society: Growing up in an Age of Uncertainty. Buckingham:
Open University Press.
Mayall, B. (2000). The sociology of childhood in relation to childrens rights. The International Journal of Childrens Rights, 8, 243-259.
ONeill, J. (1994). The Missing Child in Liberal Theory. Towards a Covenant Theory of Family, Community, Welfare, and the Civic State. Toronto/London: University of Toronto
Press.
ONeill, O. (1992). Childrens Rights and Childrens Lives. In Alston, Ph., Parker, S. &
Seymour, J. (eds). Children, Rights and the Law. New York: Oxford University Press, 2442.
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Childhood: Contemporary Issues in the Sociological Study of Childhood (2nd ed).
London: Routledge/ Falmer, 7-33.
Prout, A. (2003). @ %, ! " <" ""-
"- &". "!, . (.).
. -:
. ..., 89-109.
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NY, and London: Cornell University Press.
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responsibilities debate. Journal of Social Policy, 34, 1, 39-57.
ABSTRACT
The image of the child as a human becoming and not a human being in parity with adults,
which has been incorporated in the functional socialization theories, correlated in childrens
rights discipline with the incompetency of holding rights. Although the solution to the problem of ascribing rights to children based on approaches that emphasized their human nature
and their value as persons in their own right, the growth of sociology of childhood can contribute to the support of children as rights holders and much more as autonomy rights holders.
This happens not only because there is some common ground between the two disciplines but
also because the sociology of childhood can socially interpret crucial concepts, such as dependency, capacity, competence, agency and adults power, which define the ability of children to hold rights.
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SUMMARY
As Athens became the capital of Greece, the population grew rapidly. Among bureaucrats of
the new state, soldiers, merchants, poor beggars and rich, educated Greeks that settled in Athens, there were children of all ages. At first, we will present what was to be a child back in the
Greek capital of the 19th century. Secondly, we will define the differences between poor and
rich families and the life that their children were able to live as it was really important, first of
all, to survive and then to go to school or go to work. It will be clear that this decision had to
do with the financial situation of the family. Last but not least, our thesis will present the differences between boys and girls, giving some facts about gender.
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491
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%* &&%.
Avdela ,E. (2005). Between duties and rights. Gender and citizenship in Greece, 18641952. Birtek, F.& Dragonas, Th. (eds). Citizenship and the Nation State in Greece
and Turkey. London and New York: Routledge.
Avdela, E.& Psarra, A. (2005). Engendering Greekness: Womens Emancipation and Irredentist Politics in Nineteenth- Century Greece, Mediterranean History Review, 20 (1), 6769.
J%&&, . (1894). "-" #" . !#
,
365.
J", . (2007). % . #
! 1833-1907. - . $". %.
Coleman, J. (2008). Apprehending possibilities: Tracing the emergence of feminist consciousness in the nineteenth century New Zealand. Womens Studies International Forum, 31, 464-473.
Cott, N. F. (1977). The Bonds of Womanhood: Womans sphere in New England, 17801835, New Haven, Conn.: Yale University Press.
$&, . (1985). $ 1874-1941, -: -.
!#- #, . (1986).
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!#- #, . (2006). # . "
+ ; , ! 3 "' !
. 0&":
J%.
*&, . (1987). ! 7 [ (1830-1914). #. -: ].
Kerber, L. (1980). Women of the Republic: Intellect and Ideology in Revolutionary America.
Chapel Hill: University of North Carolina Press.
b%, . (1891). b # )- G"- "+. !#

, 223.
$, . (1904).@ '+ + $+. !#
, 779.
"$, M. (2007). ] ( ) $ . ! !$
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,218.
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, 888.
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, 889.
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, 862.
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, 981.
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, 81.
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19
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Ryan, M. P. (1990). Women in Public: Between Banners and Ballots, 1825-1880. Baltimore
and London: The Johns Hopkins University Press.
"&%, M. (1983). ' " $
8$ 19 . ""- <-. 0&": 0.
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. -: =!.
492
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*%, J. (1893). =&". !#
, 290.
Zagarri, R. (1992). Morals, Manners and the Republican Mother. American Quarterly, 44/2,
192-215.
ABSTRACT
During the last decades of 19th century and the first decades of 20th century, the social, political and economic changes and conflicts, made the way for the entry of women into the
public space. Through the study of the articles of the Ladies Journal (1887-1917), the most
long- lasting Greek female newspaper, published by Callirroe Parren, the present paper will
focus on motherhood and childhood, as dominant factors in the arguments that are constructed in the discourses of the female writers. Domestic space is emerging as a key area for
the national interests, and the upgraded model of motherhood as well as childhood are becoming the 'vehicles' for women to promote their claims for labor and education, and therefore their entry to the public space.
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(1821-1985). !% %.
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ABSTRACT
In our presentation we will refer to the education of young children (preschool education) in
Greece in the early 20th century. This is the first legislation in the history of Modern Greek
education exclusively for infant and refers to it with relevant details. More specifically, will
be presented: the purpose and curriculum of kindergarten, the establishment and operation of
kindergartens, and infants attendance in kindergarten.
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: <! 16, 15344 =$"
e-mail: el.dimos@gmail.com
. &.: 6972120584
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&$&$ '%$ $
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, '. . +%",
. . . -: ".
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+'
, -: KNE/EIE.
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^' , 1, 141-156.
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#&, ##. (2006). *
^' (6-12 ). -:
b<%.
%, . (1984).
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. : #
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&, . (2005). &" " #- # $" " +$" !. ^' 3, 17, 131-198.
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, (. 261-269).
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+%, .]. (1997),
$ <* ". In .]. +% (.), ]
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ABSTRACT
This announcement presents a comparative examination and analysis of aspects of childhood
of Byzantine emperors descendants during a large period of time (610-1056), since the evolution of various institutions of Byzantine Empire influenced their life but also the way the
contemporaries are dealing with them. Initially, the period of childhood in Byzantium is discussed and the point of transition from childhood to adulthood is determined. Moreover, certain aspects of their private and public life are outlined, such as education, educators and their
influence, the role of those children in the administration, the army, the exterior policy and
the etiquette. In the end, various problems are investigated, concerning their physical integrity, either due to natural causes or because of exogenous factors.
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Cunningham H. (1991). The Children of the Poor. Representations of Childhood Since the
Seventeenth Century.
/' : Blackwell.
Cunningham H. (2012). Saving the Children, c. 1830-1920. The Global History of Childhood
Reader, H. Morrison (.). b-]$ Q ": Routledge, 359-374.
Hendrick H. (1994). Child Welfare. England 1872-1989. b-]$ Q ": Routledge.
0! J. (1992). (&+ " &:
' " # %
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. (1995). * $ 8$ ? . (" ( $
! 19 8 . -: ].
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Risk. The Global History of Childhood Reader, H. Morrison (.). b-]$ Q ": Routledge, 394-407.
< . (1994). 7 ! 19
8 . -: %""&.
ABSTRACT
The issue of child deviance and its regulation in interwar Greece lies at the core of this paper.
Our contribution explores the rhetoric on youth delinquency, the attempts to define child deviance, the legislation passed and the efforts undertaken to rehabilitate young offenders in the
early 20th century. The establishment of the Empirikion Asylum in 1918 and the action of the
General Society for the Protection of Childhood and Adolescence along with the action of
womens societies in the 1920s are indicative of these efforts. Our working hypothesis is that
this period witnesses a shift from philanthropy to state intervention so as to regulate youth
behavior in the public sphere. In this context, we seek to shed light on the personalities that
played an important role in changing hitherto views on child deviance, by transplanting perspectives and practices from Europe and America to Greece.
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% + '&"$+ #"! $# $ %
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#
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#! (Mazower, 2004: 114-116).
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Baerentzen, L. (1992). [ ' +
, &$ #
'& & 1945-1949. -:
&" .
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. @ -: @ &&% 20 !: 1945-1950, 22-24.
J<!, T. (2004).
' # <

# ": ] &&: 1770-2000. &&"%
=%.
Vervenioti, T. (2002). Charity and Nationalism: The Greek Civil War and the Entrance of
Right-Wing Women into Politics. New York and London: Routledge.
="#"&, =. (2004). '.. -: +&" .
Mazower, M. (2004). ) : , $
! , 1943-1960. &/%.
$<, . (2001). [ ' #+ $.. -: #) )-.
Summary
The Greek Civil War was part of the Cold War. The consequences of the civil war had negative effect on the lives of thousands of children. A part of these children was moved to hostility places, in the name of their protection by the battle fields. About 30.000 of children are
assumed to have stayed at the paidopolis of Queen Frideriki and 28.000 of children at nursery schools in Public Democracies. At these places, apart from the care which they accepted,
they also formed political way of thinking relative to their saviors ones. The issue of the
children was used to the international diplomatic and political field of the opposite ideological
sides.
;* +9*
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*%" 45, ..68100, &/&
6946459384
deskarat@yahoo.gr
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Flandrin, J.L. (1964). Enfant et societ, Annales ESC, 19 anne, no 2, Mars Avril, 322329.
Golden, M. (1990). Children and childhood in Classical Athens, Baltimore: John Hopkins
University Press.
% b"&, . (2005).

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Le Roy Ladurie, E. (1975). Montaillou village Occitan de 1294-1324, XIII, Paris: Gallimard.
Montanari, M. (1997).
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526
I WAS BORN IN BEAUTIFUL SYRA, IN THE YEAR 1905

THE CHILDHOOD OF REBETIKO MUSICIAN MARKOS
VAMVAKARIS
CHRISTOS KARDARAS
I was born in the capital of the Cyclades, in beautiful Syra, specifically in a poor quarter of Ano Khora called Skali, in the year 1905, on May 10, a Wednesday, at three in the
morning, to dirt-poor parents. I was the first-born son and two other boys were to follow.
Thus begins the Autobiography1 of Markos Vamvakaris, rebetiko musics great performer.
This paper, stemming from my research into the rebetiko, its musicians and how historical events are perceived through it, is an attempt at presenting the childhood of Markos, the
songwriter-performer who put his stamp on the evolution of the rebetiko. The questions with
which I deal in this paper are the following: a. What were the economic and social conditions
that determined the background which led to the creation of an unqualified genius, Markos
Vamvakaris, who shaped the rebetiko, and b. How did the creators eyes as a child perceive
those conditions and how did they present those images?
For the composition of this paper I relied heavily on the Autobiography of Markos, edited by Angeliki Vellou-Keil. Through the singer-songwriters spontaneous, realistic and plebian gaze we can draw upon a wealth of material regarding the conditions of life for the children of the poor working classes in early twentieth-century insular Greece, and in particular
Syros, the Greek states most important commercial hub. Furthermore, while composing this
paper I also utilized certain autobiographical songs written by Markos, as well as the very
recently published study by Manos Eleutheriou titled ) ). * ) ^+

" 1905-1920 (Black Eyes: Markos Vamvakaris and the
society of Syros, 1905-1920)2.
Here is a brief evaluation of the pillars upon which my paper stands: a. Markos Autobiography, as its editor notes in the preface, is clean-cut as a mirror. This story, she continues, remains the typical story of all people who as a class spawned and loved rebetika
and urban folk songs (laka). It is to a great degree the history of our cities, as experienced by
the transplanted islander, a farmer or craftsman who became an unskilled laborer and whose
underpaid toil built the cities3. At this point, of course, I am obliged to repeat the commonplace assertion that memoirs and autobiographies are of an unquestionably subjective character; they are not historical studies, only second-hand sources for writing one. In the case in
question, i.e. Markos Autobiography, which is a monument of folk narrative, we must also
take into account the fact that the narrator-author, who is particularly graphic and often blunt
in describing the harsh conditions of living, as he did, as a social outcast around the port of
Hermoupolis, expresses his certainty regarding the criticism he will receive. He characteristically notes in the preface I know that there will be many who will think that I ought to have
been ashamed to confess many things4. However, he decides to proceed with his confession,
using the following rationale: I will be so bold as to disregard such people. Man, if he is to
be called a true man, should be able to enter another persons thought.
Markos Vamvakaris (1978), <#', ed. Angeliki Vellou-Keil, Athens, p. 11.
Manos Eleutheriou, ) ), Metaichmio Publications, March 2013.
3
M. Vamvakaris (1978), Autobiography, op. cit., p. 11.
4
2
527
It is beyond doubt that Markos, low-born and of humble origin, who grew up in poor Ano
Khora of Syros and at a very early age had to go out and earn a living, is representative of the
children of working-class families, who under particularly adverse economic conditions
struggled to survive in the harsh environment of the social fringe of the ports that had developed in the newly-founded Greek state.
As for the other source of this study, i.e. his autobiographical songs, they should be approached with great caution, because poetic license has allowed for a number o willful exaggerations on the part of the creator. Finally, the aforementioned systematic study5 by Manos
Eleutheriou is illuminating in providing much useful information that helps to recreate the
economic, social and cultural backdrop of Syros in the first two decades of the twentieth century, i.e. during Markos childhood, by quoting in full numerous extracts from local newspapers and other archival sources. The paper is structured as follows: it presents i. Markos early
steps; ii. the parents; iii. the school years; iv. the games; v. his business ventures; vi. his religious identity and vii. his early forays into politics.
i. Early steps: Markos was born in the first decade of the twentieth century, at a time
when the financially beleaguered Greek state was suffocating due to the bankruptcy that was
inflicted upon it in the previous decade, as well as from the consequences of the GrecoTurkish War of 1897, mainly because of the imposition of International Financial Control.
Until he was seven, that is until 1912, Markos lived with his parents Domenikos and
Elpida and two younger brothers, Leonardos and Frangiskos, a life of poverty, as did naturally most of his fellow villagers in Ano Syros. However, in his memory those early years of
innocence were portrayed by him as a peaceful and carefree period. Markos himself, as evidenced by his songs, felt very proud of his roots. The composers nostalgia, as well as his
pride, for his beloved native land of Syros are eloquently put forward in the song of the same
name (Syra6), recorded in 1936, in the first stanza of which Markos stresses particularly the
memory of the church of St. Sebastian. Besides that, in one of his other autobiographical
songs called * ) 3 7 (Markos from Syros), which was released in 1933,
Markos, who was 28 at the time, prides himself of his descent from Syros.
ii. Parents: It is only natural that through his childs eyes he would paint an ideal portrait
of his mother. He talks of a vivacious woman, beautiful and joyous, who made jokes and sang
harmoniously. Of course, this does not mean that the mother did not inspire fear to her children. Mother we feared the most, he writes. She would hand out a mean thrashing8. His
father is presented as a kind-hearted man, beloved in Ano Khora and the whole of Syros. He
was a laborer and worked as a charcoal burner for the companies of well-known ship-owners
like Embeirikos, Goulandris and others. Later on, his father went into business as a weaver of
baskets and panniers, which he sold with the help of Markos. Images relating to the gathering
of raw material for weaving the baskets remained etched in Markos memory. We went
around from river to river, looking for wands of chaste trees and pistacia shrubs and carob
trees. After collecting the wands, we bundled them together we both shouldered them we
carried them for 2.5 hours. Barefoot, having eaten nothing, hungry, naked, and father felt
sorry for me. He was afraid I might hurt myself because of the load and I in turn felt sorry for
him as he too was groaning under his load. Many a time in his text young Markos confesses
to loving his father dearly and he followed him around in his work like a puppy. It seems
that the determinant bonding factor in young Markos relationship with his father was that the
latter played the bagpipes, which in his child eyes looked magical. It was obvious that young
Markos had begun to be fascinated by the wonderful world of music.
5
Manos Eleutheriou, ) ), op. cit.

M. Vamvakaris (1978), Autobiography, op. cit., p. 41; El. Petropoulos (1991), $" #,
Kedros Publications, Athens, p. 211. For the song see Appendix, no.1.
7
$", 7 / &G" " # + &&-+ (2010), research - texts Pan.
Kounadis, Ta Nea, vol. 7, p. 52. Khasapiko dance recorded in 1933 with an urban folk band, comprising bouzouki, baglamas and guitar. The song also evinces Markos enthusiasm for his first songs being
recorded.
8
6
528
iii. School years9: In 1909, at the age of four or five, Markos, whose physical development had been remarkable, went to school, because back then age was irrelevant. He notes
that the students wore school aprons made out of cheap cotton fabric, either alatzas or drill.
Young Markos loved school and he owed that, as it emerges from the narrative, to the very
strict teacher he had for the first two years, Tsangouros, who was fond of Markos because he
was a good and promising student. I was looking for knowledge, he notes, regardless of
the fact that I didnt learn much. His next teacher was a fellow Frangosyrianos by the name
of Printezis. Markos favorite subject was history, that is, as he explains, the days of old,
Xerxes, Artaxerxes, the Battle of Salamis, that kind of stuff. As further proof of this inexplicable, to his mind, passion for history and mythology he uses a love song, recorded in 19351936, titled [ $ 10 (What more do you want) or #
(Once upon a time I was a spiv); in every couplet of that song Markos makes the most of
his scattered knowledge of mythology and history, referencing the philosopher Socrates, main
characters from the Iliad, namely Paris, Helen and Menelaus, the labour of Hercules slaying
the Lernaean Hydra, and finally Xerxes, the Persian king.
At this point it is worth noticing Markos comments on the school textbooks of his time,
which he naturally finds poor in material when compared to the textbooks of the period after
the regime change of 1974 the period during which he wrote his manuscript: The school
textbook, he notes, did not have the richness that modern-day books have11.
In the end, due to the severe financial problems his family faced, Markos went to school
only as far as the fourth grade. After that, as soon as I learned more or less to read and
write, I left school in a hurry, because we had to work for our daily bread. Leaving school
took place in 1912, the year marked by the beginning of the First Balkan War, when his father
was drafted into the army. Thus Markos, the oldest of the familys three children, went to
work along with his mother. Even two drachmas per week, he notes, was a big deal, since
one oka of bread cost 35 cents at the time12. Therefore, dropping out of school was naturally
the only option for young Markos, as it was a question of his familys survival. Nevertheless,
in one of his songs called * ) $13 (Markos as a student), released in 1935, a
then 30-year-old Markos, with a degree of exaggeration as well as consciously distorting the
timeline of events, but also clearly influenced by his subsequent association with people and
ways belonging to the fringe of society, writes that while his mother would sent him of to
school he would run away to the mountain to take drugs. Furthermore, he portrays the teacher
scolding and beating him in order to learn, because Markos would systematically refuse to
study, as he was under the influence of narcotics. Of course, all this is in complete contradiction to the actual facts he himself presents in his Autobiography.
iv. Games14: One of Markos and his gang of friends favorite pastimes were making what
passed for improvised toys at the time: we built artificial boats, he notes, fashioned out of
cardboard and tin cans and we played in some puddles where water was pooling. Besides
that, he and his friends used to hang out in the fields, with reeds which they filled with dirt
and used them as blowpipes for hunting birds. Another game was searching for insects called
% (silk weavers) and collecting them in matchboxes. Other favorite games of
theirs were the fashioning and flying of kites, which they called # (crown-like),
as well as playing with marbles. Later we would collect and sell them for pocket money,
Markos notes, because a drachma in the hand was a big deal.
v. Business ventures: One of his parents earliest efforts was to have young Markos learn
the trade of tailor, a ## (European-style tailor), as he himself called it, by
9

M. Vamvakaris (1978), Autobiography, op. cit., p. 46. See also El. Petropoulos (1991), $"
#, p. 190. For the song see Appendix, no. 2.
11
12
13
$", op. cit., vol. 11, p. 56. Zeimbekiko dance recorded in 1935. For the song see Appendix, no. 3.
14
M. Vamvakaris (1978), Autobiography, op. cit., pp. 52-58.
10
529
placing him as an apprentice with his mothers brother, George. It would appear that this
trade was some sort of family tradition, since his mothers other brother was an outstanding
European-style tailor in Syros with a quite extensive and affluent clientele. In the end, his attempt to learn the tailors craft failed, because, even though he depicted it as a fine job, he
confesses that he was not thrilled by it. At any rate, his autobiographical song titled )
"
15 (Jack of all trades Markos) contains a wealth of information regarding
young Markos vocational pursuits. When his father was drafted in 1912, Markos and his
pregnant mother had to get jobs at Deliyiannis spinning mill, where the boy was packing
yarn and his mother was employed in the dye-works. Markos drew a salary of 3.5 drachms
per week and his mother 3.5 drachmas per day16. However, due to the fact that the other
workmen harassed his mother, he clashed with them and had to leave the spinning mill. Next
his mother sent him as apprentice to one of her cousins, who owned a grocery store in Syros.
That job was truly hard on me it was really heavy work, Markos notes. Apart from the
stress of the job I also had a major nightmare, my own aunt, who mistreated and insulted
him, and accused him to his uncle so that he would throw Markos out of the house. Describing this wretched situation, he noted that at a time when other children thought of nothing else
except fun and games, he slaved away from dawn till dusk, suffering beatings and curses. The
tragic circumstances young Markos experienced made him leave; next he worked as an assistant in Moutzouropoulos weaving shed for four months only. Following that, and after he
worked for a short period of time as apprentice to two butchers, he became a paperboy for the
local newspaper (Extra Edition), published in Syros by the journalist Zoulas.
In this space of two months, as he notes himself, he came to known up close the social fringe,
the life of a tramp, the underworld, vagrancy, card-game gambling and every evil under the
sun bad business, bad people17. Once he came to know the underworld, he too began to be
gradually affected by the deadbeat-life bug. Next, wishing to escape the life of the underworld, he worked for months in two fruit-sellers, under better circumstances. Finally, before
relocating for good to Piraeus, he worked again as a paperboy for the Athenian press news
agency; here, thanks to the acquaintances he made in the meantime, he sold 500-600 pieces,
newspapers, magazines and lottery tickets, so his daily profits soared to 15-20 drachmas. At
this point, as he notes, the drama of Syros came to an end.
vi. His familys religious identity18 was another point on which Markos dwells in his
manuscript. We were Catholic, he notes, Frangosyrianoi, as they call us, as were all the
villages of Syros. Only the capital, Hermoupolis, was Greek Orthodox. But its inhabitants
and Markos was well aware of that were not native-born Syrans. They came from other
islands, namely Mykonos, Andros and Santorini. Markos, proud of his religious diversity,
notes: The Franks themselves are the only genuine Syrans19. After all, it is no coincidence
that later on, among the circle of rebetiko creators, he became known under the nickname
( (The Frank), whereas one of his greatest hits was ( (The
Catholic girl from Syros).
Churches and monasteries for young Markos were not only places of worship, but also of
learning, joy and sociability. The plainness of his way of thinking and his style impresses the
reader: All of us in Apano Khora loved God. The image of brotherhood remained etched
in his childhood memories: the custom prevalent in the monastery of the Virgin Mary, which
contained 15-20 monks, the so-called fratelli, of gathering the children of Catholic families,
giving them toys and teaching them the Roman Catholic prayers, some in Latin and others
translated into Greek. The monastery had a large courtyard with a variety of equipment for
the children: an overhead ladder, a rocking horse, a swing set etc.
15
M. Vamvakaris (1978), Autobiography, op. cit., p. 77; the song is in Appendix, no. 4.
17
M. Vamvakaris (1978), op. cit., p. 71.
18
19
16
530
vii. Early forays into politics20: Even though Markos states that as a young man he did not
keep track of politics and parties, he goes on to contradict himself when he writes that he read
about political developments and that he actually remembered the clashes between Venizelists and Royalists. He also states categorically that he was a royalist, simply because he
liked the monarchy.
Markos is a representative specimen of the common people. Even though due to the impoverishment of his family he had to drop out of school in the fourth grade, he never misses
an opportunity to declare his love of education, history and mythology, while at the same time
he comments on political current affairs. Furthermore, because of his professional activity as
a paperboy around the town of Syros, during his childhood he daily read newspapers in secret. He couldnt find a person his own age with whom he could have a conversation, because
children his own age did not share his interests. I did not discuss this with anyone, he
writes, because I was little and my friends were not interested in stuff like that. In many
cases he forms a distorted opinion on political affairs, mainly because of a lack of wellrounded education. Thus, completely conflating the events of National Division (1915-1917)
with those of the Asia Minor campaign (1919-1922), he accuses Eleutherios Venizelos of
forming the Triumvirate, which he erroneously places in Constantinople instead of Thessaloniki, and indeed in another timeframe, i.e. he dates it during the campaign in Asia Minor; furthermore, he comes to the mistaken conclusion that the formation of the Triumvirate caused
the 1922 Asia Minor debacle. The conclusion which easily emerges, in my opinion, is that the
lower classes, lacking education and because of incomplete or non-existent information, most
of the time came to a defective appraisal of political developments, more so during periods of
intense political controversies and heightened passions. It was only natural that they then
would go on to become passionate supporters of this or the other political faction, demonizing
their political opponents. Thus, Markos comes to the unfounded conclusion that Venizelos
had never been a patriot. Venizelos was the reason the whole of Greece was destroyed and
we had to bring over the population of Asia Minor as well. Besides, he will eloquently express this disdain of his for politicians and politics with his special song * $
(The prime ministers) or * ) $21 (Markos as prime minister), in

which, on the occasion of the death, in early 1936, of three important politicians who in the past
had served as the countrys prime ministers, Eleutherios Venizelos, Georgios Kondyles and Konstantinos Demertzis22, he makes satirical and scathing comments regarding their actions, acknowledging
self-interest and their own well-being as motives, while accusing them of being heavy-handed in their
behavior.
Conclusion
It is obvious that a different early twentieth-century Greece emerges from the Autobiography of Markos Vamvakaris: a country of abject poverty, unemployment and social outcasts,
and all that in the economically and culturally vibrant capital of Syros, which since the middle
of the nineteenth century had become the financial center of the newly-founded Greek state.
Thus, at a time when Hermoupolis was a place of rich economic, cultural and artistic activity,
and members of the middle class were involved in ostentatious displays of wealth and megalomania, people in the islands villages were fighting for survival against all odds. Markos is
the embodiment of precisely those marginalized social strata, of the people who found themselves cast away in strange cities, trying to secure by any means possible their survival in a
20
M. Vamvakaris (1978), Autobiography, op. cit., pp. 94-95.

M. Vamvakaris (1978), Autobiography, op. cit., p. 287; T. Skhorelis, $" &#, vol. 4,
p. 379. See also P. Kounadis, $", vol. 10, p. 49; Gail Holst (1977), #
$", p. 103. The song is in the Appendix, no. 5.
21
531
harshly competitive environment. The texts language23 is pure authentic vernacular, with
numerous natural elements of slang. The text, despite its exaggerations, inaccuracies and
overlaps, is a fine specimen of authentic folk writing.
The childhood of Markos, like that of thousands of children from early twentieth-century
peasant families, who either stayed behind in the provinces or were forced by necessity into
internal migration to the cities, had absolutely nothing to do with the idyllic innocence put
forward in texts written by the offspring of middle-class families. On the contrary, it was
formed within a harsh, inhumane and very often fringe environment, an environment that also
gave birth to the rebetiko, which we know was the target of extreme polemic by formally
educated representatives of the middle class, as well as of censorship and persecution by Ioannis Metaxas dictatorship. Let me conclude with one more comment, since the subject of
this paper may seem strange to certain people, by quoting the views of journalist and distinguished rebetiko researcher P. Savvopoulos, who writes the following in order to characterize
us academics and our lack of interest and involvement in the study o rebetiko: Academics, in
their complete ignorance on the rebetiko in general, do not dare to hand out a single Diploma
Thesis on a subject related to the rebetiko24. Commenting on this view and the harsh criticism set forth in it, I should note that there is an amount of latent truth in its exaggerated criticism, which however may trigger the further opening of academic research into the world of
the rebetiko and its performers.
APPENDIX OF AUTOBIOGRAFICAL SONGS

# "# &$ '%$ #' "
$
1. 32 Syros or
3)5 Markos from Syros
3, 8 X
#

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.
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+ #.
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V0 ) 0 0 + Once upon a time I was a spiv
#
# +
23
On the language of Markos see P. Savvopoulos (2006), &$/+ $"

%#+ " %&&, Athens, pp. 47-56, the text titles %" J<"%, )! -
#% (Markos Vamvakaris, thank God he was illiterate).
24
P. Savvopoulos (2006), &$/+, op. cit., p. 86.
532
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.
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b
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b
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535
%", 1996:19). @ % x$ - &&#- '% &&%
" "$D !.
Vigotsky -* % # + #! *! # /$&/ (Vigotsky, 1962). Piaget +, &- / "%&&&+ $+ " "<&! #" x #
%. <% - $ Piaget ) #""$ /&""% % $ '% -, # ) $ (Stones,
1978:127-150).
Jerome Bruner "% %D Vigotsky & $ ) $ /- &" " % '$
&- " + &+! )! " - $ " "&
"%&&& " "- /$&/
(Brunner, 1978:17-54).
% ""- Piaget " '<- )- + %+ Vigotsky "% '#- & ) #"- "& <" #& % @&"" Q&#-, &"% #% "% * /&""% % * + #+"- %/
J Piaget.
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)!, ) " (- '%", 1996:449-450).
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) $ ! " %.
Vigotsky ) %/ "$D+ "*
#&! " $ & # # <"$ $ "$D ! (- '%", 1996:476-477).
! $+, "%&&& )"$ "& & %"
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ABSTRACT
This paper attempts to examine the male youth delinquency in Hermoupolis of Syros in the
middle of the 19th century, utilizing mainly the historical sources of local newspapers as well
as some testimonies from towns teachers, as were Chr. Evangelides and Fr. Hildner. The local, however cosmopolitan, community trying to prevent boys from displaying antisocial
conduct adopted the usual treatment at the time either by incorporating them into the school
web, where corporal or other sorts of humiliating punishment were being extensively used by
teachers, either by arresting and confining them among adult prisoners or by establishing an
orphanage and, later, a School of Poor Children. Nevertheless, boys resisted to such policy
and engaged in illegal or disturbing behavior against the members of middle or upper class
testing continuously their limits.
. <+1
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J. % 19, J & 38221
&. 24210-48304
smirnaios@uth.gr
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+ 1, &&$ 17671, -
&. 210-9514439
raptis47@yahoo.gr
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555
ABSTRACT
The current article sets out to examine how the social contexts of a social subject regarding
the Childcities of Frederich- can be seen in their social-historical context, as an imprinted oral
testimony, through the wider approach of the critical criminology. More specifically, we shall
examine the constitution of a childs memory during the civil war that experienced the mass
kidnapping of children from Frederich, through its interaction with other institutional memories. Under that spectrum, memory and oral testimony become central recording tools, in an
effort to interpret a more multidimensional historical approach about the mass kidnapping of
children from Frederich.
!(<(+1 /)1/<,
+" +& #, M.sc. +&# #, #" "" J " . 10, " 50200, &, &. 6937289690, elspand@gmail.com
556
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APXEIAKE H'E
="% A) K%, ) ]
" :
- =...- ) ].., ) .. .J.. 58/2001, ... . 4.1, . 1884
- =...- ) ].., ) .. .J.. 58/2001, ... . 4.1, . 1887
- =...- ) ].., ) .. .J.. 58/2001, ... . 4.1, . 1889
- =...- ) ].., ) .. .J.. 58/2001, ... . 4.1, . 1890
- =...- ) ].., ) .. .J.. 58/2001, ... . 4.1, . 1892.
NOMOI,
IATA'MATA
-!/ 0$ 1821-1831, (. + &#%), . =, ".
" . ].
)&, -, 1932
-N "! )&+, 6/18 (<. 1834, E..K., '.11, 3/15 M. 1834.
-] =Ob *+"& " *+", 23/25 & 1911.
567
-
BIBIO'PA%IA
!!!)**
J"& &, . . (2001). 7 !
1204-1985. 0&": "
J].
b/!, =. (1986). 7 8 4
,
7 . --=%: " +!.
M%, ="$#" b<). (1976). O E <: , I
E
% %
31 I

1834. X= + 1835, . Z&# P%". A-: " T&.
* &, N., (1986). H E+G"% &"&+"- '-
N&&"- N. Georg Ludwig von Maurer. E E
3" N O E , I0, . 283-433. 0&".
%", b. (1992). H $
E 19 .
A-- =%: " +!.
""-, .A. (2001). N (1833-1848): ,
. A-: " T+-+=. .
""-, .A. & +, .. (2008). 4 7
(1833-1945):
,
,
. -: " Gutenberg -=. .
(!)**
Perentidis, S. (1994). Theodose Zygomalas et sa Paraphrase de la Synopsis minor. Athenes:
Sakkoulas.
"# '%$
=...: ="% ) %
) ]..: ) ]
) ..: ) +"
.J..: J<& #+#-
...: "
.: ""%
SUMMARY
In the presentation of our announcement we are approaching phenomena of juvenile delinquency in southeastern Thessaly, right after the liberation of Turk occupation, in 1881, as they
appeared at Crown court of Karditsa. We come across with those cases that the delinquent
behavior of children is formalized in the Penal Code of 1834, as this appears at the General
Archives of the Hellenic State at precinct of Karditsa. The delinquent behavior presented by
infants, during the foresaid period, has mostly the character of misdemeanors and delinquencies. We also present the real facts of some cases as they appear at the official records of the
Crown Court of Karditsa. They are judicial judgements that could be related with the perception of the local society, during the foresaid era, about childhood. In addition we bring forward the verdicts which show the way the Court treated juvenile delinquency by its judgment
about childrens quilt or not and about the enforced sentence in case of guiltiness.
+-+<*2!9< #*9<
: "# , )) .... 0&, . . .... 0&
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&$'+: 2421052053, 6947328233.
Fax: 2421052053
e-mail: TSIANTOU.E@DSVOL.GR
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(Blacklrdge et al 1995).
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Bourdieu '$ + $) master-patterns "

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1
J&: P. Bourdieu, Systems of Education and Systems of Thought R. Dale, G. Esland and M.
MacDonald (.), Schooling and Capitalism (Routledge and Kegan Paul, b, 1976), . 194.
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Blackledge, D. , Hunt, B. (1995).
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Bourdieu, P. (1976). Systems of Education and Systems of Thought in R. Dale, G. Esland
and M. Macdonald (eds.), Schooling and Capitalism (Routledge and Kegan Paul, London.
b"%, =. (1974). (
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Pervin, L., John, O. (1999). ?
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-, . (2003) =+ &G"- . 0%", #,
2001-2002. b#'"$ ")"$ $, ($& &). b#'" Z& b, b , 35-50.
Postman, N. (1997). @ /'% "- &", . "! (.),
. -: ]-
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ABSTRACT
Overview: While perceptions about how a child is raised have changed today, the present announcement intends to examine how important the knowledge of folk culture is during childhood; the kind of knowledge that is stimuli for the composition of a healthy psychosomatic
adolescent adult personality. Additionally, in the context of achieving this goal, a review of
the adults role will be given: the child learns what folk culture is and absorbs its issues from
574
an early age (e.g. folk fairy tale, traditional customs, folk songs and dances, shadow plays
e.t.c) Specifically, the parents-guardians role will be indicated in the context of the family as
well as of the teacher in the context of the educational community. Primary knowledge
though can be achieved during childhood with the parents contribution while secondary
knowledge (specialised) at an older age with the aid of the specialist (teacher). In this way the
adult by transferring the knowledge, which does not need specialised knowledge can contribute in dealing with social dangers that threaten childhood (extreme use of the internet, antisocial behaviour, violence, marginalisation, loneliness) but also in the promotion of the
childs own action as a social subject.
;!! !(@1<
" : ""- (-, ]&&"- (&&#
)"- : =< #- 24, && .. 7505, b%"
&: (00357) 99763930/ (00357) 24649002
Email: stellaalexiou5@cytanet.com.cy
575
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ABSTRACT
Literature helps students to be sociable. Considering students with learning difficulties in the
High School we believe that it is necessary to organize teaching programs for these students.
It is advisable that the programs should be similar to the programs which are taught to the
other students in the High School. However, the teaching methods and the learning skills
should be different concerning the potential of these students. Of course the literary text needs
various teaching methods and techniques during the analysis in order the students to understand it. We should take into account that literature is not a simple school subject and its an
esthetic phenomenon with its own literary language and structure which the students should
feel and understand; e.g. what the text means, how its said and the atmosphere of the text.
Furthermore the teacher can apply various skills and activities during the lesson appropriate to
these students. Finally, the evaluation of these students should be in accordance with the degree of participation in the lesson and their understanding.
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(. 220250). -: Gutenberg.
Baudelaire, C. (1996). $ " "
, #. 3.;. 7 (. 29-45). -: #.
Benjamin, W. (1996). "
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, '. . J& (.
77-89). -: #.
Caillois, R. (2001). [ "
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X [" 24, 14 "< 2010 - 8 2011]. -: QJ 0.
Huizinga, J. (1989). * $ "
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-: =!.
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). (!.), - (.138-139). 8$ : !% .
Rilke, R. (2011). * !
7
, #. ). [ . 8$ : .
&, ]. (1988). " ). 3" !
, .38, .80-82.
Schiller, F. (1990). ; 8$
8 $, '. . b. -:
$.
+%, . (1997). * <. -: #.
3- , !. (2003). 8 $
'-
' -
: $
(.71-81). 0&": University Studio Press.
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(.173-246). -: !.
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$ : ; ( , '. .
. -: #.
[, <. (2000).
'; [ "
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"

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Winnicott, D. (1989). [
, "
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(!)**
Kinchin, J., O'Connor, A., Harrod, T., Hoch, M., & Museum of Modern Art (New York,
N.Y.). (2012). Century of the child: Growing by design, 1900-2000. New York: Museum
of Modern Art.
ABSTRACT
The world of play is so varied and complex that there are multiple ways to approach and
study it. As a basic human activity, play is also present in children's literature. Its literary imprint does not alter its special role but on the contrary, its function is salvaged and made
widely known as the author Chr. Boulotis states. In his books play occurs quite frequently and
in various ways. It appears both as a plaything and as an activity. There is also a continuous
"sign game" in his texts. His post fiction, true to the theory of postmodernism, is playful as
well. "Playful in a wise manner" Boulotis himself plays with writing and initiates in his own
way a world of play that is interesting to the reader. Boulotis' work is an ambassador of play
that displays its characteristics: freedom, surprise, imagination, creativity and the questioning
of determinism. A characteristic feature of his work is that the boundaries between reality and
fiction vanish because in his opinion "nothing is more real than fiction".
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Balibar "& &# - $#"& (interpellation).
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(Taylor, 1998). 7, % ""- "& + &! 19 !
Spengler " $# Nietzsche "'* "**""- "$D, 20 ! &* " "&. '+ Arendt $#
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+ )+ !-"& + + )+ &&-+, )! /)+-
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, ' - & <"- < "&" /! "& (#"&, 2003:168), &- / "" . = &"%, + ##'$ 8 : "&%-#!, <- @ %, #- @ + . - @ (**%", 1985:27-52).
2
" - &"- % : &&"% ethnicity.
594
&$&$ '%$
#"&, . (2003). , '. @. #"&, . J. *<&, #. . * <. -: &.
**%", ]. (1981). 3 . $ , /&#' " )$ . %. -: ". **%".
**%", ]. (1985). 8. Salvatores Dei. -: ". **%".
b%", . (2005). " $
$ % ;. -: &.
Sarraute, N. (1984). X , '. . *"&-. -: ". *"&-.
%", . (2011). * ' ' <"
. )$
$ * ) 8 % , 3 . -: . ". /". Gutenberg.
Taylor, C. (1998). Les Sources du moi. La formation de lidentit moderne, trad. fr. C.
Melanon. Paris: Seuil.
Tylor, E. B. (1871), Primitive Culture, . 1, London.
ABSTRACT
In this paper we propose to children of our time a "timely" reading approach of the novel At
the Palaces of Knossos.
Central theme of this childrens book of N. Kazantzakis is the rupture between the young
prince Theseus and the elderly monarch Minos, through which issues the contrast between the
decaying Minoan-old world and the emerging Athenian-new world. Nowadays therefore, we
consider the novels analysis to be very interesting, in light of the crisis affecting crucially
childrens national and cultural identity.
Our aim is to indicate how human beings experiencing childhood nowadays can discover
At the Palaces of Knossos both Hellenistic and cultural treasures, acting as reading and social
subjects.
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+ &#). J&. Brougre G. " Vandenbroek M. . (2007), "'%& Tobin J., Rle de la thorie dans le mouvement Rconceptualiser lducation de la petite
enfance, . 23-53.
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#$ %, #; 0$&+ "!+.
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$ &&
%
&$&$ '%$
Bataille, G. (1979). "
('. J", .). -: &$.
Boas, G. (1966). The cult of childhood. $/: Spring Publications.
Brougre, G., Vandenbroeck, M. (2007). Repenser lducation des jeunes enfants. J/$&&:
Peter Lang.
De Man, P. (1989). Allgories de la lecture. : Galile.
James, A., Prout, A. (1990). Constructing and reconstructing childhood Contemporary issues in the sociological study of childhood, b: Falmer.
Jenks, C. (1996), Childhood, b: Routledge.
601
%, . (2001). . -: !.

%, . (1999). 7. -: O".
%, . (2008). '

$ . -: O".
%, ., &"#&, (. (2006). );. -: O".
Kristeva, J. (1969). 3: Recherches pour une smanalyse. : Seuil.
%&, *. (2009). < . -: ""$.
)&, =., %, Q. (2012). () . *$

. 0&": ".
Prinzinger, M. (1997). %&# " ": +"% )% "
. % @ % " &". ? "
, &.-
"., 94-105.
Prout, A. (2005), The future of childhood, b-]$ Q ": Routledge-Falmer.
Schapira, L. L. (1988). The Cassandra complex. Living with disbelief. A modern perspective
on hysteria. Bedford: Castle Rock.
ABSTRACT
Tandis que lanalyse de la littrature emploie plusieurs outils thoriques en provenance des
autres disciplines des sciences humaines, le mouvement inverse, celui qui aurait constitu le
texte littraire en tant qumetteur de rengociations de nos acquis pistmologiques ne se fait
pas souvent. Notre analyse d un texte majeur de la littrature no-hellnique contemporaine,
Cassandra et le loup (1974) de Margarita Karapanou, constitue une tentative de dmontrer
que le texte littraire peut branler notre faon dapprhender lenfance, ainsi que les
bipolarits souvent lies celle-ci, puisque lenfant qui y est reprsent et qui tient la parole
nest ni ange ni dmon, tout comme lenvironnement dans lequel il grandit, sa maison dore
(famille haute bourgeoise, abondance ambiante, gouvernantes anglaises etc) et
cauchemardesque (abandon par la mre, abus sexuel par le personnel domestique, carence
affective et incomprhension gnralise). Salignant avec les prmisses de la nouvelle
sociologie de lenfance et en mme temps sabstenant sur plusieurs aspects de celle-ci, le
texte de Karapanou montre finalement que lenfance constitue une exprience bizarrode,
fluctuante et minemment personnelle dont seule la littrature pourrait peut-tre restituer la
vrit.
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&$&$ '%$
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: "
"
. ""% 5 " "
$: " " +"- ", %, 4-5/10/2008. &%"
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http://www.eriande.elemedu.upatras.gr/?section=985&language=el.
ABSTRACT
Through her fictional writings, the litterateur and teacher Elli Alexiou outspokenly uncovers
the problems of Greek school relations. Pupils do not seem to be used to practices of respect
of differentiation, teachers are often examined and criticized by students and their parents.
The isolated teacher or the disobedient pupil might hide a family drama. Relations among
teachers seem to be antagonistic, and so are the relations among students, which make many
parents press their children for excellence. The author asks educators to provide knowledge
and help to students, to motivate them to learn, to show understanding in possible learning
difficulties, to promote team spirit, to assess fairly and to stop racism. The author also favors
political struggle in education as all would gain benefits from that example of solidarity.
!(@1 +2;!<,
M.Ed., Q. %"+ , . "#% 41, 38333 J &,
699.39.83.605, akaprave@gmail.com, akaprave@sch.gr
612
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1990:71-75, 81, 87, 253, 354), & " '$ ! - 15
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- 2003, 89-107.
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Studio Press.
=<&, . (2011). +" )"- #) &&"- '<"- b#). : M. & & . & (.), 3" !#+ <"
. 8
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, &. 291-316. -: %".
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. -: *-.
Stockar, D. (2008). Les secrets du hros bien-aim. La revue des livres pour enfants Mais qui
sont les hros de la littrature de jeunesse ?, Bnf, 241, 85-94.
Hollindale, P. (1997). Signs of childness in childrens books. Thimble Press, Lock wood,
Woodchester.
"-="<&, . (2003). [ $ %
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, (10
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!, J. (2009). 3 . -: !, 2009.
Prout, A. (2003). @ %, ! " <" ""-
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, , &. 89-109. -: & ]-.
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617
*This research has been co-financed by the European Union (European Social Fund ESF)
and Greek national funds through the Operational Program Education and Lifelong Learning of the National Strategic Reference Framework (NSRF) Research Funding Program:
THALIS -UOA- The Theatre as educational good and artistic expression in education and
society
RESUME
In each period of literature production of childrens book, the child, the young, as behavior
and action framework, are directly related with the social historic conditions, and moral perceptions predominating in the society or by those that the author is guided. Jean Jack Rousseau already recognizes the particularity of the childhood on the 19th century, while the perseverance of the educators on the particular characteristics of the childhood, leads, at the end
of the century and mainly on the beginning of the 20th century, to the writing of books addressed to children, casting usually by young heroes. In this notification will be an indicative
reference to representative kind of child heroes, boys and girls in works of Xenopoulos and
Delta while from the new and contemporary childhood and young literature will be observed
heroes and heroines that are casting on novels of A.Zei, Z.Sari, M.Kontoleon a.o. The resulting differences from the comparison between the old and new texts are highlighting the influence of the dominating ideological principles of the society, on the first decades of the 20th
century, in the literature for children and young, as and to the definition of behavior and action of the children and young heroes by them. To the other side on the contemporary childhood and young novel, in many cases, these principles are challenged and displaced to
broader context of social critique that expressing the concern of the modern society and are
clearly differentiated from the modern traditional conceptions.
} *10-'012!<
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E-mail: akatsiki@primedu.uoa.gr
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Applebee, A.N. (1978). The Childs Concept of Story. Chicago: University of Chicago Press.
Bakhtin, M.M. (1981). The Dialogic ImaginationFour essays by M.M.Bakhtin Translated
by Caryl Emerson and Michael Holquist. Edited by Michael Holquist. Austin: The University of Texas.
Doubovsky, Serge. (1985). b#) " ), 3 3'
.

"
. ('. J&%"). -: " .
DuBruck, Edelgard E. - Barbara I. Gusick, (1999). Death and Dying in the Middle Ages. New
York: Peter Lang.
Eliade Mircea. (1965). Le Sacr et le profane. Paris: Gallimard.
Foucault, M. (1986). Of other spaces, trans. J. Miskowiec, Diacritics, Spring: 22-27.
McCallum, Robyn. (1999). Ideologies of Identity in Adolescent Fiction: The Dialogic Construction of Subjectivity. New York: Garland.
MacLeod, Anne Scott. (1997). The Journey Inward: Adolescent Literature in America, 19451995 Sandra L. Beckett, ed. Reflections of Change: Children's Literature since 1945 .
Westport, CT: Greenwood Press.
Meyer, Spacks Patricia. (1981). The Adolescent Idea: Myths of Youth and the Adult Imagination. New York: Basic Books.
Stevemon, Robert G. (1987). The fear of Death in Childhood Children and Death: Perspectives from Birth through Adolescence. New York: Praeger Publishers.
Vierne, Simone. (1973). Rite, roman, initiation. Presses Universitaires de Grenoble.
Zervou, Alexandra. (1990). Ironie et Parodie. Le comique chez Homre, -: , @
J<&-" (&& #, .15.
Zornado, Joseph. (2001). Inventing the child: Culture, Ideology and the story of childhood.
New York: Garland Press.
632
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(1890-1945. -: !.
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2002: 168-176.
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, 7. -: J<&#: 15-38.
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(2005)
Blume Judy, Tiger Eyes (1984)
Howker Janni, Badger in the Barge (1981)
Crutcher Chris, Chinese Handcuffs (1991)
ABSTRACT
Death reception had changed through ages. From a common experience to all, it became a
taboo, especially for young people and children. Adolescents seem to be unprepared to deal
with such an experience. Adolescent novels or Bildungromane treat the transition from innocence to experience, which signals the initiation to adulthood, either as part of their structure
or as an interpolation motif. This symbolic death of innocence sometimes is achieved through
a literal fictional death as well. Death, either as the theme structure or as a pattern of interpolation is almost a commonplace in the classic Bildungsroman and contributes to the maturation of young people, usually in a stressful emotional way. In adult literature on the other
hand, death is described and received more realistically by the young characters, revealing the
influence of the implicit audience in the elaboration of the literary motif.
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0&": 0, 549-562.
Bachelard, G. (1982). ". %' &. J$& .. *"&-,
-: *"&-.
Bachelard, G. (1981). Leau et les rves. Essai sur limagination de la matire. Paris: Jos
Corti.
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Blanchot, M. (1994). * " "

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Derrida, J. (1967). Freud et la scne de lcriture. Lcriture et la diffrence, Paris:
ditions du Seuil.
Heidegger, M. (1968). What Is Called Thinking? ranslated by J.G.Gray, New York: Harper
& Row.
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ABSTRACT
The revocation of memory and the restoration in the paradise of childhood are some of the
basic characteristics of George Georgoussis poetry. The creator endeavor to detect/or to create his past through the help of memory. The poet always returns to the protean principle of
640
beauty, to the standards of his father and mother, to the childhood gardens with the joyous
atmosphere of summer in order to salvage the wistful charm of the world of innocence. The
poets constant return to the years of carefree childhood disrupts monotony, determinism,
cruelness, but mainly conflicts the absolute decay of time.
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Comell University Press.
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LE RESUME
Le thme de notre travail, que ce soit le strotype du mchant loup de contes pour enfants
peut tre invers. Les enfants acceptent et sidentifient avec le bon hros, plus facilement
quavec hros mal. Pour les infrences tudie le texte de trois traditionnels et trois contes
modernes et les comportements observes 40 enfants au cours de leurs 36 lectures totales.
646
Lobservation des ractions des enfants ont montr une prfrence fortement dans le nouveau
transform, rythmateux hros gentil et beau. Finalement, les auteurs contemporains
attribuent les caractrisations loup qui bouleversent la vieille image de ces enfants avaient
dans leur esprit.
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(Bildungsroman), $ )- " " $ &#- #+* + <"$ $ &""- " " &
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&"- #% # b%" [ $ " =!# +%
#-% , + * ). !, +, ' "-&+
"% + %+: ! &- " " $ <#'" , ! $ %) - %+ )"% %" &,
% % "- "$ " &"$ /&/.
$ ##'$ '$ *+- ! "!, + /&)" )" & ! "&"!, )+ & "% & # # )- #
)! )- &%< / J #" &$ " '& (Beaton,
1996:289). $ &#"- '% " " '<,
" + '-<+ )- (Vitti, 1978:380) " '"% "*
&! '$ -" + + ! '-<+. %&&&, +, ) )" <&#"- " D)&#"- +- :
", $) &#, - %, <&$ ! &&%* " $
<&$ # "&, %", "% " &&&#" -. ) * "- '#+ " " , )% ) -/ $ " " <%&&. 7, &'$ "& "% " , , &$# *+- *#
" $, '% &! $) " / "- & " '#-% , &$# $ *+-, !. @ + $, "% ##'$, " " "#$ "
% "+" #, ! "&" & * $+, + %* $ '"$ + ! "!, "
) "- &", &&% "% " $ *+- . @ '%
$# )$ $ # =% '30, $#" !
+ " <+ !&, &&% + '"! -+ #" , ! % #" &#"
, &"+ &<% $ '! " ((, 1988:129-177).
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% '#- -&", - %&& " '& #+* & '& '#- - $ % ) #% "
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'& )& - &-, + " "$ " -+ %##& " # , + &* "% %) ) /% '& ! '& # # , - + "%" " '#-
. $ '& " <" %/ " + + '-<+, " " -, #" <+ '- $ $ D)" +, "* " " " /" ) '#- , &&% "% & #% , #% #%&+ -", &"% ) . , ! + & '-# $)
"% "% " " ) -, & #""$ - " " +" (J"& &, 1985:192-195), &"% #%'
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$# % '"% $ (&%) +, "% +"% <$<)
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% #" " % ## & $) $& , '-% + #%& < " %&& #""% + . Q
"- " &$ +* + "#' -&" " /! $ &$, '"% # " &#$).
$# & % - %- $ %< "- &" &"+ "+"$ " " & "$, ""$
" &"$ -". "" % $# % ) + !+ % -+ + $#+ #"%" - %< " - "% & #""$ ## %< -,
## + & "%, "- D)- )
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"% #""$ % - & - '$ &# "%, +
"% #- #"& &%< '% " +<& ""$ #
$ *+- . @ #" - $) &&%/ $+ " - '"%
$) &! '"$ -" "% . = % " "
! $) +# &#) #% $) D " $'< $) "- &D + #%+, $ " " ,
'& $ + -+ , &&% " "- " " #, ! %< " &"+ %# !& + +)"! /! " "!
" , /& %, &&% $ *+
-&" D)$ .
&$&$ '%$ $
#, . (2009).
+%" " % . ;. , ', -: - ]$ &&"- J<&-".
&, J##. (1996). * $ ' ;. ^' , -:
.
J"& &, . (1995).
8 " "
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Beaton, R. (1996). ! "
,
'#
18211992, -: ]'$&.
&&, =!#., (2001). *
: "
" $
, 0&": University
Studio Press.
G+%, . . (2009). ( "- " "- &&"- ,
. ;. , ', -: - ]$ &&"- J<&-".
&, b. (1995).
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ABSTRACT
In this paper we make a reference to instances of modern Greek literature concerting to the
way that childhood and transition to adulthood are presented. Our reference starts from the
late 19th century and specifically from the Generation of 1880. In the generation of 1910
childhood coincides to innocence and contrast to physical and mental wear resulting from the
adulthood. The generation of 1930 and the postwar one, outline the harsh circumstances
through which the child struggles against a not so friendly environment.
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<%& " $& (Elliott & Wattanasuwan, 1998). @
&$ "%&+ + %+ " , <&"- "+"- ""-,
$ # , $) "% )"- %, &&% ' %) &! ""$ + !, )
" , "% $'& % (Pilcher, 2011).
! % - <$', $'</, ' ), +" " D)". = &&% %, "&%
$ &&#$. % ) &$# . ! & $"' + &"+, &$/ "% +"- -&+ - <%& % , $+ + )+, )
# "#$, - # +% &" .
7 - $'</, &$ &&% $+ + )+ (Gereluk, 2006).
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#"- ". #""$ '% ("D%, , cool, ')%)
" "% &%, &&% % &$# " , # <%&&
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+ " . @ "" / / "
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"$ &$, "+"% - " &#"$ % + #! . #
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"% % # $'& % + %+
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%, & " & '$ $'<, $) #& '&/ " - & #$ ! " ' #& #"- &" . &&% " "- #!, %) &D
% #&! + " +- #% !, + +
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% " "+ $'</ <&$
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<&"- &"&-+, "! % ! &
*+- "&D, )! <&"
(Wicklund & Gollwitzer, 1982). + " + '+)! #$+,
#% ! # , "! ! ""- , "&D, )- <&"- ! + !.
$ + Elliott " Leonard (2004), #%& J, % &" 8
12 !, "+ "#$ )&% -, $' "$) "<%, !, &"% ) " , %# "%& $"&/, & #+ ' '!). @ & % "<% &"% "
"+ Nike, + %, #+% " "<%.
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% "% -, %# + $ # (Grant &
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, - % $ )&" "'<, " + "%
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!, + '! , " %# # "'<"- '% + &+, $ % #"%* &$# &"%
"- " ) $ %. &&% % $' $ "% $ "%/ '% $ " "
& "%/ '% +$ &"$ ' (Elliott &
Leonard, 2004).
'+) % %&& ) ! &"% ',
#+* &%)/, & / '&/ "" " #+ '+)$ -" <+, &&% & % )& "<%
" % %. $, "< '!) , &%< "$ %. " , + ")- + %+ ! " ' '!), < "% + & + ! (Wicklund & Gollwitzer, 1982).
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% + #%*, " ""- ) %
, &#- <&"% )&.
-" &#"- "%&+-
"* &&& / $/ " "# , &- / / %&&/. @
"+"- - " % + &"+, $/
"& % (Cardoso, 2004). " %, 6 9 !, %
, &&% $ ) + !/+ ,
# )&"% - (Stone, 1998).
7 " # %, "%+ + 10 !, * -"
% " $ ), " " # #+% $
%. @ "+", %* &D '% * " & *+- (Cardoso, et al., 2008). $ + Cardoso, Araujo " Coquet
(2008) # "- &#- %+ %, <$" %* "+
% '% , +"- '- " &"- % "
" !" ", )" " <&"- /
(Cardoso, et al., 2008).
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"% '&- (Elliott & Leonard, 2004).
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% &" 8 12 !, <<&#' '$ + tweenagers, ""$ %"#" %+ - + preteen. /, + " $'</,
"&/ #!, #/ "&+$/ , + " " )658
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(Grant & Stephen, 2005). $ ""$ $) "+"- %/
-" " %/ #! (Pilcher, 2011).
tweenagers #"&
" % + # #$, #- $ #%* " )* "% / . &&% "% " "%, % % $) " $) +
(Grant & Stephen, 2005).
% #% "! )+ @... " ! ) - &""- %, $) / '$ # <&"- + !+ )+
" ) $ # '! #"% " #% "+" " (James & Prout, 1997). % #+* " " #&!
+ %+ " #! -, $) "+ #, <"
&<-, "! / #$ " &! #%* (Pilcher, 2011). && #- #! -&"/ " &" %* (& , " " $ $), %# " &"$ " (Lindstrm & Seybold, 2004).
$ $ '" " " & , "!
% + ) # ' - /" "%* , $& , , " $&& (Guy & Banim, 2000).
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" "%&+ "! )+ " '! "
% ! .
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&" %* (& , " " $) $) & )"$ &' " %#
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! " &# # , "% %.
$
%# " "&! # %# + !
'$ (Rojek, 2001). @ $ &"- <&- " "- ! +
%+ &!, "% . " %# '- David
Beckham, %" '% " % + <&& + "! ""! (Boden, 2006).
@ "- "- )* &"% )!. " %#, Madonna
<&& " "% '"$ , " &+$ &#" "+" #" " Spice Girls )
) # #""$ +" , '$
&#- #"+ -+ ("&"-, "D-, "- '<"-,
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659
# % '"$ $ - "- $+ !
(Elliott & Leonard, 2004).
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#, '#- " % "- &", &&% *
+&% . '&$ ), &#) $ " '"- '#-,
& $+ "%&+ %+ , )#+# "% "
" + $+ "- " &, " "- ', /'&* ) +&- + ! + (Boden, 2006).
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(Grant & Stephen, 2005).
%+ <) /"% "%) " + $'< " + , '+ -.
& %, "% " $) ## " " ) &$#) "
"% $ (Kelle, 2001). ( %) &""- )$ /
<&#"- + + "! +%+ " + &"! &-D+, ' &#" "+" (Rysst, 2010). = '<"% ) "% !, # &% "% %, # & + !+, - <" " &"$ &-D, #
"%) " $ # " ) + " +, " "% *- (Douglas, 1996 ).
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"& %&# &" , "+" <, %/, &", "&, #"% + "% "" " $
+- "- " '<"- "&+"- "&. "%) % $
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! " "+"! " + # +% ) # . Q%) &"% $ )%
! + "! "! + "$ " + "$, &- % ""- &D + + " &D + &"+
(Rysst, 2010).
Z % D+* "%, $ , )&%* " " &#$ + &+ " "$ #%* "% #" &. $
% $) "+"- &"- / '&/, "#$,
& " $+ "+" " " '&"! )$+ (Rysst, 2010).
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%, &" 8 12 !, ) "%&+ "<!, !+ %+ , "$ "$ " "- !&- # <&"""- "- " "+"- " + )$+
" % '% . =+* <&"- "+
#&! + %+ " ) # <&- .
&#"$, "&+"$ / $ " "+" <%&& " "& "#"-, ""- "%, "#"$
"&+"$ - " )+"- $ - . @ ) " /$&#" &#"- - %, % + , "! <"
" # $ "$, %#" # %
, '< & "!/ $ - "'<,
$) %" &"% . % '$ # $ " "'< $. @
< & &$/ < "- # "+"$/ - "& + !.
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"-, " '% # % " '! " . % ", %&& , %&& &# " ! +
-+ " $+ /", " * ,
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&$&$ '%$
Boden, S. (2006). Dedicated Followers of Fashion? The Influence of Popular Culture on
Children's Social Identities. Media, Culture & Society, 28(2), 289 - 298.
Cardoso, A. (2004). Marketing of Children's Clothing: The Perception of Children to
Branding, Fashion and Dress Style. Braga : University of Minho.
Cardoso, A., Araujo, M., & Coquet, E. (2008). Modelling Children's Choice Decisions of
Clothing. Journal of Fashion Marketing and Management, 12(3), 415-428.
Childers, T., & Rao, A. (1992). The Influence of Familial and Peer-Based Reference Groups
on Consumer Decisions. Journal of Consumer Research, 19(2), 198 - 211.
Chung, H. (2003). Sport Star Vs Rock Star in Globalizing Popular Culture. International
Review for the Sociology of Sport, 38(1), 99 - 108.
Douglas, M. (1996 ). Thought Styles: Critical Essays on Good Taste . London: Sage.
Elliott, R., & Leonard, C. (2004). Peer Pressure and Poverty: Exploring Fashion Brands and
Consumption Symbolism Among Children of the "British Poor". Journal of Consumer
Behaviour, 3(4), 347 - 359.
Elliott, R., & Wattanasuwan, K. (1998). Brands as Symbolic Resources for the Construction
of Identity. International Journal of Advertising, 17(2), 131 - 144.
Gereluk, D. (2006). "Why Can't I Wear This?!" Banning Symbolic Clothing in Schools.
Philosophy of Education Yearbook, 16(3), 106 - 114.
Grant, I., & Stephen, G. (2005). Buying Behaviour of Tweenage Girls and Key Societal
Communicating Factors Influencing their Purchasing of Fashion Clothing. Journal of
Fashion Marketing and Management, 9(4), 450- 467.
Guy, A., & Banim, M. (2000). Personal Collections: Women's Clothing Use and Identity.
Journal of Gender Studies, 19(3), 313 - 327.
James, A., & Prout, A. (1997). Constructing and Reconstructing Childhood: . London:
Routledge.
Kelle, H. (2001). The Discourse of "Development": How 9- to 12-Year-Old Children
Construct "Childish" and "Further Developed" Identities within their Peer Culture.
Childhood, 8(1), 95 - 114.
Lindstrm, M., & Seybold, P. (2004). Brandchild. London: Kogan Page.
661
Pilcher, J. (2011). No Logo? Children's Consumption of Fashion. Childhood, 18(1), 128 141.
Pole, C., Pilcher, J., Edwards, T., & Boden, S. (2004). New Consumers: Children, Fashion
and Consumption. London: Cultures of Consumption Programme.
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the Intergenerational Gap of Interpretation of Young Girls' Clothes. Childhood, 17(1), 76
- 93.
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Ames: Extension Distribution Center.
Wicklund, R., & Gollwitzer, P. (1982). Symbolic Self Completion. London: Routledge.
ABSTRACT
Dressing is a key element of material culture and it is used by children to negotiate or maintain their social and personal identity. The consumption of fashion is an important factor of
projecting this identity, as children want to show that they grow up. The possibility or not, of
the acquisition of expensive designer clothes with famous labels or logos, is important for
children's experiences and are related to social inclusion or exclusion. This is particularly evident in the school environment. Dressing is a point of expressing that children belong somewhere, in a group. Also dressing expresses their gender identity. They see it as a point of identification with the group of their equals peers, who exert strong pressure on childrens consumer behavior.
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"#$, ##" " "+" <%&& " % ) "
'$, % " $ "- " , &&% " &G"- "" , ) #%& $ + "&!+ " (Hoge
Petrillo Smith, 1982 : 570-576).
&-D+ &G"! "! '!, '% &.).
)- ""&"$ "& " &$, ' "&!
#&! !, "$ " "- - %, " " &""
$ + )"! &#!, + )$ " / , -+
# % (Hutsebaut, 1996 : 48-66). ! %& ,
" + &-D+ " + !, & <%, " " + '!, % "&! " )- ! + "% "$+ &-D+. Z+ $) % )"- <<&#' (Greer, 1983 : 18-28.
Bigler Jones Lobliner, 1997 : 540-541) ! $ ""$ " "+"$ )$ %) "#"$ #"$ )$ $)
%, " # '! )"$ % " '$
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0 $ + ! # )&#"- -. Z+ < " %&& &, '% $+ $+ & "#$ )*
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Z+ " # )"- &$ $) / (J<, 1997: 7380), % + &G"! ""! &-D+ " '! % # "+ $+ + '! ""- &. J&$ &"$ %/
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% ""$ " "$ <%, & "- " , $& , % <! " %#. "$+ %&, %< ! + " + " ! + "! " + &#"- " &"- '%, &$ - $&, 664
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8 3 . & :
- &, 463-486.
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ABSTRACT
The Communication examines the ways in which children take on the traditional religious
behavior in the context of the Orthodox Church and Greek folklore. This is a set of ritual actions and actions based on their respective cultures, and which determine the individual's religious identity in the context of traditional society. Factors such as family, school and community, but also ways of recruiting such as imitation and conformity to prevailing customs and
traditions, are the channels through which they develop their respective religious behaviors of
children, which in turn contribute to the formulation and religious identity, once they become
adults. Essentially, through a series of examples and study them, detected here the ways in
668
which the customs and attitudes of Greek folk religiosity passed from generation to generation, with the changes that the historicity of folklore phenomena always lead to form the
popular religious tradition and practice identifying the involvement of lay people in the customary life in their respective rites and rituals of each local community.
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Cunningham, H. (2006). The Invention of Childhood. London: BBC Books.
Deldime, Roger, (1996). ? 7
. #+#- %' 0 + =%. -: +-+.
Georgakaki, K., (2007). Childrens Theater in Greece from 1949 to 2001. Journal of Modern Greek Studies 25:2, 163-180.
Heddon, D. & Milling, J. (2006). Devising Performance: A Critical History. New York: Palgrave Macmillan.
Knowles, R. (2005). Reading the Material Theatre. Cambridge: Cambridge University Press.
Lowe, R. (2012). Children Deconstructing Childhood. Children and Society 26, 269-279.
Pfister, M. (1993). The Theory and Analysis of Drama. Cambridge: Cambridge University
Press.
Wartemman, G. (2009). Theatre as Interplay: Processes of Collective Creativity in Theatre
for Young Audiences. Youth Theatre Journal 23:1, 6-14.
van de Water, M. (2009). TYA as Cultural Production: Aesthetics, Meaning and Material
Conditions. Youth Theatre Journal 23:1, 15-21.
682
ABSTRACT
This paper focuses on the Modern Greek Theatre for Young Audiences in connection with the
changes made in the understanding of the concept of childhood. In the last decades the new
social studies of childhood tend to emphasize its heterogeneity. In the field of the Theatre for
Young Audiences the child is no more considered as a passive spectator but as a co-creator of
the meaning. The paper attempts to point out these changes at both dramaturgy and scenic
presentation of the plays.
+1
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Ganz N. (2004), Graffiti world: street art from five continents, London: Thames and Hudson.
Gottlied L. (2008), Graffiti Art Styles: A Classification System and Theoretical Analysis,
North Carolina: Mc Farland.
0 ., $#, . (2007), [ Street Art 8$ , ["
vol. 1, -:
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+' . (2009), ;#: greek graffiti scene, -: ).
b* . (2011) ($&), Outsiders: [" , -: ).
Mathieson E., Xavier A. (2009), Street artists: the complete guide, London: Graffito Books.
/% =. (1-9-2002), -: '. -.
Naar J. (2007), The Birth of Graffiti, New York: pub. Prestel.
14
) #$ &% # Hall of Fame )!.
689
Phillips S. (1999), Wallbangin: Graffiti and Gangs in L.A., Chicago: University of Chicago
Press.
Reisner R.G. (1971), Graffitis: Two thousand years of Wall Writing, New York: Coules Book
Company.
" . (2006), 8 " !#, -: % ".
Vergine L. (2001), Art on the cutting edge: a guide to contemporary movements, Milano:
Skira.
Woodward-Kasino J. , & .(2002), Chromopolis: 4 ,
-: .. <&- &&"- &"- &% &"-
&% 2001-2004.
(2011), ! + X, @!8 8$ - 8
2014, -: Q# <%&&, $# " &"- &&#-, +%
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"% +/ (2012), Graffiti, -: # % ""- #+#-.
ABSTRACT
Painting and writing slogans and signatures in public places is called graffiti. It is a code of
communication, a code for sending messages. An expression of ideas and feelings, activism,
protest, subversion and art at the same time. Graffiti has been defined as The Art of Illegality because it is prosecuted and leads to imprisonment and fines for damages of other peoples properties.
Graffiti isnt only art, it is culture as well.
Today, we find graffiti with paintings, names- signatures of the artists, tagging, phrases
and mottos. We find stencil graffiti and stickers. Many of them are made by computers. These
are of various subjects: Symbols from everydays life, figures from caricatures, cartoons, advertisements, as well as dream-pictures. Graffiti entertains the passer-by but it also provokes
him, shocks him, it denounces and disturbs. For public opinion, graffiti is not connected to
painting, but to the picture of a smudge.
It began in New York during the 1970s mainly in poor vicinities inhabited by AfroAmerican and Latin youngsters and it had its present form. During the same period the hiphop movement has developed too, both of them coming from the same oppressed people. In
Greece, the colored sketches appear ten years later, with hip-hop appearing simultaneously.
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ABSTRACT
The festival of St. Symios at Messolonghi, is a complex cultural phenomenon, with a historic,
religious, social and symbolic character. The soul of the festival is groups which are composed by men of different age and social groups. Among the members of the group, strong
emotional ties and collective spirit are developed. Children, as potential successors of the tradition, enjoy special love and care. Children learn through observation, imitation and action.
Older people stand as role models for the younger and they involve the young ones into the
secrets of good company and true friendship based on respect, acceptance and understanding.
Children learn how to contribute to the company, as far as the activities, the song and dance is
concerned. Jy participating they become cultural and perpetual successors.
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Efland, A. (2002). Art and cognition, Integrating the visual arts in the curriculum. New York:
Teachers College, Columbia University.
Einarsdottir, J.- Dockett, S. & Perry, B. (2009). Making meaning: childrens perspectives expressed through drawings, Early Child Development and Care, 179: 2, 217-232.
710
Elliot, S.- Kratochwill, T.- Littlefield Cook, J.- Travers, J. (2008). ""- D)&#:
&"- "&, &"- %. . & & (. &< (').
-: Gutenberg.
Epstein, S. A. & , . 7. (2005). ! " , "
" / '. . #. -: +-+.
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/ '. . '" & @. J## &. -: ]" .
Malchiodi, C. (2009). " / '. . %" & b. &. -: &&"% #%.
Schirrmacher, R. (1998). [" % / '. . =*%.
-: 7&&.
Thompson, C.M. (1995). The visual arts and early childhood learning: Changing contexts
and concepts, in Thompson C.M. (Ed.), The visual arts and early childhood learning (15), Reston, VA: National Art Education Association.
#&!, . (2002). !
. ) . -: !.
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http://digital school.minedu.gov.gr/info/newps.php
ABSTRACT
As far as is known, when children are offered art activities, they respond with interested and
get involved creating an artistic product. This artistic activity in the field of education is organized by various methodological approaches and ways of artistic expression, with the objective of all-round development of young children, especially the development of aesthetic
literacy, which provides to the children alternative and creative ways of communication. In
this research were raised questions about the effectiveness of the three types of visual approach that represent pedagogical practices in kindergarten (the free action, the guided and the
directed-elective form).
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ABSTRACT
The purpose of this work is to investigate the image of the child and childhood in Greek folk
songs, as it appears through the eyes of adults. Primary study material was the collections of
folksongs published from 1824 until 1968. Of these, focusing on songs that were sang by
adults to children during the early years of their lives, the study concentrated on nursery
rhymes and lullabies, that are children's songs with improvisational character sang from the
mother to the child, without instrumental accompaniment. In the context of a qualitative research and using as a methodological tool content analysis of two hundred twenty-nine (229)
children's songs, we attempted to identify the views of adult to the child and compose the image of the child as it is ingested by adults in the folk songs.
'()+1 ++:* (Ph.D)

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$/ / "" # ""- ", )%* &%< # ! $ + & # (discourse), , % ) + '"- %/ &&% + "+"% ++$ ""- (visuality)
(Duncum, 2010).
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"EQ"

"IQ"; (. , . ]. ]$, . %", '.). -: &&"% =%.
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"!, . (.). (2003).
. -: ]-.
##, @. (.).(2007). 3" !. -: =# .
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. -:
Gutenberg.
ABSTRACT
Our aim was the investigation of the visual critical skills to the decoding and deconstruction
of visual representations of childhood. The theoretical context consisted of the considerations
of Childhood Studies and Critical Pedagogy. We examined the responses of 112 students in
Grade 6 of five primary urban schools in two pictures that represent children. Data had been
collected through questionnaires. We found that the majority of students recognized some
narrative elements, two visual codes and discovered an idea but not the central one. They
didnt perceive images as representations of social discourses. We propose the development
of students visual critical literacy skills through the systematic teaching of visual codes of all
dimensions of representations of meaning and through different images of visual culture.
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2008), !. $
:http://www.eriande.elemedu.upatras.gr/index.php?section=985&language=el_GR&p
age706=2&itemid706=1065 (& < 18.11.12).
McLaren, P. (2010). "- #+#"-: " . #! = &
=!# = && (.), . -: Gutenberg, 279 330.
..... " ... Q)+"- ", Q...J. .0., #+#" , $ :http://www.pi-schools.gr/programs/depps/ (& <
24.11.12).
735
Adams, M. et al. (edit.) (1997). Teaching for Diversity and Social Justice. New York& London: Routledge.
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Westview Press.
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Curricullum,
$
:
www.bced.gov.bc.ca/irp/pdfs/making_space/mkg_spc_intr.pdf (& <
19.11.12).
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Press.
ABSTRACT
Education plays a central role in shaping a democratic society, in the involvement of children
and teenagers in this, in supporting and promoting social justice, in management and acceptance of diversity. In such context teaching for social justice is a challenge for the teacher who
intends to provide specific knowledge and skills that will lead students to an awareness of
inequalities, a strengthening of critical thinking and to take action. This paper is focused on
the concept of social justice in the postmodern era, the importance and necessity of teaching
for social justice, the research of social justice goals in the Curriculum of the Greek primary
and secondary education, the profile and role of the teacher who teaches having as goal the
social justice and presents a lesson plan for teaching mathematics for social justice.
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Antoniou, F. (2006). Improving reading comprehension in students with special educational
needs. Aachen: Shaker Verlag.
Antoniou, F. & Sideridis, G. D. (2008). Prediction of reading comprehension, reading interest
and reading efficacy from teaching styles and classroom climate: A multilevel random
coefficient modeling analysis for students with learning disabilities. Advances in Learning
and Behavioural Disabilities, 21, 223-251.
Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior.
Genetic Psychology Monographs, 75, 43-88.
Christenson, S. & Sheridan, S. (2001). Schools and families: Creating essential connections
for learning. New York: Guilford Press.
Jeynes, W. (2012). A meta-analysis of the efficacy of different types of parental involvement
programs for urban students. Urban Education, 47, 706-742.
Kavale K. A. & Forness, S. (1996). Social skills deficits and learning disabilities: A metaanalysis. Journal of Learning Disabilities, 29, 226-238.
Lackovich-Grgin, K. & Opacich, G. (2006). Interaction with mother and adolescent satisfaction with family life. Research of Philosophical University in Zadar, 28, 155-164.
McGhee, J., & Waterhouse, L. U. (2002). Family support and the Scottish childrens Hearing
system. Child & Family Social Work, 7, 273-284.
Palladino, P., Poli, P., Masi, G., & Marcheschi, M. (2000). The relation between metacognition and depressive symptoms in preadolescents with learning disabilities: Data in support
of Borkowskis model. Learning Disabilities Research & Practice, 15, 142148.
Reynolds, A. & Clements, M. (2005). Parent involvement and childrens school success. In E.
Patrikakou, R. Weissberg, & H. Walberg. (Eds.) School-family partnerships for childrens success (pp. 109-127). New York: Teachers College Press.
Robinson, C. C., Mandleco, B., Olsen, S. F., & Hart, C. H. (2001). The parenting styles and
dimensions questionnaire (PSDQ). In B. F. Permultter, J., Touliatos, & G. W. Holden
(Eds.), Handbook of family measurement techniques: vol 3. Instruments and index (pp.
319-321). Thousand Oaks, SAGE.
Sideridis, G. D. (2003). On the origins of helpless behavior in students with learning disabilities: Avoidance motivation?, International Journal of Educational Research, 39,
497-517.
Sideridis, G. D. (2005). Classroom goal structures and hopelessness as predictors of day-today experience at school: Differences between students with and without learning disabilities. International Journal of Educational Research, 43, 308-328.
Spera, C. (2005). A review of the relationship among parenting practices, parenting styles,
and adolescent school achievement. Educational Research Review, 17, 125-146.
&/ &, ., . (2011)
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742
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* % . -: &&"% =%.
%"-+%", . (2009). &# 7&& $ <% #!# + ! : #- " % +&#:
Parenting Styles and Dimensions Questionnaire (PSDQ). ! 8, 4, 823.
%&, 0. (2005). = . ^$ " . -: .
Milanovic, A. (2011). ; =
". &+"- #, -:
" -.
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, =. . (2010). )$
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*)-, X., &) , (., *<$#", @., & &+%, . (2008). !
" " 3"
[ " . Q0: .
ABSTRACT
Parental typology, the way that parents implement their pedagogical goals, has emerged as
one of the main factors influencing emotional competence in students. In the case of pupils
with Learning Disabilities (LD), who have low self-esteem due to their low academic performance, the importance of their relationship with their parents will likely play an important
role in their emotional competence. The aim of this study was to evaluate the importance of
maternal typology in the emotional competence of pupils with LD through their participation
in a reading comprehension intervention. Participants were 16 students with diagnosed with
LD and the results from a mediational analysis pointed to the presence of total mediation. The
initially positive direct relationship between emotional competence and reading comprehension became null when maternal typology (strict mother) entered the model as a mediator.
Thus, it is concluded that the relationship between reading comprehension and emotional
competence is through the indirect mechanism of maternal typology.
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Ames, R.S., & Anstotz, J.J. (1994). School Readiness. Harper and Row. New York.
Anderhalter, O. F. & Perney, J. ( 2006). Kindergarten Readiness Test. Scholastic Testing
Service, Illinois.
Birch, S., & Ladd, G. (1997). The teacher-child relationship and childrens early school adjustment. Journal of School Psychology, 35(1), 61-79.
Kagan, S. (2003): Readying Schools for Young Children. Polemics and Priorities. Kappan
Professional Journal.
Maxwell, K. & Clifford R. (2004).Research in review: school readiness assessment. Young
Children, 59 (1), 42-46.
Pianta, R. C. & Steinberg, M. (1992). Teacher-child relationships and the process of adjusting to school. New Directions for Child Development, 57, 61-79.
ABSTRACT
Literature in Developmental Psychology and Education stress the significant effect of a variety of factors such as the personality of children, and familial and social environment on their
smooth transition from kindergarten to primary school. The relation, however between school
adjustment and a childs school readiness level remains the main issue of research interest.
The scope of this study is to investigate factors affecting school readiness of preschoolers relating to personal (personality) and family characteristics (mothers age and educational
status) and teachers attitudes (teacher student relationship. Participants were 70 preschool749
ers (35 boys and 35 girls) of 5 kindergarten schools in Almyros town (central Greece). Parents
and teachers completed two self-report questionnaires (Personality Questionnaire for children
5 to 7 years old and Student Teacher Relationship Scale respectively). The Kindergarten
Readiness Test was completed by the children. SPSS analysis showed that childrens personality, mothers educational status and type of teacher-student relationship have a significant
effect on preschoolers readiness.
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750
CONSTRUCTING CHILDHOOD IN EDUCATIONAL

DISCOURSE
SOFIA AVGITIDOU, SONIA LIKOMITROU
1.
Introduction
This paper is based upon two basic theoretical stances. One that claims that childhood is socially constructed (James, Jenks & Prout 1998) and one that supports that language is a source
of socially constructed meanings that represents and at the same time constructs the
world/relationships/identities (Fairclough, 1989). These two theoretical stances, one mainly
coming from the work of the New Sociology of childhood and the other coming from Critical
Discourse analysis share important assumptions that support their dialogue and co-operation.
These assumptions are: firstly that discourses construct social practices but at the same time
draw from discursive practices and the context in which they are realized. Thus, there is a dialectic relationship between discourse and social practice. This is evident in the works of the
New sociology of childhood when children are perceived as social agents that create and
transform values and cultures but at the same time draw from existing practices and culture,
i.e. during their play (Corsaro 1997). Secondly, identities are understood as being socially
constructed through daily practices that position children in various social contexts. Such an
understanding leads to an investigation of the ways by which educational discourse or media
(Avgitidou & Stamou, 2011) and other social practices position childhood within daily practice.
Therefore, what our research attempts to highlight is how childhood is constructed within
teachers educational discourse. While there are studies which show teachers ideas and practices concerning mainly childrens learning and play, we have limited research findings concerning practitioners images of childhood and how these are constructed. Teachers (educational) discourse (Solomon 1994, Vidali 2000, Makrinioti 2001) has been highlighted as a
normalizing discourse which influences our views of the desired and accepted nature of
childhood. These views are important because they are closely related to views of the
teachers role and of early childhood education (Hallden, 2005, Dahlberg & Moss 2005,
Sherwood, 2001). Thus, the idea of a lacking child requires a teacher who is the previleged
voice of authority and a view of early childhood as transmission pedagogy (Dahlberg &
Moss, 2005:103). As Sorin (2005) and Woodraw (1999) have shown, the image of a child as
innocent, powerless and in need of adult protection has been a dominant construct in early
childhood policy and practice. However, recent European documents, education policy makers, human rights ambassadors and academics stress the need for childrens participation and
voice in the educational process (Moss, 2007).
James, Jenks and Prout (1998) have described different discourses of childhood based on
elements of social theory that are presented in the form of dichotomies. These dichotomies
are: structure versus agency, identity versus difference, local versus global and continuity versus discontinuity. While we are aware of the concerns for a dichotomous framing of childhood (Canella, 2002), by proposing these dichotomies James et. al (1998) underline specific
analytical categories for theorizing childhood. These categories are agency, homogeneity,
space and time. Based on these categories, James, Jenks and Prout (1998) then refer to different discourses of childhood, namely the tribal child, the minority group child, the social
structural child and the socially constructed child. While the tribal child discourse shows
children as autonomous and independent agents, creating and experiencing their own separate
751
world, the minority group child discourse sees children living in an adult-centered world, in
which they function as deficient subjects. The social structural child discourse perceives
childhood as a permanent feature of any social structure, and thus a universal category. Homogeneity is stressed as the main characteristic that organizes the social structural discourse,
talking about childhood as a general category with no space, time and other contextual determinants. Finally, the socially constructed child discourse stresses childhood as a temporal
and local phenomenon, where children are either products of the time and conditions they live
in, or a construction through the dominant modes of speech. The last discourse leaves space
for viewing children as actors who interact with and may shape the world they live in. Further, the image of the romantic childhood, drawing from Rousseau and the lacking childhood, drawing from Piaget, are possible views of childhood constructed in educational discourse. We will use the discourses presented above in analyzing educational discourse and
exploring the ways it constructs and positions childhood as a social category.
2. Research aims and questions

Our specific research aims are to show which discourses of childhood do teachers construct or
draw upon in their texts and to reveal the linguistic patterns that sustain the different discourses of childhood drawn upon in teachers discourse.
The research questions are:
1) What are (pre-service and in-service) teachers constructs of childhood?
2) Which linguistic patterns are used by teachers to identify childhood?
3) From which discourses do teachers draw upon to construct their views of childhood?
4) What are the implications of these linguistic patterns (in terms of both form and content) for the images of childhood that emerge from their texts?
3. Methodology
Pre-service teachers and early childhood teachers were asked to write down a text answering
2 questions: What characteristics would you attribute to childhood? (question 1) and can
children make decisions for matters than concern them? (question 2). With the first question,
what characteristics would you attribute to childhood?, we wanted to know which features
of childhood were highlighted as important and if pre- and in-service teachers had a homogeneous image of childhood or if they varied their description of childhood according to different criteria. With the second question can children make decisions for matters that concern
them?, we wanted to evoke teachers views of childrens agency through their justification
of childrens ability to make decisions for matters that concern them.
113 pre-service (PS) students and 60 early childhood teachers, 30 novice (N, 1-5 years
of experience) and 30 experienced (E, more than 15 years of experience), responded to these
two questions with a text. Written texts were analysed firstly by content analysis and then by
Critical Discourse Analysis (Fairclough, 1989 & 1992). A combination of the use of content
analysis and discourse analysis has been supported in previous research based on the assertion
that they are complementary and that they highlight the text from different perspectives
(Galasinsky & Marley, 1998; Stamou, Lefkaditou, Schizas, & Stamou, 2009). Specifically,
the discourse analysis of texts is based on two levels that Fairclough (1989) proposes. In the
first level, that of description, we seek the formal elements of text that are related with the
vocabulary, the grammar and its syntactic structure, while the second stage of analysis of
texts is explanatory, examines the content, the importance of expression in order to clarify
the linguistic modalities that construct both images and arguments for the specific construction of these images (Fairclough, 1989: 140-166).
752
4. Results
4.1. The content of pre-service and in-service teachers constructs
Content analysis of the 1st question regarding childrens characteristics showed that while
pre-service, novice and experienced teachers referred to a variety of characteristics regarding
childrens temperament, emotions, social behaviour, cognitive capacities and activities, there
were several characteristics that were stated more frequently (see table 1).
Table 1:
Percentages of most stated characteristics in P, N and E teachers texts
Characteristics
Spontaneity
Play
Curiosity
Joy
Sensitivity
Innocense
Carefree
Active and lively
Egocentrism
Aggressive
Pre-service
40%
38%
37%
32%
31%
26%
27%
6%
3,5%
9%
Novice
25%
13%
20%
13%
10%
30%
0%
15%
15%
20%
Experts
25%
18%
22%
3%
5%
20%
3%
25%
35%
15%
(*percentages do not add to 100%, since participants gave more than one answer)
In table 1, we observe that pre-service teachers emphasize in their texts a romantic, idyllic
childhood and give higher percentages to characteristics that stress this image of childhood
such as joy, sensitivity, carefree, spontaneity and play. It is interesting that in their descriptions of childhood, pre-service teachers do not consider childrens schooling experience as a
context that they draw from in their description. At the same time, in-service teachers give
lower percentages to joy, sensitivity and play in their descriptions and stress more childrens
egocentrism and aggression drawing from the context of children as educational subjects or
pupils.
Indicative examples from their texts are:
Characteristic elements of childhood are carelessness and play. Children look for means
that produce joy. Childhood is characterized by innocense (PS 10/111).
Movement, spontaneity, curiosity, concrete thinking, egocentrism, imagination
(N18/30).
Some children are disciplined, some are undisciplined, some are very selfish (E1/30).
4.2. A homogeneous childhood through lists and detailed descriptions.

It is interesting that a very small percentage of either pre- or in-service teachers differentiated among children in their descriptions. Specifically, 9 out of 111 pre-service teachers
(9%), 3 out of 30 novice teachers (10%) and 7 out of 30 experienced teachers differentiate
among children (23%). Expert teachers show higher percentages of differentiation among
children, since they attribute differences among children to specific factors, such as family
upbringing, time spent by parents for their childrens education and other similar.
Regarding discourse analysis, teachers use the list and description as concrete linguistic mechanisms to construct the homogeneous childhood. The form of the list aims to
present a complete and representative image of childhood (that corresponds to all childhoods).
Example of a List:
1st question: What characteristics would you attribute to childhood?
753
Written response:
-Play
-Movement
-Spontaneity
-Curiosity
-Concrete thinking
-Egocentrism
-Imagination (N 18/30).
The form of description as a linguistic practice constitutes a more complete quantitatively
and qualitatively account in order for teachers to support their opinion and become more persuasive. In some cases, description constructs a homogeneous image for childhood by referring to childhood as one (i.e. children are), while in other cases the description distinguishes among children with the use of some and other.
Some of them are disciplined and respond to all activitiessome are uninterested, do
not follow the conversation and bother others around them. (E1/30).
In such responses, despite the different descriptions of children, the image of the ideal
childhood is apparent in teachers negative evaluation of specific childrens behavior. Specifically, the ways teachers describe the differences in childrens response to kindergarten
activities and offer evaluative comments based on negative material verbs, reveal their expected and accepted image of childhood. Thus, children are expected to be disciplined, participate and be interested during activities in an early childhood setting. Through this process, childhood is once again homogenised since expectations do not vary among children.
4.3. The minority group childhood

The image of the minority group child is closely related to teachers responses to the 2nd
question since they judge childrens ability to make decisions for matters that concern them.
Most participants did not give a clear positive answer to this question but argued that children
can decide about matters that concerned them under specific pre-conditions (see table 2).
These pre-conditions were mainly the topic of the decision (i.e. what was the content of the
matter that children would decide), the presence of a guiding adult and background (family)
factors that affect childrens ability for decision-making. However, each category of participants gave different percentages to each answer, highlighting their image of childhood.
Table 2:
Percentages of participants response regarding childrens ability to make decisions
Response
Pre-service
Novice
Experts
Yes
12%
36,5%
7%
Yes, but sim68,5%
13%
40%
ple matters
Yes, but sup14,5%
17%
27%
port of adults
Depending
8%
20%
30%
upon background factors
No
9%
6,5%
13%
(*percentages do not add to 100%, since participants gave more than one answer)
While both pre-service and in-service teachers distinguished between simple (clothing,
play, friendship) and important matters (safety, health, food, schooling) for decision making,
pre-service teachers used this as their main argument for a yes or no answer to the 2nd question. The reasoning of the yes answer under specific pre-conditions was based on an image of
children as lacking maturity and critical thinking:
I believe that a child can make decisions only for some matters. However, these matters
cant be very serious and critical, because a child is at an age that has not acquired a lot of
754
experience and knowledge. Issues that they can decide upon are to choose their friends, decide if they will participate in a game, what to do in their free time (PS 11/111).
Yes, for unimportant things, such as what clothes they will wear, what game they will
play (PS 35/111).
A lot of novice teachers (36.5%) highlighted in their responses an agentic role for children based on modern pedagogical theories that stress either that children learn through decision making or that childrens voice should be appreciated and taken into account.
Off course they can decide, because their judgement on an issue is based upon what they
want, their preferences and what they live (N30/30).
Yes, this is what the early childhood curriculum promotes, anyway (N4/30).
Yes, because, in this way, they participate themselves in the process of learning
(N17/30).
These views are based on the aims of early childhood education curriculum which stress
childrens participation and respect for their opinion. We can hypothesize that novice teachers are more familiar with the last ECE curriculum since it has recently changed and has
probably formed part of their initial teacher education.
Expert teachers stressed the guiding role of adult as well as other factors as criteria for
giving a positive response to childrens ability for decision making. These factors were
mostly the family background of children and their individual cognitive capacities:
Judgenent and decision in relation to children depends upon the conditions under which
they are asked to make a decision, the environment in which they grow up and the intelligence of each one (E 5/30).
The restrictions teachers use both in terms of content and linguistic form to describe childrens abilities highlight issues of power relationships among adults and children due to the
minor status of children. In addition, in their descriptions, the use of words that declare
weakness, need and disability parallel to the needs of children for love, safety and stable climate put restrictions on childrens action and at the same time position adults in a hierarchical
status in relation to children. These restrictions assist as a supporting framework to justify
and point out the importance of intervention and the necessity of adults guidance. Thus, socialization discourse is used to construct the idea of the minority group child evident in statements such as the following:
Under our own guidance and help, perhaps, they can also accomplish to make decisions"
(E 15/30).
As long as a child is young, the supervision is essential (E17/30).
Children are not, however, in a place to decide for matters that concern them, because they
think in a way different from adults and know less things (E22/30).
The discourse of the minority group childhood based on socialization theory is also supported by references of teachers to the early childhood curriculum as a way to validate their
claims according to the official pedagogical discourse As far as I know as an early childhood
teacher, the dominant characteristic is the socialization trend. It is our hypothesis that expert
teachers draw from the traditional sociological theories that supported previous early childhood curricula that gave emphasis on childrens socialization processes rather than active engagement in the educational process.
5. Discussion
Both pre-service and in-service early childhood teachers construct discourses about childhood
through different discursive practices that draw from normalizing educational discourse of
how children should be (disciplined and interested), developmental psychological theories
(immaturity and egocentrism), classical sociological theories (need of adult protection and
guidance in the socialization process) and curriculum as a text. Homogeneity of childhood is
striking in teachers discourse even when differentiations are described among children. The
discourse of homogeneity is supported by references to: a) childrens special status in the life
course due to their biological age (social structural child), b. their limited abilities present755
ing children as minor (minority group childhood) and c. their differentiation from adults
(tribal childhood).
Having in mind early childhood teachers constructions of childhood one may question
their possible influence on the roles and practices they might adopt during the educational
process. Will the construct of homogeneity affect the opportunities teachers will give for differentiation of space, organisation of time and educational activities to match the abilities and
interests of all children? In addition, we wonder if the construct of minority-group childhood,
thus the image of the lacking child, will hinder the opportunities teachers offer for childrens
active participation, dialogue, problem solving and decision making processes in the kindergarten. These issues are at the core of pedagocical theory that supports childrens participation as childrens right and way of learning but probably affected by the content and form of
educational discourse.
BIBLIOGRAPHY
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ABSTRACT
Ideas on ethics and their implementation have formed an important axis of thought when examining the state of current educational processes. At the end of the 18th century we come
across, in Greece, politics as a worldly ethic, since for Greek scholars of the time there is no
discrimination between private and specific ethics. These worldly ethics appear as a guide of
good conduct for citizens within society (virtuous citizens within society). The notion of this
type of politics corresponded to the need of the neo-hellenic society, which is reorganized and
orientated towards a more worldly-political type of ethics than those taught by the church: not
the happiness of the Christian for the reign of God but the happiness- the well-being of
the individual in society. Such ideas were the object of a series of new publications that saw
the light of day during the 19th century, such as Pedagogy.
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ABSTRACT
The middle childhood periods determined from 6 to 12 years of life of an individual. It is the
season that brings many changes in the life of every child. At this age children begin now to
be more affected by their teachers and classmates. The family loses its dominant role and position of getting to school. Our aim, therefore, was under investigation to identify the extent to
which teachers affect the cognitive development of children. In order to achieve our goal we
tested both the objectives and teaching methods chosen by teachers in relation to the stage of
specific mental acts sort of logic, memory and metacognition.
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ABSTRACT
The aim of this article is to explore the pupils social representations of immigrants. The research sample consisted of 170 local pupils of the 3rd Grade of Primary Schools in Northern
Aegean (Greece). Data was collected through the use of the children's drawings for immigrants and a structured interview. The findings of this research showed that pupils had positive representations for immigrants, where most of these representations came from the Balkan, Eastern European and Asian countries. According to pupils opinions, social and economic problems were the main reasons for migration. Finally, pupils wanted to make immigrants friends with positive behavior, and they rejected those with violent or antisocial behavior.
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Bernstein, B. (1990). The Structuring of Pedagogic Discourse. London: Routledge.
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London: Taylor & Francis.
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Symbolic Control: Basil Bernstein questioned by Joseph Solomon, British Journal of Sociology, 20, 2, 266-279.
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ABSTRACT
This paper is based on the results of research carried out in school year 2010-2011 to 11 from
the 105 schools Unified Revised Educational Program of the centre and the countryside of
Thessaloniki which were selected by random sampling. It utilizes empirical material (from 23
semi-structured interviews a random sample of teachers working in these schools) and interprets it with the theory of Basil Bernstein, in order to present the implications in their student
population of new forms are taking the school life and the learning activity.
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1997: 325-351).
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+ % " - #!. @ #! & $ % " )*, !, '$
)&"- " "+" (Rochex, 1995, 2000, 2004. Lahire, 1993, 1995.
Charlot, 1997, 1999, 2003. Bautier, Rochex 1998. Charlot, Bautier, Rochex, 1992).
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! " + )$+ / #$+ " ""!. $ $ "% "" " # (
# &<% -, " " )&,
"&& %&# "+"% <%&&) $ $ #""$ %#+ " + "%+ " %&#. + ! + &#"$ " '%, - # "$
%&& &-# /#-+. " #" " "
'+ $ % , # "$+
" + + '! (Montandon, Favre, Hutmacher, Perrenoud, Richiardi,
1985. Montandon, Favre, 1988. Montandon, 1987. C.R.E.S.A.S., 1985. Ballion, 1984. =!#, 1994). , '% )&"- + ! " #$ $/-
)&, " ) ' +"- &#
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"+"! +, %&# '& " "- " "" .
&$&$ '%$
$&, (1993). &"% 1, 1, -: %".
Aris, Ph. (1973). Lenfant et la vie familiale sous lancien rgime, Paris: Seuil.
Ballion, R. (1984). Des rapports construire. Le groupe familial, 5, 77-89.
Bautier, E., Charlot, B., Rochex, J.-Y. (2000). Entre apprentissage et mtier dlve:le rapport
au savoir. A. Van Zanten (Ed.), Ecole, Etat des savoirs, Paris: La Dcouverte, 179-187.
Bautier, E., Rochex, J.-Y. (1998). Lexprience scolaire des nouveaux lycens.
Dmocratisation ou massification, Paris: Armand Colin.
Bourdieu, P., Passseron, J.-C. (1964). Les hritiers: les tudiants et la culture, Paris: Minuit.
Charlot, B. (1997). Rapport au savoir: Elments pour une thorie, Paris: Anthropos.
Charlot, B. (1999). Le rapport au savoir en milieu populaire. Une recherche dans les lyces
professionnels de banlieue. Paris: Anthropos.
Charlot, B., (2003). La problmatique du rapport au savoir. Maury S., Caillot M., (Eds.),
Rapport au savoir et didactiques, Paris: Faber, 33-50.
Charlot, B., Bautier, E., Rochex, J.-Y. (1992). Ecole et savoir dans les banlieues et ailleurs,
Paris: Armand Colin.
C.R.E.S.A.S., (1985). Ouverture: lcole, la crche, les familles, Paris: LHarmattan.
=!#, b. (1994). +"$ &&&%, +"$ %. &$ %"& # #? -: .
787
=!#, b. (2010). @ " + "+"! '$+ " "$ "+"- $, -: =# .
"&%", . (.). (2008). (!), +" "& " "- @&", ---: . ]. %""&.
"&%", ., ="<&, . (.). (2011). "- @&" " "! , -: .. b<%.
De Mause, L. (1985). "- &", -: 0%.
De Singly, F. (2004). Sociologie de la famille contemporaine, Paris: Armand Colin.
&, J. (2012). @ (&' , 0/": ".
Dubar, C. (1991). La Socialisation. Construction des identits sociales et professionnelles,
Dubet, F. (1994). Sociologie de lexprience, Paris: Seuil.
Dubet, F. Martuccelli, D. (1996). A lcole. Sociologie de lexprience scolaire, Paris: Seuil.
Guidetti, M., Lallemand, S., Morel, M.-F. (2000). Enfances dailleurs, dhier et daujourdhui,
"%, . (2003). (&' , 0&": !".
Korczak , J. (2006). Comment aimer un enfant. Le droit de lenfant au respect, Paris : R.
Laffont/collection Rponses.
Ladsous, J. (1995). Janusz Korczak, Paris: PUF.
Lahire, B. (1993). Culture crite et ingalits scolaires. Sociologie de l chec scolaire
lcole primaire, PUL: Lyon.
Lahire, B. (1995). Tableaux de familles. Heurs et maleurs scolaires en milieux populaires,
Paris: Gallimard/Seuil.
Lahire, B. (2001). l homme pluriel. les ressorts de laction, Paris: Nathan.
Montandon, C. (1997). Lducation du point de vue des enfants, Paris: LHarmattan.
Montandon, C., Favre, B., Hutmacher, W., Perrenoud, Ph., Richiardi, J.-J. (1985). Le
dveloppement des relations entre les familles et lcole: propos des runions de
parents: point de vue et propositions, Genve : S.R.S.
Montandon, C., Favre B. (1988). Les relations entre les familles et lcole dans le cadre de
lenseignement genvois. Perrenoud Ph., Montandon C. (eds), Qui matriselcole ?
Politiques dinstitutions et pratiques dacteurs, Lausanne: Ralits Sociales.
Montandon, C. (1987). Entre parents et enseignants un dialogue impossible ? Berne: P. Lang.
Poittevin, A. (2005). Un regard sociologique sur les relations entre enfants dans les familles
recomposes. Bergonnier-Dupuy G., Lenfant, acteur et/ou sujet au sein de la famille,
Paris: ERES, 92-102.
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Vedrine, J. (1971). Les parents et lcole : Paris, Casterman.
ABSTRACT
This paper concerns both the child's position in scientific analysis as an active person-subject
and also the relationship between the school and the family, given that the quality of these
relations is considered particularly important in regard to the success and overall integration
of children in school.
788
Childhood cannot be regarded as socio-culturally universal and neutral. Related studies

helped in transforming the perceptions of adults regarding the child, which is understood today as an active person-subject with its own cognitive, social and emotional qualities.
The social changes that have influenced the fields of childhood, family and the school direct the attention of researchers to studies that focus on the relations between children and
adults (parents and children, teachers and children), the relations between the adults directly
interested in the child (relations between parents and teachers), as well as the analysis and
processing of the theoretical approaches regarding childhood and education.
The child emerges as a subject in relation to school knowledge. In this way, interest focuses on the meaning of the knowledge provided by the school and the school institution for
the child as an active person-subject in various socio-cultural contexts. The school experience
is not limited to subjective and institutional criteria, but focuses on a certain relationship of
children with school knowledge, the relations between the school and families of different
social classes, and the relationship they have with school knowledge.
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! #& / )&"- " (Ligeois & Gheorghe,
1995).
@ " " " # & % "'%" )"% #"
"-/ # ! "! (1949), '+
@ # "! (1989) " ', 2000, Dakar #" ""
( , " %#" " # # " # & % ( ", 2007).
#) )&, + "+", !" %/ /-+
"+ " # # / &&#"! )+, "! " )+ "! %, ! $, + ' '"! &!, "'%* " &&& .
= ! + '$+ )&"- ) " )&"- - + % /-:
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! ""$ &"$ " ""$ ' " + !, ' $+ , $ * '"$ ""$, &<% D %#" + % " " &"$
/ " "+"$ !/. " # "$ &&#$
+ " - " -" ) + #%+ !, !
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) )&"- " $ /'&* # & $ " # -" , "! " # $ "$ ""$ %#", ! "+" "& "
#.
@ )&"- #+#- / <" & + ! ! # " . @ ' #+# " # "+"
+ ! " ! &" )&" <%&& # &
(UNICEF, 2007, ", $, 2007).
@ ! &! ""! " & + )&"! <<&+ "+"% " &"% *- " $, + "! + !, ,
", '!), "+" "& ".. $<&& ""% ) "& )& " & )& # &.
& "" " # & + )+ " # & " # & # "%&&& " " " '+ $ % " "& &&"- %/.
""
" "% #%+ " # "& &<% D &"- %, % # # "& < )-,
&&&" " &&&< $ )&"- " " !"
+ ! $ ++ "+%+, #" - " '%& ! /$.
$&, $ # ## )&"- ) " % '$ "+"-"", &" " &" %#
'! <%&& "% - (Cummins, 2002, %"&, 2002) ",
$+, + +)"- $ # <&+ " ! + # +.
&$&$ '%$
J&%, ., &- $, . (2011).
! . -: Q# J % " 0"%+. ]& "
J %.
Cummins, J. (2002). [ , . " (.). -:
Gutenberg.
+G" $ # "! + % " &&" - +
'+! &" (2004). - $": )- " .
"& + % &&%. % "$+ )+! ] 12.

##, @. (2009). ! ! . - : Gutenberg
", . (2007). #+#- Coehlo, E.
$
..... " ..., " & ! " &"% #% ! # Q)+"- " (2006), (. ) J. . '&& 303/13-03-03. ,
-: Q0, #+#" : 3735.
794
"
. "- $&: $ . " . 0&": ".
", ., $, . (2007). 7 $ $ . [
. -: &" .
%"&, =. (2002). " . 0&": -.
*"&%, . (2007). )& # % %. &#"- "&
" # % "+"% "&$+ %+. 7 %# " + ! % (! ##%+). !
!# !
(!<<..!..!.). 4 &&- : )& @ # A, , 4 - 6 2007.
*<<, . (1999). =&+"$ " )&"- ): + +
+G"- 7+. : 3" "
:
,
. > $
. -:
&&"% =%: 551-565.
Farkas, L. (2007). Segregation of Roma Children in Education, Addressing Structural Discrimination through the Race Equality Directive. Luxembourg: European
Communities.
Hornberg, S. (2000). Die Schulsituation von Sinti und Roma in Europa. Iko-Verlag fr Interkulturelle Kommunikation.
Ligeois, J.-P. (2007). Roma in Europe. Council of Europe.
Ligeois, J.-P. & Gheorghe, N. (1995). Roma/Gypsies: A European Minority.
Minority Rights Group.
Save the Children (2001). Denied a Future? The Right to Education of Roma/Gypsy and
Traveller Children in Europe. London: Save the Children Fund.
UNICEF (2007). Breaking the Cycle of Exclusion, Roma Children in South East
Europe. UNICEF Serbia.
ABSTRACT
Roma, a European minority with special characteristics that is present in almost all EU Member States. The disadvantaged position of Roma children in education is likely to complicate
these peoples participation in community life and employment market. The current paper
focuses on crucial factors affecting the educational failure and school drop out rates of Roma
children in Europe. Family, language, living conditions and financial situation of the populations are seriously considered. Discrimination and segregation, absenteeism, quality of education and access to pre-school education also play an important role. Concerning Greece, the
regulatory framework and a number of educational projects aiming at reducing the drop out
rates are also included in the paper.
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, 537 b-d).
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'& % % # )+ + ""! )+
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, 558 b).
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+ , + ! &&%* " " , $ -&" *++ &!.
$ $) & "& &&#$, &&% " $< #&, $ "$' &, & #+ -+ +
" + $ (&%+, 7, 794 a-d, 797 a-b).
Z '% ! #+#, && / ! $) % %+ $+ + )!, " +'&- # +"- "
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J-J. Rousseau %
* ) &"+ $+ <<+ + &#! " ) )
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'& % <&- #+# ""- # )- $"< #""$ " (J.-J. Rousseau, 2006:173-174).
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)! %&& %#" " " , !
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Dewey '$ ) #" %* % " "$D,
# "D %, &&$ '+"$, %#
* #+#- - . O " , #
797
'+"- $ # %/ (J. Dewey, 144. <. Cuffaro,
1999:16). ) #&! + !, " )*
, "'%* ' < , &-, & "
" "& " " . &$, !
% * $#$ , -% #
" " (Cuffaro, 1999:22).
F. Schiller " H. Spencer * % ) "!,
$& # " (<. ##,
2007:109). " + +$+ " % * &<% !
, / , * <%&& " $) '- + )*.
B. Russell &<% ) + *+"- %#" "- &",

<%&& ) + !, # #& '& # " # ). &$, ) ' , + )""! &$#: "! ' "- &"
"% %+ & %), &% &$ *+- " %
" #- (Russell, 1977:84, 88).
Russell '+ $ D)&$, " $ /&"

<& ) + ! " + + . #""$ '$ :
" " $" % /, &&% #&!, &"+ -, +, $& # (Russell, 1977:85).
+%* + #&$+ " "- )$
-&", $& $#$ . "+ ) % $' +% " '&#"%, "
# %, &&% "$* # #- ) (Russell, 1977:85).
"$ +, ) / " #+#-, &
$/ " + + "+ " " & )&#!#- . 7
$ $" %" $, + " &', %# '" %/ #& &". % $" " " ) " < - .
"$ + * " ) / (Russell, 1977:128, 89,
86).
@ D)&"- +, " " + Freud, '$ ) &! "$ % <!. #$ D)&$ &! ) $/ "'"$ $' -, "$* " & " "&+ " %&& . !, ) & $ ! " $ %. =
%# &"% ) "! < $, )+, <<+,
& ) & <&"- $"' + "* + ! ( ##, 2007: 109).
"! "! + <&"! #! ),
& + #! " & + !+ % ) , " + <%&&. #) +, !
% + &+ &! % -% . +$+ <%&& & "+"- , "! " '$, "$ &.
) %*, "% $ #+"$, "$, '"$ " D)&#"$ / , &- % & )$ ! %/+. #""$, K. Groos -/ %' '$ + )! "
+"$ " "$ " !, "$ "&&-&+, # + # - *+- ( ##,
2007:111).
Piaget " Vygotsky &<% " ) + #"
-" # %/ . " , Piaget &
) #+"- %/ && " "* "%
'% /+ " . <"$ $798
+ , '+ " '+. "+ <%&& #+*, "# " ) $) "%
%% #" , " ('+). %&& $ % " &<% D
% <%& "$ ) $ #" ( '+) ( "!, 2000:99).
Piaget "" # - +,
$ + '+ % ) &!
"% $ $) '"- $&, '* '" ) "
"& $ '" /+ ( "!, 2000: 99).
" ) <%&& % " <- + "! &+ <&%+ % )&"- &". +$+ $),
$+, "&" D)& #, + Bruner " Daiute. Z '%
% )&"- &", $ ) + % $
<"$ / .
'$ )$ )&-) "
% % &-D "+ # "- &" " #+#-, $ + #!+ &&&% "+"$ &-D (&!, 2000:180).
, "% ! ) *+- , #+"" "
"' %&&. " ) #+" #+#" " ) $#" ## "& + &+
* , /% " % <&$ %# "% + %&&+,
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) " , +! %) "% )-, ## <%&& " " " "+"- .

'"$ # + )! "! !, + ! '! $ ), ' '$ &! - %) ( ##, 2000:117). % %"
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%# $&& ( Bollnow, 1986:48). @ " )
"% + " "%& " "+. &&$ '$
-&" &', +, '# % &<% ) + $ " & " (Russell, 2010: 46, 48).
"- &" % ""- ", # )&" <%&& " +* '.
)& %* % # &&"$ + &, %#
, "% - )& " # %/ $&&. , +, & ) $+ + "! #!, +
), #) + " )&, &- " # &&"$ . +, ) )" + %"
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# "- &# )&, $#" # $+ &!. @ ! + ! ) "& " < "+ "- &" " "!% , "! "
&<% + , &+"% " "%, %* # D)#+# <- ) &.
"" , "&! " ) &-
&' ) /#+#- %+ '"!
<&+ + "! %, "! " # "- +" , + !
) )$ -. O " , ) #" $) $
""- ", % "+! # " $ "! " "! &. ) % &&&,
"'%* " "+, ! " # , %&& "
" .
&$&$ '%$
Bollnow, O.F. (1986). ( # , '. " ! JG%, -: =# .
J!, (. (1999). (&' " &"% $&, ( #
8 ! , . . , -.
J<$, . (1956).
: 3, , 8 , -.
=#!, ., ) " %: &&&$ 7 )&"- ""-,
& #+#" .
Cuffaro, H.K. (1998), @ 7 "% Dewey " '#- + ! # . ?
)$
" !
, -:
%", 13-31.
"&, . (2012).

8 : !
] ", $ ^' 7 , -: 7.
$, . (1998). 8 !

!,
-: 0$&.
Kant, I. (2004).
, '. . %-b, 0&": ".
<%, . (19932), )$ Montessori " !
, -:
$.
Legras, B. (2005), !
8"
! , &. +.
Education et Culture dans le Monde Grec, '. . %, -: "-.
"!, . (2000), ) &" # ]#+#.
"- %#+ "" #+#" b #.
"

7
, . . ="#"&--. %. -: !. 85-171.
##, @. (2007). ?
%
, -: =# .
Rousseau, J-J. (2006), 8

8 I-III, '. . ="$", -: &$.
Russell, B. (2010), 8 # !
, '. ]. " &, -:
.
Russell, B. (1977), !
, '. ]. &-, -: ) &.
<&, . (1998). * 3" X
" , -: %".
&!, . (2000). +"- / " )&"- %/: " ) " ""$ ""$.
"
7
. . . ="#"&--.
%. -: +. 173-252.
Wood, E. (2004). Developing a Pedagogy of Play for the 21st Century, J. Cullen and M. Fleer
(.), Early Childhood Education: Society and Culture, London 2004, . 17-30.
800
ABSTRACT
Childhood is a special period in individuals life having its specific characteristics. Children are
born own inheriting traits from their parents also family, school and local community are some
of the means with which society affects the child. One factor, however, that plays an important
role in childrens socialization and forms their character is playing. Most of the philosophers
have recognized the importance of play since the ancient times (Plato, Aristotle). In moderns
times many more (Rousseau, Russell etc.) have shown the psychological value of play. The
teaching of Plato and Aristotle has affected modern philosophers and their theories about play.
Through playing the children introject social values, such as altruism, belonging, socializing,
which are the basis of adult life, and, more importantly, lead to happiness and virtue.
**1
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12, &% . 24100
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801
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@ @@ b]@, 0O
; 0 **1 < /:
$) # ) %' -- $
'+ / " * + &"$
# )+ $) "% ), + '$
- ) % )" "$, (Maimbolwa-Sinyangwe & Thomas: 3570).
'% " ) $) '
%' ##' " $ " # ! % *% " <" $ $ )& , (=+#&, 1974: 356-357).
) # " / &"
" , " #" #. Z * & "& ) %) #+ " )&$
<- #, (!, 1960: 24).
= ) & " , / " " <"$ $'
$ " %#" " '% #& $ ""& "- &" "
, ( &, 1977: 178-183).
) - $) #%& # & & %/ , %</ )- & &% + #+#! " + %&&+ +, (#%", 1973: 110) &$ % ! %'
# /- , &&% + ' " " &"% , (=+#&, 1974: 356).
()+1( 31/ < /:

$ &$ + ' + + )" &&$ + #
" ). % + /# &% '$ $& '+ / + -
" ).
Q%) + / ' '+ $ )""%
), + ) #- ) " & "
/ "% #""$ " "$ " , (%, 2001: 193).
"& # %/, , + "!
+! # ), + <"! $+ -/ " ""-
"-" $.
()+1 !(9]<* (;+( ((+0

+ - + Spencer -/ %D -
#%* #"! " + # #%& $ $# - '"+$ )% (& ', 1979: 42-43) -
$* )! )-, ( )%", 1999: 417) !)
%' . 7 ) '$ $/ &%*
"- #" (, 1969: 317).
802
! " & *! % " %+, &%* %
)%* % + % !
%& %, # "% #"% #" " < , #
< ), (Hordt, 1937: 59).
'+ + - &%* #" %# ""- " &- '&#"- %/- , *% "%& ) "
/+", (& ', 1979: 42-43).
+ &%* #" $) " ""- /#
' ) &"%. Z D - +
* /"& * " $) "/&- %
#! ) &, ## - )
$) % &+ <&#"- ,
(=+#&, 1974: 356). %D - * " " +"" , " &&$ '$ &&#- ) # *+# % , (#%", 1973: 110) - %& * " , ,
")"" , - %+, (& &, 1960: 33).
@ + - ! &% " /"& # "- "" " #, "& # / #" ) " )&" &, ( ##,
2001: 108).
()+1 2*:, (atavisme), +*:,

+0 0!+0 .
" "$ + - St. Hall #
! $&< D <#" Haeckel ( &, 1975: 85),
'+ %/ & "'&+ /$&/ + , ( )%", 1999: 418). J"- $ + "'&+ - # %' '$ ), %* "% "- /$&/ ! #$, " #! $#, &&% &- $ '&" " &#
- + $, (& &, 1960: 34).
@ + -/ "% ) $) '+ % # #-, #
&, # "-# " %&& )"* *+- + # !,
(, 1969: 318).
@ + < ! "% '$ " & / &# '
" #" ' '+ ## , (& &, 1960: 34). @ ""- "-" %"
%" $, ) $) $& /$ + &#! .
! + < /# '% + )! - %, /# )"* " ) "! " &
+ "! )!, ( ##, 2011: 110).
@ % '% + )! /# &- "$D ) '$ < &&" " "&! " "% $ )*
& ) " )+% " "! /% $
, ( ##, 1982: 179). Z+ /& ) $ " %' ! &# #""% /& '+ $ %. ! <* " $ $). ! &% " #%. 7 "
$# .). ) "-#, $ # "+"$
$# &&", (#%", 1973: 112).
803
()+1 ++*0(<*0 (@9*0* , +9*0* ,

<+a)* , <)
'+ + - ! , #" *!, #
$ "&$ & &# "& #
&"+.
- - +, $) <&#"- <% )" &$
$" # ) + *!+, Karl Groos. J" - +
%' '$ )! & "- + +"! " "! "-+ !, "$ "%&&& # + # - *+-, ( ##, 1982: 180). ##, 2011:
111).
! *!, %) /&"" % " )+$ *- "-#, '* ' ) & + # % # *+-. - "% " #%" * %' ", + $ "% ' - $ "% ), - % $
"$ " + % # ", #%", 1973: 112).
" * # " # *+- +"$ " "$ &#, ( )%", 1999: 418). ) # # " ) /- " # < +"-, "- " "- %/, (, 1988: 75).
7 &"% ) %* #+"-
" ) + "! # #% " #%,
%" + %+ #" # "#$, (Chateau, 1973:
179).
@ + - + " %&& '$" $) &&$ &-, &&% ) #"%. ! ) & # *!, "& " %+, (& &, 1960: 34). 7 %&& ""- + -/
+ ) + $# + " %#+
%. ! + <&$ % "<%&& %&&& - % "% ) &"- " " $# !"
/% *+" % " # %+, ( ##, 1982: 180). ##, 2011: 111).
@ + %" + + +- "%, ) & %" + *+"! &#! , & %" + +"!
" "! &#! # *+-, (#&!, 1988: 67).
()+1 09+* -<3!<0 ()+1

@ + $&
$, $+ $ "% D)& #
" )&- Freud # ! /*$ ).
@ D)&"- )&- Freud -/, ) %#" # <&- +" " " " . $/ + ' + "$+ ! - "+ #"! #
%' % "% " ## , (<-, 1976: 47-48).
@ + - <<! %' ) " &"%, '$ $/ < $, &&% + & ) & <&"- $"' "* + !, (*-, 1961: 101, #%",
1973: 113-114).
@ ) + Freud &-. &"% ) '$ %# $/ <"$ $, &&%
& ) & <&"- $"' "* + !,
( ##, 2001: 108).
804
@ ""- "-" D)&"- + #+* % ,
&&% %&&& #* /#- " )
+ .). "% ), ( ##, 2001: 108).
% - $ # " $) D)&"- - ""- ) - ) "+ # D)"% - % " ) # '&#"% %, (*-, 1961: 101, #%", 1973:
113-114.
()+1 0:a* 9<* , -<3 31/

'+ + D)- % "$ <$ )& ,
"'# ) # "% D)"% " +"%.
) $) D)#+#" " , -/ D Lazarus,
+ '- %&D " D)- ! + " ), (, 1969: 318).
- + ) #%& < # ) + &"+ "%* "- " ""% ) " +"- "%, -+ $* ), ( ##, 2001: 110).
+ ) # "% ) % $)
"& $ ", (*-, 1961: 103).
@ + - $) &&$ &&D " "% ) /#
# & # "$ $& ) " ) /" ' &
/$ * " " "$ - /&$, (& &, 1960: 33).
()+1 (2(21)* -;@+* < <(2(21)* ,

(J. Chateau)
@ $+ - + <* D + #%&&
D)& # J. Chateau -/ ) *% <<!
#! , /% $ " '% + + #&+. ) $ <<!
, /- , (Chateau, 1973: 179), &&%
"" " # *
"* ), (#&!, 1988: 67).
@ <"- %D J. Chateau - ) "#%*
)- <<! "- / " / $ " ). 0$& <<! " "& " &&
"" '% + #&+, (, 1988:
75).
@ )-, ! , *, *
&&$ '$ "& " $&- ' "&$ ", %& $) " % + "! %<+ .
()+1 01* 0 3+9 (<31

'+ + - + P. Janet )
# "- &%) %, " " )%
).
P. Janet -/ ) #"$ - '"$ ) '$ )% ) )"- "&, ! #"- *+- < <- *+-, &<% " <
)&"- *+-, % " /'&* #%& %, (*-,
1961: 100).
805
+ - ""- "-" %* &
+ )! " "%, ( )%", 1999: 418).
()+1 9* 0<++31

@ + - !" ) $& (&"% 1337, 38-39)
" &%+ (] 794), &&% " #) +".
<"- %D + # ") '! )&- "- )&# Adler, ! ) " %#"
# #! " ")., (<-, 1976: 47-48).
@ %+ + # ) * %D '$ )% ' $ " % # ") " ", ( ##, 2001: 108).
()+1 ((0!(<+0 1!- < 3/:

#""$ + $/ Eduard Claparede %% <<%
%' + # ! "% $ /#-
%" & + )!.
= +- $&< <% + ""- %"
"&<% ) , $#, $) ) /$&/
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ABSTRACT
This study starts by a brief analysis of the meaning and importance of childhood play. Then
follows presentation of the main theories-what formulated to explain the phenomenon of the
game, and the criticism of these.
The paper concludes with a summary of what occurred and the recording of important
findings.
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Baker, L.(1989). Metacognition, comprehension monitoring, and the adult reader. Educational Psychology Review, 1, 3-38.
Blakey, E. and Spence, S. (1990). Developing Metacognition, ERIC Diges.
Borkowski, J., Carr, M., & Pressely, M. (1987). Spontaneous strategy use: Perspectives from
metacognitive theory. Intelligence, 11, 61-75.
Cano, J. & Newcomb, L. H. 1990. Cognitive level of instruction and student performance
amoung selected Ohio Production agriculture programs. Journal of Agricultural Education. Vol. 1, no. 31.
Chamot, A.U., & El-Dinary, P.B. (1999). Children's learning strategies in immersion classrooms. The Modern Language Journal, 83(3), 319-341.
Dunning, D., Johnson, K., Ehrlinger, J., Kruger, J.(2003) Why people fail to recognize their
own incompetence. Current Directions in Psychological Science, 12, 83-88.
Ericsson, K., & Simon, H. (1984). Protocol analysis- verbal reports as data. London: The
Mit Press.
Flavell, J.(1979). Metacognition and cognitive monitoring: A new area of cognitivedevelopmental inquiry. American Psychologist, 34, 906-911.
Gombert, J.-L. (1990). Le dveloppement mtalinguistique. Paris : Presses Universitaires de
France, Collection Psychologie daujourdhui.
Gu, Y., Hu, G. W., & Zhang, L. J. (2005). Investigating language learning strategies among
lower primary school pupils in Singapore. Language and Education, 19 ,281-303.
Kujawa, S., & Huske, L. (1995). The Strategic Teaching and Reading Project guidebook
(Rev. ed.). Oak Brook, IL: North Central Regional Educational Laboratory.
Livingston, J.(1997). Metacognition: An Overview. State University of New York at Buffalo.
Mevarech, Z. & Kramarski, B.(1997). IMPROVE: A multidimentional method for teaching
mathematics in heterogenius classrooms. American Educational Research Journal, 34(2),
365-395.
Patton, M. Q. (2002). Qualitative Research & Evaluation Methods (3rd ed.), Variety in Quality Inquiry (pp.385). California: Sage Publications.
Pressley, M. Afflerbach, P.( 1995). Verbal Protocols of Reading: The Nature of Constructively Responsive Reading, Erlbaum, Hillsdale, NJ.
Palincsar, A. & Brown, A.(1984). Reciprocal Teaching of Comprehension-Fostering and
Comprehension-Monitoring Activities. Cognition And Instruction, I (2) 117-175.
Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary
Educational Psychology, 19, 460-475.
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science
Education, 36, 111-139.
Schunk, Dale H., & Zimmerman, Barry J. (Eds). (1998). Self-Regulated Learning: From
Teaching to Self-Reflective Practice. New York: Guilford Press.
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Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.
ABSTRACT
Over the last twenty years there are two concepts that have been analyzed internationally
largely: metacognition and self-regulated learning , which interact with each other in many
ways and help directed to objective behavior and action, and generally to improve the aca816
demic performance of the child. While the metacognition monitoring and control of cognitive
functions of individuals with the same purpose to guide them, to control them or to correct
them, to reach the achievement of specific projects. And the self-regulated learning describes
the actions of students who start learning processes with their own initiatives and who monitor and control their own action with the aim of achieving their learning goals. The aim of this
paper is to attempt to demonstrate the creative relationship of these two complex psychological processes. Finally particular benefit analysis the technique of thinking aloud as a means
of achieving self-regulation of students.
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$ Bruner (1990), + $ - % % -, " ' #&! "&<, " " 821
#%& < "& + ! + " "- "
) + &- '% #!.
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Abraham, J., Aguirre, P., Ayrapetyan, A., Shukhat, V., Kajubiri Froelich, V. (2006). Education for sustainable Development, Global learning and intercultural education in Lower
Saxony and Bremen, July 2006, Hannover, Deutschland, 1-14.
Bruner, J. (1990). Acts of meaning. Cambridge, Mass: Harvard University Press.
Campos, H G. (2012). Sustainability and interculturalism. Complementarities relevant to intercultural universities in Mexico and Latin America, IAIE International Conference
2012, 1-14.
Dobson, A. (1996). Environmental sustainabilities: An analysis and a typology Environmental
Politics, 5(3), 401-428.
Drengson, A. (2000). Education for Local and Global Ecological Responsibility: Arne Noesss cross cultural ecophilosophy approach Canadian Journal of Environmental Education, 5, 63-75.
Essinger, H. (1990). Interkultureller Erziehung in multiethnischen Gesellschaften Die Bruecke, 52, 22-31.
Gould, C. (2007). Transnational solidarities Journal of Social Philosophy, 38 (1), 148-164.
Gundara, J. (2006). Intercultural studies can foster equality and Justice SangSaeng, Spring,
24-25.
Hayes, N. (1998). ! 4"
. . . -: &&"% =%.
Kaivola, T. (2002). Education for international understanding and sustainable futures some
findings of the first year of action in ENO environment online, University of Helsinki 3-72002, ENO Summer Conference, 1-23.
Kaivola, T. (2004). Sustainable Development in Academic Teaching and Learning, Baltic
University Programme Teacher seminar, March 18-21 2004, 1-6.
Marouli, C. (2002). Multicultural Environmental Education: Theory and Practice Canadian
Journal of Environmental Education, 7 (1), 26-42.
Mills, R. (2000). Perspectives of Childhood Mills, J. & Mills, R. (ed) Childhood
Studies: A Reader in perspectives of childhood. London: Routledge.
Prout, A. & James, A. (1990). Constructing and Reconstructing Childhood: Contemporary
Issues in the Sociological Study of Childhood. London: Falmer Press.
Sachs, W. (2004). Environment and Human Rights Development, 47 (1), 42-49.
United Nations Childrens Fund (2000). The State of the Worlds Children. Geneva: UNICEF.
WCED (1987). Our common future (The Brundtland Report). Oxford: World Commission on
Environment and Development.
="%, . & =" <, . (2005).

#
, 1 $ )&"! #%+ <&&"- ",
, 23-25 < 2005, 91-96.
, . & &, . (2006). D + ""! # '+"$ %#" " #G"- )- #) &&" )&
!$, 41, 183-201.
822
+& "%", ]. & "%", J. (2006).

+ . -: .
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. -: =# .
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. -: Gutenberg.
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)&"- #" , % " #+#"- &&% " - ""- " +"- &"- - ",
0&" 18 2005, 1-14.
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ABSTRACT
The modern era is faced with various problems that undermine the quality of life, such as
poverty, immigration, the infringement of human rights, air pollution and the reduction of
drinking water reserves. These are only a few of the problems that threaten life, especially
that of the children. Sustainable Development and Intercultural education constitute a contemporary theoretical ground for the resolution of certain aspects of the aforementioned problems. The objective/aim of the present paper is to highlight the usefulness and the benefits
gained by the childrens familiarisation with the issues of Sustainable Development and Intercultural Education in the context of Primary and Secondary Education.
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http://epapanis.blogspot.gr/2007/09/blog-post_22.html < 26/1/2013).
ABSTRACT
The Greek regions that are far from large urban centers often face many shortcomings and
problems in education, health care, travel etc. The younger residents of these areas experience
these shortcomings more intensely. But how familiar are students with concepts and terms
that do not exist in their everyday life? The school books are designed for all the students who
live in the Greek territory. But in what extend do students from islands that are far from urban
centers understand them and how easy is it for teachers to explain on a theoretical level to
students these concepts and terms when there is no other former experience?
The present paper is an attempt to explore experiences, images and knowledge of 5th and
6th grade students, who live in distant islands of the Dodecanese, about the city.
We conducted a questionnaire survey for 5th and 6th grade students, who live in distant
islands of the Dodecanese, aimed to examine whether or not they have understood the concept of the city. The questions are related to their experiences of any visits to large urban centers, of the images and stereotypes that have been shaped through the media and finally the
knowledge acquired in school environments about the city.
The questions were open-and closed-processing done within an overall qualitative and
quantitative research related to elementary students in distant areas.
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1987 & 2001). 7, + + &+ !, '$ %* $ ! )- "+" " "+" ##
832
( -"). K% $ )&"- #" , * " & '#- #+#"! ""! #- "+"%": "- # $+ "- )& ! "+"- #""$ " $ & (=" <, 1996:71, =" <,
2001:11, 73, 115, Dickopp, 1986, Schweitzer, 1994, ".%.).
$% ) & $ (]=375), " + + $
&%) # - &&"- "#+#-. $ - $ 12,5% (]=47) " $ 17,1% (]=64).
@ &D' + +$+ " 57,1% (]=214), 15-16 !, #
36,3% (]=136) #-" "- 33,6% (]=126), ! 11,7% (]=44)
%, 10,4% (]=39) &&%, 10,1% (]=38) &, 9,1% (]=34)
"% )! .., 7,7% (]=29) " .., 6,1% (]=23) ]. '"- " 4,3%
(]=16) "% )! + J&"+. " $ $ ]
)$ "- 28,8% (]=108), "$ - 21,6% (]=81), J " "$ )$ ) % 16,5% (]=62) " 14,9% (]=56). $&,
9,1% (]=34) % " )+% ", )+, &"$ )$ "-. ! (. 1) $ %# 62,1% (]=233), ! $ #%* 16,5% (]=62) )& )+""- # 6,3% (]= 42), "#"- ) 3,3% (22,2%), < 2,4% (]=16).
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&% "% $
<3

233
24
5
7
48
6
4
9
10
16
6
375
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& ##&
J$)
$&) )-+
+. Q%&&&
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)", "&&$)
#%
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)
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:!
% 0
Statistics : Mean
2,144
Std err
,187
Std dev
**
%
62,1
6,4
1,3
1,9
12,8
1,6
1,1
2,4
2,7
4,3
1,6
100
3(0
**
62,1
6,4
1,3
1,9
12,8
1,6
1,1
2,4
2,7
4,3
1,6
100
+*0
**
62,1
68,5
69,9
71,7
84,5
86,1
88,3
90,7
93,3
98,4
100
3,61
@ & + ! $) $' [87,5% (]=328)], $/ ' /- 50,1% (]=188) - 24,3% (]=91), 7,5% (]=28), $ 3,5%(]=13), $
2,4% (]=9). 61,3% (]=230) $) " +%, * # 66,7%
(]=250) " 33,3% (]=125) & + #G"- "#$. $ 59,2% (]=222) " 40,8% (]=153) "", ! 46,5%
$) " - "$ . #%* "% $ 11,5% (]=43).
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$ ! )! )-, ! "$ '$ & + #$+ " *#+ (Dikaiou, 1994: 30 ).
"#$ $ $' "&" &&% 46,4% (]=174). %/
21,9% (]=82) " ' + - )! ) % 18,7%
(]=70) " 13,1% (=49).
$ ) "' )! ,
"- #"% 69,6% (]=261), ! 30,4% (]=114) ) "'.
833
@ & + '-<+, ' $D &&%, )%" " 69,6% (]=261). " 1-2 '$ "% ) - )% ) % 21,3% (]=80) " 9,1% (]=34). 0+ /+" "& 52% (]=195), &&% "$ + )- $.
! + #$+ (: 2 " 3) -:
$ 2 ($)
<3

84
140
82
69
375
"
=% (/%/)
)"- - ! )&-
:!
% 0
Statistics : Mean
2,547
Std err
,069
Std dev
**
%
22,4
37,3
21,9
18,4
100
3(0
**
22,4
37,3
21,9
18,4
100
+*0
**
22,4
59,7
81,6
100
3(0
**
22,4
42,9
6,4
10,1
17,6
0,5
100
+*0
**
22,4
65,3
71,7
81,9
99,5
100
1,343
$ 3 ($)
<3

84
161
24
38
66
2
375
"
=% (/%/)
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! )&-
&'%<
:!
% 0
Statistics : Mean
2,592
Std err
,073
Std dev
**
%
22,4
42,9
6,4
10,1
17,6
0,5
100
1,420
7) &$/ # $% 5 <&$: '&, &", %##&, '+" $, "- #&! .
$&#) " + '!,
$ $ )- #+#"- "-, $# " "-
0.05. = $" -#, &$/ "
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Z '% #&+"-, &"-, "- ".&. $ &%< D $ %, # "& "+"$ %#", )
%&& #&! " "- , )+ " &"- (Schneiderman E., 1976:59-72).
$ 4
]! - '"% -&" $ #&!

%
J '+ :
3
N
%

'"%
1
2
3
4
5
6
21
13
17
38
17
14
%
33,3
38,2
36,2
49,4
32,7
51,9
13
8,1
10,6
23,6
10,6
8,7
42
21
30
39
35
13
834
66,7
61,8
63,8
50,6
67,3
48,1
19,6
9,8
14
18,2
16,4
6,1
63
34
47
77
52
27
100
100
100
100
100
100
16,8
9,1
12,5
20,5
13,9
7,2

41
161
54,7
42,9
25,5
100
34
214
45,3
57,1
15,9
100
75
375
100
20
100
:!
% 0
x2= 12,1 - DF = 6 - P < 0,05
$ 5
$ D)#+#

%
J '+ :
3
N
%

'"%

1
2
3
4
5
6
7
9
11
15
33
17
16
60
161
%
29
34,4
41,7
50
35,4
39
49,6
42,9
5,6
6,8
9,3
20,5
10,6
9,9
37,3
100
22
21
21
33
31
25
61
214
71
65,6
58,3
50
64,6
61
50,4
57,1
10,3
9,8
9,8
15,4
14,5
11,7
28,5
100
31
32
36
66
48
41
121
375
100
100
100
100
100
100
100
8,3
8,5
9,6
17,6
12,8
10,9
32,3
100
:!
% 0
x2= 8,3 - DF = 6 - P < 0,05
$ 6
$

%
J '+ :
3
N
%

'"%

1
2
3
4
5
6
7
27
17
12
32
18
12
43
161
%
37
37,8
31,6
47,1
46,2
40
52,4
42,9
16,8
10,6
7,5
19,9
11,2
7,5
26,7
100
46
28
26
36
21
18
39
214
63
62,2
68,4
52,9
53,8
60
47,6
57,1
21,5
13,1
12,1
16,8
9,8
8,4
18,2
100
73
45
38
68
39
30
82
375
100
100
100
100
100
100
100
:!
% 0
x2= 7,3 - DF = 6 - P < 0,05
3 +$ $ ] -!

(: 7), # #
32,9% (]=53) + "! 23,8% (]=51).
$ 7

%
3
N
%

&
1
2
3
4
5
6
2
5
13
32
24
32
%
28,6
29,4
32,5
42,1
43,6
42,1
1,2
3,1
8,1
19,9
14,9
19,9
5
12
27
44
31
44
71,4
70,6
67,5
57,9
56,4
57,9
835
2,3
5,6
12,6
20,6
14,5
20,6
7
17
40
76
55
76
100
100
100
100
100
100
1,9
4,5
10,7
20,3
14,7
20,3
19,5
12
10,1
18,1
10,4
8
21,9
100
% & 7
53
161
51
42,9
32,9
100
51
214
49
57,1
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100
104
375
100
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100
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= + "&$ &/ $'< $ -&" ##, +-" )
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$ + !-+;,
$ 8

%
J '+ :
3
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1
2
3
4
5
6
7

:!
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x2= 18,7 - DF = 6 - P < 0,05
23
8
18
48
22
12
30
161
%
39,7
16,7
43,9
50
55
41,4
47,6
42,9
14,3
5
11,2
29,8
13,7
7,5
18,6
100
35
40
23
48
18
17
33
214
60,3
83,3
56,1
50
45
58,6
52,4
57,1
16,4
18,7
10,7
22,4
8,4
7,9
15,4
100
58
48
41
96
40
29
63
375
100
100
100
100
100
100
100
15,5
12,8
10,9
25,6
10,7
7,7
16,8
100
" <) ,

] ;. "% $' 4 $ )" "& (97%), -' 16,7%, #&*$ 14,1%,
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; $ +-" -, )%, ""& "&<% + " "" " "& #"% ""% - " - ! - "+"- %. )
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122
39
161
40,5
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100
179
35
214
59,5
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16,4
100
301
74
375
100
100
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100
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x2= 3,5 - DF = 1 - P < 0,05
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(]=40) " " 15,9% (]=34).
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21,1% (]=34) "&! #& ' " 12,1% (]=26) &! $ "$ %. # ="- " "% -$ &$# - +"- ".
& $ &+ %

(13,6%), "+ "
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x2= 15,1 - DF = 12 - P < 0,05
64
30
11
3
26
3
10
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1
1
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9
177
%
40,5
55,6
39,3
30
51
100
45,5
60
33,3
33,3
38,9
45
44,9
36,2
16,9
6,2
1,7
14,7
1,7
5,6
6,8
0,6
0,6
4
5,1
100
94
24
17
7
25
12
8
4
2
2
11
11
217
59,5
44,4
60,7
70
49
54,5
40
100
66,7
66,7
61,1
55
55,1
$ 11
837
43,3
11,1
7,8
3,2
11,5
5,5
3,7
1,8
0,9
0,9
5,1
5,1
100
158
54
28
10
51
3
22
20
4
3
3
18
20
394
100
100
100
100
100
100
100
100
100
100
100
100
100
40,1
13,7
7,1
2,5
12,9
0,8
5,6
5,1
1
0,8
0,8
4,6
5,1
100

%
3
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%

"$
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% 144
x2= 7,4 - DF = 6 - P < 0,05
4
85
43
12
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45
224
%
57,1
43,6
36,8
66,7
43,8
37,8
46,4
43,2
1,8
37,9
19,2
5,4
9,4
6,3
20,1
100
3
110
74
6
27
23
52
295
42,9
56,4
63,2
33,3
56,3
62,2
53,6
56,8
1
37,3
25,1
2
9,2
7,8
17,6
100
7
195
117
18
48
37
97
519
100
100
100
100
100
100
100
1,3
37,6
22,5
3,5
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100
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E '$ '" + &+ ! $ ")$+ "+" & " ""- $##. @ &"-
! $< )& &&% , $D .).
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" # $ + /! ( #&, 1995:194). $+,
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3 % . 7 )$ 1900-1980. -: $.
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!, . (1999). !
7 . 0&":
J%.
Allport, G.W. (1954). The Nature of Prejudice. Cambridge: Mass Addison-Wesley.
Abdallah-Pretceille, M. (2001). Lducation interculturelle. Paris:PUF, Que sais je ?
Dasen, R., Berry, J.W., Sartorious, N. (1993). Health and Cross-cultural Psychology. London: Sage, 10.
Dickopp, K.H. (1986). Interkulturelle Paedagogik: Positionen-Kontroversen-Perspektiven.
Baltmannweiler: Schneider.
Dikaiou, M. (1994). Realities and Future Prospects among Greek Returners. Geneva: International Organization of Migration, 30.
Erikson, E.H. (1968). Identity, Youth and Crisis. New York: Norton.
Jodelet, D. (1984). Reprsentations Sociales: phnomnes, concept et thorie. Paris : PUF In
Moscovici S. Les reprsentations sociales.
alogridou, M. (1987). Contribution ltude de lapprentissage de la langue maternelle
(langue crite) chez les enfants grecs en Belgique. Bruxelles : Mmoire, Universit Libre
de BXL.
Kroeber, A.-Kluckhom, G. (1963). Culture a Critical View of Concepts and Definitions. London:Vintage Books.
Schneiderman E., (1976). An examination of the ethnic and linguistic attitudes of bilingual
children. ITL Review of Applied Linguistics, 33. 59-72.
Schweitzer, H. (1994). Der Mythos vom interkulturellen Lernen. Muenster/Hamburg: Lit Verlag.
ABSTRACT
This proposal is based on data from a long term research on the integration of repatriated students in the Greek environment and on the description of their significant characteristics. In
this way, we investigated whether the repatriated students face familial, economic, learning
problems, etc., and whether, compared with native peers, they present differences on the level
of social attitudes, behavior etc. Moreover, the research emphasized on the intercultural dialogue, which can be a valuable tool to combat discrimination against "different" students.
++1 !+1/<,
.'., )&"- <& &"- "-,
"& 125, . =&'%, 16674,
210- 9620719, 6947839048,
mkalogri@otenet.gr
839
$ $# # $& #$ $

" '$
# # $$ $: "$
$
#$
$ '$ # $
$ # $ $$
J, O]]@ (Q@
1 ;+ : ()+0 +*;*
1. *)
@ "& + "+"! /! & ""- * + ! #+#-.
#) "+ )"* && /! &&" )"-, ! $ )- %#" % /!, "+"! "
"!, #$. %&&&, ) "+"$ /&/, "! "
$$ <%&& " & <&&"- " & " ! "+" /" -. !, #) )&, "$ " #" & &&#! " /&/+, '& ), #%+ " &# , &&% " & "" " #+#" &.
' %+ # % < %/ + "+"! /! ]$ # ! )&"- " ! )&"- &"
&&"% )&. " , &! "% +"- & +"%/ " <%&& & " # ' %/ " ! $ / " & "$ )$ #%
!. , % $##- $+ + %'+ #"!
"&, / & #""$ #%.
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$+ ) <&&"- " %&, %/ "
! + "+"! /! ""- %/. Q ,
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$. %&& &%, %#" #"- " <+"- #%+ ""- %/ "" , ! ) "- ! + ! " "-+ " /-+ " " + "+"! /!, " #- <&+ " &#"- '#- "- - .
2. @1( )1 01/(<*

2.1. !0 +*;* < +< @1(
'+ J! (1997:85) / %* "% )$ "$D " %
+ $ ) # " #+ , # /'&* &$ "% " - !/ , ! # D%& (2005:425)
/ "- <% /&# '% + &! % " '$ -+ <% %+ "* " !
" " * '% + &!. &%
=+# & (2006:440) '$ / , % $
, &! " & ( + - %+) " <% -
%+ &$# "% '% - " *+-. "-
840
" " (&# (2006:217) / &! )$ " -, "* <&$ " *+- " %#, &* &#$, '%, %, '$ " &# + '% # + ! " /&#"! "+.
"% + # " / #- ! % " &"- /$&/, / + & ,
! '"- " "- $& (Berleant, 1973 . *,
1991 . '. )&, 1996). , <%&& "+" " "
& $ '* " /&, ! ) '! "
" & +, " + " "! #! * '% +
!+ " &# + )$ # & *+- (Smelser & Baltes, 2001).
2.2. #@*( ) 0)0 @
/- + "+"! /!, +" " "+" , " %&# ', ) " $ !
'$. "% +, +, "+"$ / '* + /)+$
" /% %. $+, $, /! " $ / $& #! " ) - (Smelser &
Baltes, 2001).
" , + "+"$ * / /&# ! %/ " &$% , %* ) *+- + "+"! %+ (Straughan & Wrigley, 1980). %&&&, + #- "+, * " "# '% + &!, ' '! "+" " & '%. + ' "'% & "# /!, < "+"- &"&-+ "
&&&## (Birou, 1981).
#""$, &&"- ""- #" , "+"$ / #%' #"$ )$ " $ "#, &* "$ " "$ '$ " & - & + &!
#""$ "+ (QJ 0, 2012 . Q0, 1998 .(#"%", 1985). ""% + "+"$ / "#%': #%, &', &&&##, /$, ", &", '$ # "+" "& , &,
"+, , "+"- , "+"- , #, )- "+"- *+-, #- " '& (...b., 1983:26 . . %",
2003:46).
$## &$ + "+"! /! <* )"""- +, %* "" ! %#" " .
<% #""$ ! %* $ <%&&,
&<% '" , "+" , &" , " " )&#" & ! (Berleant, 1973:24-37 . '. )&,1996). & "
=+# & (2006:443), ) %D Halstead (1996), * + "$ /, +: &&&##, ", -, #%, $) "% ""- , $ + ! '$, )"$
%+ /, + "+"- , "+,
%/ < , %&& " <%&&.
2.3. 0)0; @1( * (+2!!0 01/(<*

*- + "+"! /! '% % )! <&&"- ", ""- " $+ '+ & " "+"$ %, $ ! $ % "%
" &&#"% " ! + <&&"! <&%+
((&#, 1998:187). , ", $, "- " # ' %/, # / # /"- "- ', /% &- % #!+ " &
841
" %# # %/ /-+, "! %+, '! "
"&&$# !+ /!. , " # / $ %
%/ "-+ # " %& + "% "! "+"! /! " + " '-, ""- ! " ! + +"! /!, %+ " '! + "$+, ' )$ "+ <%&& ((&#, 2006:218).
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1983 . #+%", 2010 . (", 2010). " , # "& + "+"!
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reflections on a curriculum-making process. Journal of Curriculum Studies, 27(4), 411430.
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Freire, P. (2005). Teachers as cultural workers: Letters to those who dare teach. Cambridge:
Westview Press.
Freire, P. (1996). Pedagogy of the oppressed. England: Penguin Books.
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and Community. London: Routledge and Keagan.
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ABSTRACT
The multiculturalism of Greek society did not result with the arrival of immigrants. Deepest
social hence also cultural differentiations existed everywhere in the Greek society even before
the immigrnts arrived in our country. Nor of course will disappear the multiculturalism when
the immmigrant students learn Greek or when we have the second generation of immigrants
in school. The educational system would be supposed to advance in his institutional and
methodological renewal. It is called to face the challenge that already exists: the cultural
particularities are not necessarily the specific difference between indigenous and immigrant
students, but also between natives of different class origin. The immigrant children will
thicken mainly the orders of downgraded teams. The school is called to play a role of
exceptional importance for the maintenance of cohesion of society, to constitute institution,
that will blunt the social unfairnesses and will ensure the access of all citizens, Greeks and
foreigners, in the good of knowledge and through this in the professional and social
integration.
'()+1 . +:]<
Phd - #+#-
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georgiakaarountzou@yahoo.gr
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10 $ " % '" "% &- , < $ " ) " &&&##. ($G- <$, 2001: 115). /*,
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(Sutton, 1983: 196).
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$ + (Burman, 1994).
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! <"- 7+ " % #G"! "#!.
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%, )& '+" , <%&& %" +) "! "
""- )&"- ' * " & "-&+ <. @
"& '% % $ ", $, )*
- %#+ - %#+, )&- ", &D " # " )&- )&"- (&, 2001). $ $ G" )&" <%&& $ " "% <!
)! - )! # '"- &&&
"+" ## (&%, 2004).
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<% D&% % & "#. =# $ " $
& ) "& # " )! $* ) "
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&$&$ '%$
*$, b. (.) (1998). ^
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"
. -: &&"% =%.
&, . (2001). $ ! "
($). -: $ &"- ", -
!.
" & +. (1985). !% "
: 3"
( . 3). -: $".
$-<$, . (2001). % . -: !.
Selosse, J. (1990). Pourquoi tudier la dlinquance juvnile dans une perspective
developpementale? : *$ b. (.), (1998), ^
"
: ^
"
. - : &&"% =%.
&%, . (2004). "
" %. -: .
Bigelow, B., & La Gaipa, J. (1980). The development of friendship values and choices. In: H.
Foot, A. Chapman & J. Smith (Eds), Friedship and Peer Relations in Children (pp. 3460). New York : John Wiley
Burman, E. (1994). Poor children: Charity appeals and ideologies of childhood. International
Journal of Psychology and Psychotherapy,12(1),29-36.
Sutton, A. (1983). An introduction to Soviet development psychology. In: S. Meadows (ed.),
Developing Thinking, London: Methuen.
ABSTRACT
During school age are significant changes in the psychosocial development of the child. The
child leaves the immediate environment of the family and the carefree play and enters the
wider social relations and organized work. The purpose of this study, which is part of a
broader investigation to the school violence, is the emergence of the proportion of friendships
that develop pupils / only three of the last grades of primary school and its correlation with
factors such as gender, class, ethnicity and form of the family. The sample consisted of about
800 students / by only three different elementary schools in Attica. The results showed that in
865
terms of gender and class, boys and pupils of the last class are superior to the number of
friends compared to girls and students from E class (11 years old), respectively. Regarding
ethnicity, students from the countries of the former Soviet Union reportedly have the lowest
rates on the number of friends and show high values in feeling of loneliness during the break.
The percentage of pupils from typical families have many friends. However the differences
with those of single-parent families is not statistically significant. According to the survey results, although the majority of children develop friendly relations, there is a small percentage
of students who has no friends and lives relatively isolated within the school community.
*9 &0)+1
( 70)
14, -
6938650644
victoriakats@hotmail.com
866
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Alexandris, A. (1983). The Greek Minority of Istanbul and Greek Turkish relations 19181974. -.
&/-, ., (1991) * " 1923-1987, -: b .
J"& &, . (1990)
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Baker, C., (2001). E

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Byrne David (2005), Social Exclusion, Open University Press, 2ed edition.
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http://diapolitismiki.minedu.gov.gr, http://www.e-yliko.gr/default.aspx
http://blogs.sch.gr/dertv/, http://www.sch.gr/
http://digitalschool.minedu.gov.gr/, http://www.ediamme.edc.uoc.gr/diaspora/index.php?yliko
http://elearning.edc.uoc.gr/moodle, http://www.museduc.gr/
http://www.diapolis.auth.gr/, http://vod.sch.gr, http://couf.sch.gr
ZUSAMMENFASSUNG
Ziel dieser Prsentation ist die Analyse und die Darstellung der bestehenden Organisationsstruktur fr die Minderheitenausbildung in Thrakien. In diesem geschlossenen System zur
Verwaltung der Bildungspolitik erkennt man politische Praktiken, die aus internationalen
Vertrgen hervorgehen, sowie gesetzliche Eingriffe, die aus einer Reihe politisch-gesetzlicher
Verfahren entstanden sind, oft als direkte oder indirekte Durchsetzung des internationalen
Faktors. Die Grndung der Minderheitenschulen war das Ergebnis gesetzlicher Forderungen
internationaler und zwischenstaatlicher Abkommen und wurde durch den Vertrag von Lausanne (1923) bestimmt. Die Artikel 37 bis einschlielich 45 des 3. Teils des abgeschlossenen
Vertrages von Lausanne betreffen den Schutz der Minderheiten sowohl in der Trkei, als auch
in Griechenland, und bestimmten das Modell der Ausbildung dieser Minderheiten. Die Abgrenzung dieses Modells, das als Ausbildungssystem der Minderheiten in Griechenland bekannt ist, erfolgt nach dem Gebiet, in dem es sich entwickelt und den sozialen Gruppen, an
die es sich richtet. Was das Gebiet betrifft so bestimmen wir es in den geografischen Grenzen
von Thrakien. Was die Minderheitsgruppen betrifft, an die es sich richtet, bestimmen wir es
anhand des Rahmens zur Leistung besonderer zweisprachiger Ausbildung fr die Schler im
Kindesalter, die was die Sprache und ihr kulturelles Erbe betrifft, drei verschiedenen Gruppen
angehren. Die trkischsprachigen und trkischstmmigen Moslems, die Pomaken mit muttersprachlichem Dialekt Pomakisch und die Zigeuner (Roma) mit Muttersprache Romani.
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systematic approaches (5 ".). USA: HarperCollins Publishers Inc.
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& : "! ##&"- ".
$ 3 : +
! : !%
%
:76-85. -: .
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to exploit the professional development of students - Actions for educators and parents.
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transition. The Career Development Quarterly (47):297-311.
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ABSTRACT
The present study aims at investigating the development of professional life related characteristics of children in the final year of elementary school [class VI, 11-12 years]. The survey
was conducted on a national sample of one thousand and twenty [N = 1020] sixth grade students with the use of the Childhood Career Decision-Making Questionnaire (CCDMQ).
CCDMQ offers scores for the following three dimensions: (a) Concerns/ fears regarding career future, (b) Investment n decision-making process, and (c) Knowledge of the World of
Work. The implications for school career guidance interventions are discussed.
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ABSTRACT
The aim of the present paper is to present some views of the Christian orthodox education
with regard to the childhood. The theoretical meaning of the Christian orthodox education is
given as well as how contemporary education meets orthodox theology into this frame. The
basic philosophy of Christian orthodox education is studied mentioning the basic principles of
Christian orthodox anthropology and Christian orthodox morals. Finally, the teacher- pupil
relationship is outlined with reference to Jesus Christ as a role model for teachers.
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Agathonos-Georgopoulou, H. (2003) Child maltreatment in sociocultural context: From a
syndrome to the Convention on the Rights of the Child International Journal of Child &
Family Welfare, 1-2, 18-26.
www.acco.be/download/nl/9011005/file/journal_2003-jg-06-1-2_
Clark, . & Moss, P. (2010). 8 . )=.,
-: , 13-17.
Cole, M. & Cole, S. R. (2001). % , ; 4" %
. -: +-+-=!# ,
J, 227-228, 243-244.
Gottman, J. (2000). $ . -: &&"% =%,
41, 229-232.
Hoffman, M. L. (1975). Altruistic behavior and the parent-child relationship. Journal of Personality and Social Psychology, 31.
, . (2007).
, * ,
.
"
" . -: Gutenberg, 20.
&%, . (2011), [ , -: " *-, 63.
http://www.yesican.org/definitions/WHO.html World Health Organization (WHO), Report of
the consultation on child abuse prevention, Geneva, World Health Organization, 1999.
http://ich-mhsw.gr/images/papers/11.pdf &$ # &#"! #&+
" - + %+ " $& !, ]"&, =., &%", ., #!, ., ($, ., &!, (., "
" &, ., (. $&: =. ]"&, . &%"), -, " .Q.. / , -, ]$< 2008 / 2009.
http://ich-mhsw.gr/images/papers/9.pdf J
"#$: "+$ ""- "
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http://anaptixipaidiou.blogspot.gr/2012/03/blog-post_731.html %/ @=@ :
&&"- "- , % 2012.
ABSTRACT
The violation of children's rights and the abuse they suffer in many cases, demonstrate the
urgent need for active listening and collaboration between teachers, children and parents. In
particular, issues such as 'punishment', emotional neglect, low self-esteem, difficulties in
speech, etc., can be addressed through active hearing. A prerequisite is the parental participation and the embracement of young children and the adoption of an innovative perception
children should be treated as unique entities, active people with rights that parents and educators must protect.
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"+$ "& #- " $& %& ! )* #"% #&! " " '! "! & '+"% #% " / $) )& ( -,
1996:32-33). @ " + # + %* #&+"-
<- %"& % "+"! " ""! -+
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&$&$ '%$
Bernstein, B., (1990). Class, Codes and control: The structuring of pedagogic discourse, Vol.
4 London: Routledge.
Bernstein, B., / " )%/ ""- =! (1989)
#+#" !" " "+" $&#) (%'. &+!).
Bernstein, B. (1971). Social Class, Language and Socialization. In: Class, Codes and Control,
Vol. I. London: Routledge.
Bernstein, B. (1971). On the classification and framing of educational knowledge. In: Class,
Codes and Control, Vol. I. London: Routledge.
Bourdieu, P., (1990).
"% &" "'&. +&#, (. #+ &).
Bourdieu, P. (1984). Distinction: A Social Critique of the Judgement of Taste. Cambridge
Ma: Harvard University.
Bourdieu, P. (1979). Distinction (translated in Greek in 2003) Athens, Pattakis.
Bourdieu, P., Passeron, J.C. (1977). Reproduction in Education, Society and Culture London:
Sage.
Bourdieu, P., Passeron, J.C. (1964). The Inheritors. Students and their culture (translated in
Greek in 1996). Athens Kardamitsa.
Coleman, J. S. et al. (1988). Equality of educational opportunity. Ayer Company, Publishers,
Inc. Salem, New Hampshire.
Elley, W.,(Ed). (1994). The IEA Study of Reading Literacy: Achievement and Instruction in
Thirty- Two School Systems, Pergamon.
Fijalkow, J. (1998). Bad readers. Why? (In Greek). Athens: Ellinika Grammata.
Hymes, D. H., 1971.On Communicative Competence. Philadelphia: University of Philadelphia Press.
Kontogiannopoulou - Polydorides, G., et al. (2003). Cultural Appropriation of Concepts of
Democracy. In European Educational Research Journal, V. 3.
J#, ,. (1995). Q". D&/<<&.
=" <, ., (2000). @ "& #&+" - <% ": " $) " <&-, =&+" &#-, . 1.&.57 -76.
&&, ., %", ., ( 2004). %# " " )&"-
#&!: )"- &$. &, .,- %'', . =&! " # $ )&. &&"% =%.
#&- &+ =. (2005). ($&). @ ", & " %&&. -: Gutenberg.
#& - &+, =. (1997). +&#"- %& &&"- ".
#+#"$ /%. I-II. -: Gutenberg.
b%, ., (2002). +&#"- + " ". -: ).
-, ]., (1996). ""- #&+" -, -: %".
+)$&, . " (1992). /& # #% #&+"- "&
=%. "% $. (& &#, . 67.
$&, =.,(2009). ""- &"-. -:
]
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ABSTRACT
The paper examines third-grade Greek Gymnasium students reading literacy in relation to
their cultural capital. The data used in this study is part of the research for the literacy
achievement, conducted in Attica by the researcher in 2003 using the questionnaire and reading passages of the ... (International Center for the Evaluation of Educational Achievement), designed in 1991 for international research use (in Greece also). The analysis compares student achievement between the higher and lower cultural groups. The language use is
examined as reading comprehension and a limited written speech production. For studentsgrouping four variables consisting cultural capital were used (Bourdieu, 1964, 1977,
1979, 1984, 1990, Kontogiannopoulou-Polydorides, 2003, 2005:360).The findings show differentiation of students achievement by social origin.
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Bernstein, B. (2000). Vertical and Horizontal Discourse: an essay. British Journal of Sociology of Education, 20, 45-60.
Bernstein, B. (1991).
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Bernstein, B. (1990). Class, Codes and Control. The structuring of Pedagogic Discourse (vol.
IV). London: Routledge.
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Tsatsaroni, A., Morgan, C. & Evans, J. (2007). Pedagogic Discourse, Positioning and Emotion: Illustrations from School Mathematics, Review of Science, Mathematics and ICT
Education, 1(1), 83-105.
ABSTRACT
School education provides access to particular discourses, thus to particular forms of knowledge. In this context, some groups of students appear to be privileged, while others are merely
regarded as outsiders. In our study our aim was to find out to what extent it is possible for an
adaptation of a scenario related to the celebration of October 28th to help the Roma students
of our school acquire the sense of belonging to a group characterized by common national
conscience, to feel that the national celebration of October 28th concerns themselves as well,
to participate in this school celebration so that communication in the group is finally established. The scenario entitled: We celebratein a different way was implemented during the
first two two-hour teaching sessions, as an alternative to the texts related to the celebration
proposed by the school textbook. The whole teaching procedure and implementation included
audiovisual material, painting, group work on the gradual building of a story based on paintings and story dramatization. The results were both impressive and unexpected. Our study
supports the view that knowledge, school celebrations, the development of a common national conscience should be predetermined while simultaneously respecting the multicultural
elements of our students.
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ABSTRACT
The present article focuses on the issue of language education as a determinant factor for the
transition from the elementary school to the secondary school. Given that the aim of school
education is the critical and scientific literacy, the language has a multifunctional role, not
only as a lesson but also as a means of communication and expression. However, comparing
the languages textbooks of the two levels, it is remarked a lack in the material planning, discontinuities concerning the terminology, as well as an incomplete content of the books. We
suggest a unified educational policy included both educational levels in order to prevent problems and difficulties during the transition period and actions for teachers and professors so as
to be well prepared theoretically and practically in supporting the students and helping them
to overcome the language problems. The language education should facilitate the transition
and not hamper it.
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of Konya province). Procedia Social and Behavioral Sciences, 1, 857-861.
J%, ., &'$, J. & (& &, =. (2009, %). "
( ! 7
: $ "
' . ""% 6 &&- ""- +
("! ! " ]$+ )&#! ":
&&&$ ## "& " %, #+#"- )&- "- ", (&!.
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$
% # . ""% 6 &&- ""- + ("! ! " ]$+ )&#! ":
&&&$ ## "& " %, #+#"- )&- "- ",
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"!< 5, 2012, :http://www.clab.edc.uoc.gr/aestit/3rd/contributions/
278.pdf
Tu, T. (2006). Preschool Science Environment: What is Available in a Preschool Classroom?
Early Childhood Education Journal, 33(4), 245-251.
Q0/, (2011). ]$ &" # ! # ]#+#.
"-"
"!< 20, 2012, :http://digitalschool.minedu.gov.gr/ info/newps/%CE%
A0%CF%81%CE%BF%CF%83%CF%87%CE%BF%CE%BB%CE%B9%CE%BA%CE
%AE%20%20%CE%A0%CF%81%CF%8E%CF%84%CE%B7%20%CE%A3%CF%87%CE%BF
%CE%BB%CE%B9%CE%BA%CE%AE%20%CE%97%CE%BB%CE%B9%CE%BA
%CE%AF%CE%B1/2%CE%BF%20%CE%9C%CE%AD%CF%81%CE%BF%CF%82.
pdf
Yilmaz-Tuzun, O. (2008). Preservice Elementary Teachers Beliefs About Science Teaching.
Journal of Science Teacher Education, 19, 183-204.
nal, M.P., Akman, B. & Gelbal, S. (2010). The adaptation of a scale for preschool teachers
attitudes towards science teaching. Procedia Social and Behavioral Sciences, 2, 28812884.
Vartuli, S. (1999). How Early Childhood Teacher Beliefs Vary Across Grade Level, Early
Childhood Research Quarterly, 14(4), 489-514.
Watters, J., Diezmann, C., Grieshaber, S. & Davis, J. (2001). Enhancing education for young
children: A contemporary initiative. Australian Journal of Early Childhood, 26(2), 1-7.
ABSTRACT
Science education constitutes a significant part of our everyday lives and experiences. Research findings have repeatedly revealed the importance of Science Teaching and Learning in
terms of all grades of education (Erden & Snmez, 2011). Regarding early childhood classrooms, the way preschoolers and early childhood educators think about Science Education
issues has been a focal point of interest of the research community in national and international level (akana et al., 2001 Hong & Diamond, 2012). Through a critical review of the
related literature, the present paper will aspire to highlight the particular role of Science Education in early childhood settings and also outline the way in which Science Education may
enhance young childrens cognitive as well as social skills.
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ABSTRACT
In this work becomes a effort of approach of situation that prevails in the institutional and
legislative frame which exists in her system of right our country and is reported in the protection of children from the harmful programs of mediums.
In the first unit exist description and presentation of three legislative texts that is in effect
with regard to this subject and is reported in the subjects: publicity, transmission of programs,
areas of transmission, protection of minors, classification of television programs MMB
In the second unit become the analysis, the comparison and the annotation of legislative
frame as well as the formulation of certain proposals for his improvement.
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Babalis, Th., Xanthakou, Y., Papa, C., & Tsolou, O. (2011). Preschool age children, divorce
and adjustment: a case study in Greek kindergarten, Electronic Journal of Research in
Educational Psychology, 9 (3), 1403-1426.
946
Burghes, L. & Brown, M. (1995). Single Lone Mothers: Problems, Prospects and Policies.
London: Family Policy Studies Centre.
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Dodge, K. A., Pettit, G. S., & Bates, J. E. (1994). Socialization mediators of the relation between socioeconomic status and child conduct problems. Child development, 65, 649665.
Heatherington, E.M. (2002). For Better or For Worse: Divorce Reconsidered. New York:
W.W. Norton and Company.
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Musick, K. & Meier, A. (2010). Are both parents always better than one? Parental conflict
and young adult well-being. Los Angeles: California Center for Population Research. $ "" : http://papers.ccpr.ucla.edu/papers/PWP-CCPR-2008022/PWP-CCPR-2008-022.pdf (15/1/2013).
Thomas, J.M. & Guskin, K.A. (2001). Disruptive behavior in young children: What does it
mean? Journal of the American Academy of Child and Adolescent Psychiatry, 40 (1), 4451.
Tichovolsky, M. H. (2011). Parenting and parent predictors of changes in child behavior
problems. Thesis. University of Massachusetts Amherst, Department of Clinical Psychology, Massachusetts.
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948
CHILDRENS UNDER THREE YEARS OLD CONTRIBUTION

IN PLANNED AND UNPLANNED ACTIVITIES IN THE EARLY
YEARS EDUCATION AND CARE: A MISSED OPPORTUNITY?
ANGELIKI BITOU
Introduction
The present research is both informed and underpinned by Sociocultural theory and recent
work of Sociology. Sociocultural theory, UNCRoC and Sociology of Childhood influence the
new way of seeing children and their rights. Children are perceived as actively involved in the
co-construction of their own lives. From this perspective children are viewed as active agents
who construct their own culture (Corsaro, 2005) and have their own activities, their own time
and their own space (Qvortup et al. 1994:4). It seeks to understand the definition and meaning children give to their own lives and recognizes childrens competence and capacity to understand and act upon their world. This perspective, therefore, sees the child as actively participating in her own childhood in accordance with Malaguzzi s (1993) concept of the rich
child. Following on from the acknowledgment of the significance of childrens agency is the
recognition that children have the right to participate in processes and decision that affect
their lives; in other words, express their voice. Childrens views of their own childhood are
therefore particularly significant.
The notion of the child as a participant and capable of decision making is a prevailing factor in the recognition of the child as a competent social actor. The meaning of participation is
twofold; as a right and as a way to learn. Participation as a right is associated with the political recognition of the child as full member of society (James et al., 1998;Corsaro, 2005) while
participation in learning through a community of learners is a concept developed by Rogoff
(2003) and Lave and Wenger, (1991). In early years settings both meanings are strongly
linked with the listening to approach as a pedagogical way of working with the children
(Rinaldi, 2006; Clark and Moss, 2001). Documentation plays a particular role in the listening
to children approach where practitioners are encouraged to be reflective about a childs
learning, a view that has been inspired by Malaguzzis idea that children express themselves
through a hundred different languages (Edwards, Gandini and Forman, 1998).
The Research
The research took place in two countries investigated childrens right to actively contribute
and extended the activities in early years setting; The purpose of this study was to investigate
childrens perspectives of the planning of activities in early years education and care. The
curriculum is understood as inclusive (Hujala, 2002: 98) trying to see the child as actor, contributor and co-operator in the society. It is understood as being part of the community of
practices and as such generates potential curriculum with the broadest sense (Lave and
Wenger, 1991: 93).An ethnographic case study took place over six months in England (2008)
and six months in Greece (2009). England was chosen for the research because of the existence of a curriculum framework for children under three [the Early Years Foundation Stage
(DfES, 2007)]. In comparison, in Greece there is no official programme for children under
three. This study draws on the framework for listening to young children the multi-method
Mosaic approach described by Clark and Moss (2001). The approach uses both the traditional tools of observing children at play and a variety of participatory tools with children.
These include taking photographs and various participatory games.
949
Findings
Two events are reported related to the meaning of the present moment when the curriculum
is all around us, just waiting to happen (Goodman Turkanis, 2001: 91) and as I am doing my
choice in the flow of the activity. In the first one Greek children are involved and in the second one an English child - Ian. Many issues about pedagogical documentation are raised
while adults participation in the child motivated activity has been found to be either interfered with or ignored. Both approaches have been found problematic to the matter of childrens well being.
Greek Case
Maria is keen on stories related with Jesus and the Christmas. She likes reading books (observation and mother reports) while she enjoys listening to fairy tales. However there are significant differences on the way Maria experience these stories when it is adults directed, especially during the circle time, and during the time that is childs initiative. Everything starts at
the 8th of December during the circle time. Practitioner has decided to introduce to children
the story of the Jesus using one story book.
The shoes event, video data

Children are sitting on the matters. Maria is trying to put her shoes off- I cant! She is telling. She manages to put off her right shoes but she is strangling to put off the left one I
cant! she is telling to Dafni who is trying to do the same. Panayiotis is trying to put his
shoes off as well. Practitioner starts talking and sitting on the chair The First Christmas!
She is telling to the children (0:45). Maria and Panayiotis are looking at her (0:49) soon
Maria keeps trying to put the left shoes off. Aspasia was sitting all this time on the turtle instead to go on the mattress. Practitioner is asking her if she wants to go closer so as to be
able to watch the book (no answer). Maria is telling Shall we put our shoes off?(1:01) No!!
because afterwards we will need to walk and you are going to fall down practitioner is telling her, Better to wear them Nobody of the children answer to her ..Children
keep being busy with the shoes while practitioner being upset now..
(8DG Shall we put our shoes off? MOVO5974 , video data)
The whole event is lasting 8 minutes. Maria in the whole event is busy with her shoes or
silent watching how practitioner is dealing with childrens strategies to withdraw (secondary
adjustment- Corsaro, 2005) and finally she moves and goes and sits with Aspasia and Dafni
on the turtle. On the video of 24 of November has been reported that this turtle is an area that
any child can go when they do not want to participate on the group activity with the assumption that they are not going to make any noise. Aspasia is sitting there since the beginning
refusing to participate with others. Maria and Dafni join her as well observing from there the
situation. Maria is silent, it is not clear what she is thinking (present moment, Stern, 2004).
Practitioner explains childrens attitude due to the consumerist life style (interview). Table 1 indicates the rest of the events around the shoes. It is clear from the plethora of the
events that shoes were important element for childrens well being. Additionally Marias pictures and comments, together with Panayiotis pictures shows that children do not want to sit
down on the mattress and listening to the story. The two children refused to watch the video
of the circle time but they spoke using the camera to say what they want (8DG field
notes).There are data also (see Table 1) where Maria at the 11th of December indicated that
she was not keen on listening to the story at that moment. The adults directed activity presents a child that is not interested in listening the same story that in her free play is really active. The child is not all the time available and eager to learn what the adult wants. Additionally, during the directed activity the child shows that prefers to be busy with her shoes and sit
on the turtle showing in this way her disagreement with the activity.
950
8DG Shall we put our

-24NG Shoes off please
field notes
-25NG Rapapam Pam
Practitioners
comments
Panayiotis
mother
interview
shoes off? MOVO5974

8DG Lets be
Marias comment
occupied with
Panayiotis
comment
our shoes!
MOVO5974-76, video
data
Marias
mother
interview
Childrens pictures
11DG The
Jesus story
MOVO6008 10 video
data
15DG Your shoes

is smelling change
it MOVO6027,
video data
8DGPut your boots

off field notes
15DG Your shoes is

smelling change it,
field notes and
childrens pictures and
comments
and Marias
Table 1:
The Mosaic of the events around shoesevent
English Case
In this part childrens contribution to the planning of the activities in the setting in England
will be examined. The transcription is highlighted with a parenthesis of the present moment(Stern, 2004), which indicates that the participant is thinking something; it is not clear
what, but that thoughts change his decision in the flow of the moment. The following event,
that is based on the case of Ian, draws attention to one of the most important issues that has
been found to be problematic in the English case; the curriculum in the here and now situation. The protagonist is Ian, a boy who is really keen on bikes, cars, trains and aeroplanes.
The following video will present how Ian was trying to design his own planning and to what
extent he did not find the help he needed. The event took place outside with Ian primarily riding his bike. He stopped and he started to construct the pieces of the traffic signs he found in a
sack outside. He placed it on the fence exactly where on 19th June a practitioner has organised a similar activity. After preparing the area he started to encourage other children to stop
showing the STOP traffic sign.
Event The traffic signs, video data

Nobody is listening to him. You cannot come! he says again and shows the
STOP! sign. ( 3:06). No! you cannot come! he repeats less loudly now. His facial expression shows that he is sad ( present moment). He goes to the other side. He looks at the signs.
He stands up waiting.(3:18) He looks at the pedestrian sign and he starts screaming now
STOP!!!!. Nobody answers. He stands up waiting. (3:28 present moment) He indicates the
sign again shouting STOP!!! Some children are riding bikes and pass in front of him STOP
bikes!!! Stop bikes! he repeats. Nobody answers him. (3:38) He runs away. He goes and
951
takes a scooter. He rides the scooter screaming You cannot goooooo!!! he stops in front of
the sign saying You cant go!. He tidies up the sign with STOP!.(5:28) A girl comes over
and she is about to take the sign with the pedestrians. Ian takes the other two signs and he
moves them onto the other side. He goes back and he takes the third one. He placed them in
front of the slide. Initially he placed the STOP! sign in the middle. He checks and he moves
the pedestrian sign in the row next to the works roads sign. He tidies them up them and says
You cannot go!!! Stop!! and he puts his palm out to gesture stop ( 6:20), Nobody answers
him. He stands by the three signs and waits. (6:42). He repeats again STOP! STOP!
STOP bike! He looks at me. He takes my camera. (I thought he was irritated with me). He
stops the video and he starts taking pictures of the signs saying Stop!! Stop bike!!!
(14th of July, The traffic signs MOVO4932 video data).
Although since the beginning I had drawn the event to the practitioners attention, the practitioner observed Ian for a while and then she left, ignoring what the child was doing. Reviewing the written documents, Ians achievement has been reported as follows: Outside play
road signs and construction with the initials of the child (Planning for Childrens Interests).According to the EYFS (2007) the adult should work observing children in their
achievements and transfer their experience into the next planning. In the next planning nothing has been transferred. In the next two visits the child has not been observed any more to be
involved in a similar activity. The child here is using equipment that it is stored and not part
of the planning. Ian has been extending his interest in cars from being stuck in the sand or
mud. All the rules are designed by the child himself and when nobody is listening to him, he
decides to show to the other children how they are supposed to behave on the road. In this
way Ian has extended his entire knowledge about the bikes into an experience important for
his life long learning. Additionally Ian has been observed going with his mother walking from
his house, to the primary school to leave his elder sister and then coming back to the centre.
Thus the child is transferring here experience from life out of the centre in connection with
his love for bikes and cars (the practitioner Caroline interview).Clearly here Ian extends the
previous routine to the real life participating in a mature activity (Rogoff, 2003). The child is
seems to be frustrated while another practitioner viewing the same video mentions:
We lost a big opportunity to introduce them to the traffic regulations. Thats so embarrassing! Nobody was there to support him!!!
(Practitioner Martha, interview)
Discussion
In all these cases practitioners are either trying to stop a childs intentions or they completely
ignore what the child is doing, in this way the sharing of meaning is far away and presenting
as problematic [see Figure 1,(Jordan, 2004)]. Missing a childs intention leads to missing their
perspective. In the above events seem that there is a metaphorical argument between the
childs intentions and practitioners planning. In this metaphorical quarrel a childs agency
and participation is embedded. Reviewing the video data, it is clear that there is a misunderstanding between the child, the activity and the adult. Corsaro (2005: 15) demonstrates the
meaning of the material aspects of childrens cultures, including all those materials such as
clothes, books, literature tools and toys. Family is the first mediator of these materials cultures
but children after they start attending EYEC and through their peer interaction inculcate them
with meanings; hence children extend and change the actions contributing in this way to
changing adults society.
However, the example of the shoes and the traffic signals present a more problematic notion of participation not because the child is not eager to learn but because the adults are playing a dominant role influenced by their expectations. The data shows the importance to recognize the meaning of teaching to the moment (Goodman Turkanis, 2001) through the childrens play during their own play. Data collected for the study showed a continuous contra952
diction between childrens interests and the organised programme. It has been found that due
to the adults efforts to turn childrens attention towards their (adult) expectations and goals
practitioners missed childrens stories during the play, focusing only on what children are doing in the organised activities.
Rogoff, (1990) argues that guided participation and symmetrical responsibility are important elements in working together learning. In all these cases the child takes the initiative
but the adult is not willing to share it. In the notion of a community of learners, childrens
best interest is Principle-in-Action (Bartlett et al., 2001: 33) learning activities are planned
by children as well adults, and adults learn from their own involvement as they foster childrens learning. Children are natural learners as long as they can deeply involve in activities
which they help to devise and for which they see a purposeminds-on activities (Bartlett et
al., 2001: 33). Children in the community of learners are not learning only cognitive skills but
also to make responsible choices and solve problems. In all the above events the children
show their responsibility towards their decisions and the problem solving situation. Bartlett et
al. (2001: 33) states that in a flexible curriculum an adult, sharing the same activity with the
child must be open in a serendipitous learning moment as it arises through the exchange of
the ideas. Centralizing the planning around a childs best interest means that the adults responsibility is to help the child to find a way of acting and interacting so that their interest
comes into their choices of what to do and how to do it, and their interest expands as they become fascinated by the adults and other childrens interests (Bartlett et al., 2001:43).
Figure 1:
Jordans model of intersubjectivity (Jordan, 2004:36)
953
Conclusion
The events in both cases demonstrate childrens competence and agency within various activities, suggesting the need to recognise peer culture (Corsaro, 2003), intent participation
(Rogoff, 2003) and interpretative reproduction (Corsaro, 2005) as significant elements in understanding childrens contribution to the curriculum. Childrens diverse ways of expressing
feelings is viewed as significantly important while the meaning of present moment and
teaching to the moment (Goodman Turkanis, 2001) should be recognised as principle determinants in childrens and adults decisions to participate in and share an activity by learning together. A considerable amount of data in both countries shows that children do not always work according to adults expectations. However, these expectations have been found to
determine the way that the practitioner encourages or discourages the childrens contribution
to the programme. There is a significant distance in adults understanding between what the
child is doing and why he is doing it. In these misunderstandings it has been found that they
are embedded in the popular discourses about children and their abilities, correlated with
Lenz Taguchis (2010) concept of see and observe.
The episodes about the shoes and the traffic sings show how in both case these discourses influence the way practitioners use observation in pedagogical documentation and to
implement future planning. Lenz Taguchi (2010), challenging the segregation between hearing and listening, is moving to the notion of seeing and observing. The meaning of seeing is interrelated with understanding and it is obvious that in both cases understanding the
child appears to be problematic. Lenz Taguchi has explained the difference between the two
terms as result of ignorance of the third component which is related with the materials (the
shoes, clothes, bikes) and the discourses that are hidden behind and the lack of a reflective
way of working.
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ABSTRACT
This paper will discuss childrens activities in the here and now situation in two Day Care
Centres one in Greece and one in England. The findings show how children were trying to
design their own planning and to what extent they did not find the help they needed. The
meaning of agency and the notion of a competent child will be examined through video episodes while issues related with childrens attempts and opportunities in creating their own
learning curriculum and participation will be discussing. The findings are drawn from a PhD
research in which participants - six children under three years old participate in an ethnographic research using a range of participatory techniques such as images from video and pictures taken by the researcher or children, field notes, participant observation, digital blue
camera. Significant differences have been found between the two centers in the way the
meaning of participation has been perceived. Analysis of the findings led to a number of
themes identified by children emerging from the data showing that children under three years
old tempt in meaning making of their own activities missed though their opportunity to
share it with practitioners.
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9), '$ )""% $' "- &" $ "&<% " ##* "% + "+"- &&&$ <&$
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+ James & Prout , #* + "- &" '& /%* +
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956
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961
&$&$ '%$
J&%-%, (2008). J )&, )# +

"
(E&#$ ") . J%+ &-="% &$ J&%-%. -: " <& &&+, &. 63-75.
J#*-, b. (2012). ;
"; Vita.gr.
=&%, ., %), ., & &, . (2009). $ .
* . 0&": #+#"- )&- , $& /
0&".
=-, . &
% # (2008). 8
# "

"
. 0&": - ""- & +"- &"-, /
".
Goleman, D. (2011). $ (;
EQ

IQ). -: .
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: [

. +"- & ".
, ., *#%, . & &+ &, =. (2008). $ # " #+ $ "
. )"- #, )&- ##&%+ Q# " , ... !.
b%", J. (2008).
$ " ++

"
. &+"- #, $& / 0&".
b"&-%, . (2005).

: $
. 0&": ' ".
)-&, M. (2007).
" . )"- #, "& -.
, b. (1997). % #G"$
"#$: Quo Vadis?. "+
@$ $ ... 3" 8"
8 . +%, 17-19
"+<.
, b. (1996). "#'! )&" + &&! ! &&%:
% " D ""! / ". 3" !
, . 86,
. 47-56.
#", =. & (&, J. (2012). ]$: !
(= &# &&"- - Unicef). ...., / !.
Mayer, J. (2007). # # % "
. ('. . &%).
0&".
%, . & ' . (2000). " "
4
. -: Q0.
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A Reader in perspectives of childhood. London: Routledge.
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Changing spaces: Young people, technology and learning. Oxford: Dept. of Education,
Oxford University.
Rooney,T. (2012). Childhood spaces in a changing world: exploring the intersection between
children and new surveillance technologies. Global Studies of Childhood, 2(4), 331-342.
962
ABSTRACT
Through a semi-structured interview, 44 primary education teachers were asked to comment
on the overall pedagogical/educational presence and characteristics of todays elementary
school children as compared to those in the past. On the whole, the following comparative
picture emerged: Considerably less respect for the school and the teacher, less interest and
effort for all of their education, more frequent incidents of learning difficulties and syndromes
of attention deficit/distraction, increased episodes of violence and hyperactivity, problems in
communication and the effective use of language, extreme selfishness and antagonism, much
less empathy and will/promptness to co-operate with classmates, manifestation of a bossylike behavior to others (the teachers, often, included), were the main points stressed concerning the pupils of today vis--vis their age-mates of yesterday.
()1/ .
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&. 210-9951509
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Fax: 210-9927659
. 697 4433234
Mail: bombas@hpcosmos.gr
bombas@maliaras.gr
963
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, +# " #+&"$ /&/. H #) "$D %* &"- #$ <"$ )$ ## + /&
#! &&% #%& "& "+"! " &"! '! (Levi-Straus,
1987), - "& + &! $ $ " "
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/ " "- <+ %+ $ & < )-,
" " <.
@ "- "+ + &! % '- &"- '- $) / + %&&+ ) &&&, )- &- "
$/ &"! )+ "+ %&& $)
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- ) " #! + " )+"!
#! / " %&&, '$ '$ " "'- + &&#"! "! )""!. @ $ $
"* " )$, $ " $/+, &! "<" # " "+"- (+&, 1999:21). @
") "+"- "- )"* )$ '" "$
%: &D %&& " % $ . $ %
- &#"- # /& # % " $
/$ " %) + /!. %+ & $) & 21. % &&% &% (Featherstone, 1995).
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(1990) + )& $) # &" "'%&, $ "+" ! &&$ '$ /&# % %*. ) & #%- $) )& &! $
" %&+ ), ' &" & <<%* $ " "& " % $+ &&& (&%, 1998:114). O
Herzfeld (1987:12) + &"+"- &&% ) -, &"%
<% "%, &&% " #"%.
<<%* + $ "%, &&% + "$, &#"$ &&&%, % / #% ", "&<% '"$ $
" #+"- ".
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*- & % %&# " ",
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(Apple, 1990). 7 " "% *& ""- " #+$ ", & )&"% #) $) )$
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" %&& "" ) + <" -# "& (D%& & &%, 2008). )&"% #) "'%* "% '% ""- '&' " <"% $ & " '#- +
&"! #%+ " + #%+ ! (Sowell, 1996). $+ + ! # %## $ &# # $
" %&& $, ") "+ (D%&, , & %,
2000 (&- & <$&, 2002). ! - " ) "*
#+#"$ ""$ " '- /# #! & &"- #+#- % + &! <% "
< , + + <%&& "% % "
& # &"! &&#! " &" & (Hohmann
& Reich, 1989: 26).
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2000 Christensen, 2001) + + "$+, " / <% + #"! " + " "+" " /. 965
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(!;*
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$ %, #+, "+, <& " #!. &&+, "- &' )! $" )- " <%&&
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%&#, + ! Burbules
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Apple, M.W. (1990). Ideology and the Curriculum (2nd ed). New York: Routledge Falmer.
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Banks, J.(2000). Cultural diversity and education. Boston: Allyn and Bacon.
Jourdieu, P. (1990). The logic of Practice (trans. R. Nice). Cambridge: Polity Press.
Christensen, L.B. (2001). Experimental Methology (8th ed). Boston: Allyn & Bacon.
969
Cohen, L., & Manion, L. (2000). Research methods of education (4th ed). London-New York:
Routledge.
Cohen, L., & Manion, L. (1997). )$
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Eagleton, T. (2003). . -: &.
Featherstone, M. (1995). Undoing culture, globalization, postmoderism and identity. London:
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Hohmann, M.H., & Reich, @. (1989). Ein Europa fuer mehreiten und minderheiten, Diskussionen um interkulturelle Erziehung. ]ew York: Maxmann Muenster.
+&, . (1999). #+#-. . +&, b. %- &%, . = , & 0.
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ABSTRACT
The population of the world is characterized by demographic changes that resulted from wars,
economic migration, and geopolitical evolution. Current thinking focuses on cultural heterogeneity based on the assumptions of the development of mankind in terms of heterogeneity
and the need to maintain the diversity of cultures. The way we treat something different is
determined by the perception we have of difference. Education plays an intermediate role in
the structuring of individual consciousness and society in general. The findings of this research answer the question of whether and to what extent do elements of cultural diversity
appear in the textbooks of Greek primary school. The aim of this research is the quantitative
record and the qualitative analysis of the appearance of the cultural diversity. 106 textbooks
of all subjects, 53 course books and 53 workbooks, were studied for the purpose of this study.
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6944696365,apostolosdossas@yahoo.gr
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"" "- #+#-, &! +<% " 71. " 106, 38333, J &,, 2421059583, 6996085431,amagklara@yahoo.gr
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970
NEWS LITERACY: LEARNING ABOUT THE WORLD

NIKOS PANAGIOTOU, SOFIA THEODOSIADOU
Introduction
It has been widely admitted that in todays world media no longer just shape our culture but
they are our culture.
The convergence of media and technology in a global culture is changing the way we
learn about the world and challenging the very foundations of education. No longer is it
enough to be able to read the printed word; children, youth, and adults need the ability to
critically interpret the powerful images of a multimedia culture (Thoman& Jolls 2004:18).
8- to 18-year-olds spend an average of 7 hours and 38 minutes a day on entertainment
media a 20% increase in the past five years, as a study by the Kaiser Family Foundation
found (Rideout, Foehr & Roberts, 2010) According to the same study use of every type of
media has increased over the past 10 years, with the exception of reading and reading, of
course, includes newspapers and magazines. Beyond its economic and political significance
this, communication revolution also has had a profound impact on each individuals life.
Wurman (1989) coined the expression information anxiety to capture one reaction to the everincreasing information overload a person today experiences. It is defined as the everwidening gap between the information we understand and the information that we think that
we must understand Although useful, if not essential, in multiple contexts, the constant stream
of information cannot be absorbed(Chesebro & Bertelsen, 1996). There is simply too much
information for any given individual to deal with in any useful way. In one sense we have to
remake ourselves into information processors.
By accepting the core role of the media today in society it is also important to accept the
central role of understanding media and realizing the power and the influence they have on
society. What is important is not only the message itself but equally it is how the audience
makes sense of the message and the mediated world around it. Within the EU Media Literacy has been recognized as a critical competency for lifelong learning that can significantly
contribute towards achieving the objectives set for the European Union at the Lisbon European Council in 2000 (Commission of the European Communities, 2007). Media literacy is
being generally defined as the ability to access, analyze, evaluate and communicate messages
in a wide variety of forms (Hobbs, 2001:406; Livingstone, 2004; Koltay, 2011: 213). Scott
Robert Olson and Timothy Pollard argue that the digitalization of media both requires and
enables new ways of looking at media literacy (Galician, 2004: 149). Media literacy education often focuses on teaching students how to analyze and deconstruct media messages and
understand the process of message construction (Brown, 1998; Hobbs & Frost, 2003; Kellner
& Share, 2005). Vande Berg et. al. (2004) give a different dimension to the definition of media literacy by underlying that media literacy is correlated to mediaspecifically television
criticism. In other words, they are committed to the proposition that media literacy as a concept is strengthened when it is understood as media criticism (Vande Berg et al., 2004:221).
Burn and Durran (2007:2-3) in their approach on the concept of media literacy, highlight
three common features in many emerging definitions of media literacy, these are: cultural,
critical and creative features. Media literacy is, therefore, more than a question of comprehension: It is concerned with the form and scope of that comprehension. A study of American
youth found that 84% of respondents claim they are bombarded with information and would
benefit from learning more about how to gauge what news is trustworthy. (Cohen & Kahne,
2012:82) It is upon this element, that News Literacy builds, in order to respond to the growing challenge of assuring that young people get the information they need to become well971
informed citizens and voters in the 21st century (The News Literacy Project, n.d.). It leads
toward a more active exposure, where user is aware of his/her decision-making and are in
control of his/her exposures. Three concerns, suggest the need for policy and pedagogical interventions for News Literacy:
a) the Participation Gap the unequal access to the opportunities, experiences, skills, and
knowledge that will prepare youth for full participation in the world of tomorrow.
b) the Transparency Problem The challenges young people face in learning to see
clearly the ways that media shape perceptions of the world.
c) the Ethics Challenge The breakdown of traditional forms of professional training and
socialization that might prepare young people for their increasingly public roles as media
makers and community participants. (Jenkins et al., 2006:3)
People need skills and understanding in order to use information effectively. News Literacy can be regarded primarily as an accumulation of knowledge. It promotes a new kind of
literacy, rooted in the real world of instant information, global interactivity, and messages
created on multiple media platforms. (Thoman& Jolls, 2004:20) As traditional and new media provide powerful new ways of representing and manipulating information, news literacy
can promote a critical stand towards news and information consumption. As Jolls (2012) argues producing media doesnt necessarily make you media literate, it is the critical thinking
applied to production systematically that makes a person media/news literate. News literacy is
concerned with developing an informed and critical understanding of the news produced, the
techniques used by them, and the impact of these approaches/techniques. It has been characterized as a process of describing, interpreting and evaluating news that introduces new associations or attributes a new meaning to original communicative act. News Literacy can be
regarded as the ability of the person to use and critically evaluate news source information.
Developing a critical evaluation of the news is required for audiences to assess the credibility
of information. News literacy can reveal the effects of media systems, particularly their effects on individuals and society. News literacy can generate individual, reactions to media
experiences, energizing the media user in an attempt to shift him or her from an inactive to an
active role. That is news literacy can foster unique and individual reactions to media experiences and thus contributing in promoting informed and engaged citizenship.
As Vraga et al. (2012) argue citizens need to understand the news process and imperatives behind journalistic work to analyze the news effectively due to the lack of understanding
of news processes can contribute to decreased perceptions of media credibility for the wrong
reason: not based on how the media actually fare in their reporting, but rather through personal biases. Informing individuals of journalists goals and roles should increase their
knowledge of the context in which media content is produced and this, in turn, may reduce
hostile media perceptions and increase credibility perceptions.
News Literacy: Learning about the world

A central goal of our article is to shift the focus of the conversation about the digital divide,
technological access, etc. to that of opportunities for persons in order to participate and to develop cultural competencies and social skills needed to become well- informed citizens in the
21st century. Buckingham (2000) argues that young peoples lack of interest in news and their
disconnection from politics reflects their perception of disempowerment.
By and large, young people are not defined by society as political subjects, let alone as
political agents. Even in the areas of social life that affect and concern them to a much
greater extent than adultsmost notably educationpolitical debate is conducted almost
entirely over their heads (Buckingham, 2000:218-219).
We suggest that the key is to develop higher media literacy, which is News Literacy, with
more elaborated knowledge structures and pedagogical approaches, which will support News
Literacy learning. There are three strategies that can help the teacher or the parent to achieve
this: a) Analyze the news perspective, b) search for context, c) develop alternative sources of
information. All these strategies are interconnected between them. Analyzing the news per972
spective means to put the news in context, in order to avoid the confusion between news and
information. Searching for context is avoiding things that distract the reader from the news
itself, due to techniques applied (infotainment). Develop alternative sources of information
allows a person to be exposed to many views and many differing interpretations of what is
happening in the world.
For News Literacy pedagogy we adopt Buckingham (2006) approach to digital literacy
because it is strongly rooted in notions of critical literacy, and because it specifically aims at
bridging formal literacies and experiences from cultural practices outside school. Buckingham's digital literacy framework consists of four essential components, which have been further developed on the basis of existing, more commonly agreed upon, definitions of media
literacy: representation, language, production and audience (Buckingham, 2006:267268).
Representation concerns the ability to critically assess and reflect on issues such as authority, reliability and bias, to notice whose voices are being heard, and whose are silenced.
Language concerns the ability to understand the grammar of various forms of communication and the codes and conventions of different genres. Production entails a fundamental understanding of who is communicating to whom, and why, which also encompasses awareness
of commercial interests and influences. Finally, the notion of audience concerns an awareness of ones own position, both in terms of being targeted by communications and in terms of
participating in communications as critical recipients, active cultural consumers and coproducers. Buckingham (2006) stresses that these dimensions should not only be understood
as analytical skills of reading media, but also in relation to more productive activities of
writing media (Ryberg & Georgsen, 2010:91).
Applying News Literacy should include some ideas on digital literacies proposed by Jenkins et al. (2006):
- Playthe capacity to experiment with ones surroundings as a form of
problem-solving.
- Performancethe ability to adopt alternative identities for the purpose of
improvisation and discovery.
- Simulation the ability to interpret and construct dynamic models of real-world
processes.
- Appropriation the ability to meaningfully sample and remix media content.
- Multitasking the ability to scan ones environment and shift focus as needed to
salient details.
- Distributed Cognition the ability to interact meaningfully with tools that expand
mental capacities.
- Collective Intelligence the ability to pool knowledge and compare notes with
others toward a common goal.
- Judgmentthe ability to evaluate the reliability and credibility of different
information sources.
- Transmedia Navigation the ability to follow the flow of stories and information
across multiple modalities.
- Networking the ability to search for, synthesize, and disseminate information.
- Negotiation the ability to travel across diverse communities, discerning and
respecting multiple perspectives, and grasping and following alternative norms.
(Jenkins et al., 2006:4)
In addition to Jenkins et al. (2006), Thoman and Jolls (2004) provide five key questions,
that from the viewpoint of this research should also be the cornerstone of News Literacy Education. These are:
1. Who created the message?
2. What creative techniques are used to attract my attention?
3. How might different people understand this message differently from me?
4. What lifestyles, values and points of view are represented in or omitted
from this message?
5. Why is this message being sent? Thoman and Jolls (2004:23)
973
Employing News Literacy is teaching about media rather than teaching with media. It is
an approach that aims to increase students understanding and enjoyment of how the media
work, how they produce meaning, how they are organized and how they construct reality
(Duncan, 2006). Applying News literacy in the classroom means that teachers help students
develop the skills to be citizens in an information age. Asking critical questions about what
you watch, see, listen to and read is at the heart of media literacy definition. An expanded
conceptualization of literacy connects literacy to across all subject areas. This is why news
literacy practitioners should include not only the practice of critical reading but also the process of writing media messages, allowing students to create their own media messages, using
video, cameras, sound technologies, computers and multimedia. The focus of News as well as
media literacy is on process rather than content (Thoman & Jolls, 2004). The goal is to explore questions that arise when someone engages critically with a mediated message. Furthermore News literacy is characterized by the principle of inquiry, that is to say learning to
ask vital questions about whatever a person see, watch or read. It is evident that the challenge
for the teacher or the parent is not to provide readymade answers but to stimulate more questions and coach the learner to discover how to go about finding an answer. One of our key
goals is to stop focusing quite so much on do kids have computers in their classroom? and
start focusing more on do kids have the basic social skills and cultural competencies so that
when they do get computers in their classroom, they can participate fully? (New Media Literacies, n. d.). In order to do so a particular pedagogical approach such as Problem Based
Learning (PBL) can be employed for applying News Literacy in the classroom since this can
enable settings where students have to engage in identifying and collecting relevant material
to address problems that are meaningful and relevant to them. Secondly, because this entails
an element of knowledge production (identifying a solution to a problem, rather than only
acquiring a given body of knowledge), and can involve (multimodal) dissemination in the
forms of for example projects or presentations (Ryberg& Georgsen, 2010:97).
We have though to understand that there are limitations in applying News Literacy. As
Condit (1989) has argued audiences actively shape their readings of television texts within
contextual constraints. A news literate active audience is constructing their own interpretations of texts within the constraints of their cultural system. These constraints affect the individual its perceptions and mainly its interpretations.
News literacy challenges prior explanatory narratives and generates new textual readings
that lead to new knowledge and understandings. News Litteracy can become a tool to teach
young generations critical-thinking skills that will enable them to be smarter and more frequent consumers and creators of credible information across all media and platforms. It seeks
to light a spark of interest in students to seek information that will make them more knowledgeable about their communities, the nation and the world. The goal is that person possesses
the skills to discern news from infotainment, fact from opinion, and trustworthy information
sources from untrustworthy, said Michael Copps (The News Literacy Project, n.d.). As
Rogers (1986) argue the new media have become de-massified. The increase in mass media
channels allows users to select for a seemingly infinitely diverse menu. (Chesebro & Bertelsen, 1996).Our world is now filled with a firehose of information coming at us 24 hours per
day, said Gary Knell. Thats why it is more important than ever that we learn how to separate fact from opinion and become fully information literate. (The News Literacy Project,
n.d.).The need for young people to develop their own standards for truthful, reliable information is all the more important because todays students are producers as well as consumers.
The changing roles of the citizen-consumer in our increasingly complex mediated world,
details the criteria for a full citizenship in the information society(Chesebro & Bertelsen,
1996:49).
News literacy can contribute for the individual actively constructing a discrete and independent social reality (Chesebro, 1989:9). Making sense of the independent and discrete socially constructed realities, will in large part, depend on the ability to make critical distinctions between increasingly complex messages constructed and transmitted through by interactive communication systems. Promoting news literacy programs in schools can strengthen the
capacity of individuals to engage with information and thus in the public sphere. As Dizard
974
(1989) implied, if we are to survive in the information society, there is a profound sense that
we will survive only if we develop skills as critics. Every person should be in the position to
describe interpret and evaluate its information environment, especially now that new media in
unique and powerful ways are developing new structures for information. As noted in the
Partnership for 21st Century Skills (2003:10) report, As the world grows increasingly complex, success and prosperity will be linked to peoples ability to think, act, adapt and communicate creatively.
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975
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ABSTRACT
The present research aims at mapping the field of media and news literacy and shifting the
focus of attention from the digital divide to the social skills people need to become well informed citizens in the 21st century. The article makes an effort to clarify the terms media and
news literacy and present the needs for news literacy education. Furthermore it suggests a
model of applying news literacy in class and stresses the importance of news literacy in todays society.
Nikos Panagiotou
Lecturer Department of Education Sciences in the Pre - school age, Democritus University of
Trace,
Postal Add. Nea Chili, 68100, Alexandoupoli, Greece.
Tel.2551030089, Fax: 25510-30050
E-mail. nikospanagiotou@gmail.com
Sofia Theodosiadou
Part- Time Faculty Member, of Ionian Islands, Department of Public Relations and
Communication
Postal Add. Antoni Tritsi Avenue, 28100, Argostoli, Cephalonia, Greece
Tel. 2671027311, Fax. 2671027312
E-mail. stheodosiadou@gmail.com
976
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Agamben, G. (2005). Homo Sacer.
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$&#) + ! " "#$. "! (.),
(. 415-150). -: ].
981
Hardt, M., & Negri, T. (2000). 8

. -: Scripta.
Holloway, J. (2006). 8 % "
+ %
,
. -: <<%&.
Il.Mause. (1997). @ /$&/ "- &". "! (.),

(. 56-63). -: ]-.
Kalyvas, A. (2005). The Sovereign Weaver. Beyond the Camp. Andrew Norris (ed.),
Politics, Metaphysics and Death. Essays on Giorgio Agambens Homo Sacer. (. 107134.). Durham: Duke University Press.
Kay, E. (1997).
! . "! (.),
(. 529533). -: ]-.
Newman, S. (2004). Anarchism, Marxism and the Bonapartist State. %" 22, 2011,
http://www.connexions.org/CxLibrary/Docs/CX6979-Bonapartism Anarchism.htm
Rose. (1989). Governing the soul. b: Routhledge.
Spring, J. (1987). [ #+ $ !
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ABSTRACT
This is a theoretical effort to discuss childhood Discourse. The assumption of this paper is
that childhood Discourse is co-responsible for both child control and personality development. Its purpose is to question the various influential centers which claim power on children
via the notion of biopolitics.
Starting with the notion of biopolitics, it goes on to outline the various forms of family
control and analyze childhood as a means of child control. Lastly, John Holloways concept
of the breakdown of doing will give the above procedure shape. The innovation and high importance of this paper is that it suggests an alternative view of childhood which renders the
child a focus of resistance.
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##&"- 0+&.
&+%" "$, @. (2003). . -.
Pro Asyl (2012). Menschenrechte an Europas Auengrenzen: Erfahrungen aus Griechenland, http://www.proasyl.de/en/about-us/foundation/projekte/griechenland-projekt/.
Pro Asyl (2012<). I CAME HERE FOR PEACE. The systematic ill-treatment of migrants
and refugees by state agents in Patras, http://www.proasyl.de/fileadmin/fmdam/p_KAMPAGNEN/Flucht-ist-kein-Verbrechen/Patras-Webversion04D-DS-k.pdf.
+ "&& 31.1.1967 # ]"- % + '#+, http://www.unhcr.
org/refworld/rsd.html.
< = # ! + '#+ 1951.
< + @+$+ ! # "! (1989).
Thiersch, H. (1992). Lebensweltorientierte Soziale Arbeit. Aufgaben der Praxis im sozialen
Wandel. Weinheim: Juventa.
J-, "+ (2012). *!: 8
! , http://www.tovima.gr/society/article/?aid=469335.
UNHCR (2012). 8 ! , http://www.unhcr.gr/nea/artikel/
d43d6325e863360c0ca06a1b1e2aa5d4/asynodeyta-paidia.html.
ABSTRACT
Unaccompanied minor refugees (children under 18 years old) are a complex issue which concerned all over the world. Increasingly, minors were displaced within their own country or
became refugees due to armed conflict, social unrest, human rights violations, political repression and extreme poverty
This paper firstly portrays this group of unaccompanied refugee children and adolescents
from both a legal and a social and educational perspective. Also enlighten and interprets multiple aspects of social work in the field of unaccompanied minors refugees both from a theoretical perspective based on prompts for action and support the practice in Greece.
So, are set critical questions about the future of refugee unaccompanied minors.
&*1! ]
" #- .... 0&, e-mail: pantazisv@uth.gr
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(Wocken, 1988:235-236).
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#"$ " # " # &. $ #"$ #"&$# #"- %, " & <&%+, # #!
%+ " ', &"- "& " "- <&D /& # + ! (Improvement through Research in the Inclusive School, IRIS, 2006:
4-7). = / %/ "+"! -+ %/ "&
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-/ " $+ + !, "+ #&+"% -, (.). #"$
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%"& #"- " + <&+ + "-+ )"% ) + %/+ " )
%#" &$ -/ (Austin, 2001:248-251). %&& ##&" , ) &'"- -/ " * (Dumke, Krieger
& Schfer, 1989:134). 7&& %"& $" + " &"- '#- #"- "& &" "&, &&#- ! $ "& " # &# + # $ ($, 2008:201-202 & 256-257).
&$&$ '%$
Austin, V. (2001). Teachers Beliefs About Co-Teaching. In: Remedial and Special Education, 22, (4), 245-255.
Daak, E. (1999). Inclusion Models for a Building Level. Preparing for Inclusion. UNI masters thesis. "-": http://www.uni.edu/coe/inclusion/preparing /building_ levels.html. p. 1-2.
deBettencourt, L.- U. (1999). General educators attitudes toward students with mild disabilities and their use of instructional strategies: Implication of training. Remedial and Special
Education, 209, 27-35.
<, . (1998). * )$ [% *
""- "&. -: Gutenberg.

Dumke, D., Krieger, G. & Schfer, G. (1989). Schulische Integration in der Beurteilung von
Eltern und Lehrern. Weinheim: Deutscher Studien Verlag.
996
Dumke, D. & Eberl, D. (2002). Bereitschaft der Grundschullehrer zum gemeinsamen Unterricht von behinderten und nichtbehinderten Schlern. Psychologie in Erziehung und Unterricht, 49 (1), 71-83. ISSN: 0342-183X.
Eberl, D. (2000). Gemeinsamer Unterricht von behinderten und nichtbehindreten Schlern
in der Beurteilung von Schulleitern und Lehrern. Eine Untersuchung an Grund- und
Sonderschulen in Nordrhein Westfalen. Dissertation. Verlag M. Wehle. Witterschlick
/Bonn. (Dissertation).
!-$, . (1996). *
. ) 4" %. 7" 2. -: &&"% =%.
Fisher, D., Grove, K-A. & Sax, C. (2000). The Resilience of Changes Promoting Inclusiveness in an Urban Elementary School. Elementary School Journal, 100 (3), 213-227.
ISSN: 0013-5984.
Hberlin, U., Jenny-Fuchs, E. & Moser-Opitz, E. (1992). Zusammenarbeit. Wie Lehrpersonen
Kooperation zwischen Regel- und Sonderpdagogik in integrativen Kindergrten und
Schulklassen erfahren. Bern, Stuttgart: Haupt Verlag.
Heflin, J. & Bullock, L. (1999). Inclusion of Students With Emotional/ Behavioral Disorders: A
Survey of Teacher in General and Special Education. Preventing school Failure, 43 (3),
103 -111.
Hinz, A. (2009). Inklusive Pdagogik in der Schule- vernderter orientierungsrahmen fr sie
schulische Sonderpdagogik!? Oder doch deren Ende? Zeitschrift fr Heilpdagogik, 60,
171-179.
Huber, B. (2000). Team-Teaching. Bilanz und Perspektiven. Frankfurt am Main: Peter Lang.
IRIS, Improvement Through Research in Inclusive School (2006). Strategien und Methoden
in inklusiven Klassen. IRIS, 128735-CP-1-2006-BE COMENIUS C21, Education and
Culture Lifelong Learning Programm Comenius, p. 1-26.
Kreie, G. (1985). Integrative Kooperation. ber die Zusammenarbeit von Sonderschullehrer
und Grundschullehrer. Weinheim und Basel: Beltz Verlag.
b"&, . (2007). #"- "& (Team-Teaching). : +)$&&, #! <% . 0&": &' ".
Ltje-Klose, B. & Willenbring, M. (1999). Kooperation fllt nicht von Himmel. In: Behindertenpdagogin, 38 (1), 2-31.
"-": http.://bidok.uibk.ac.at/bhp/ bhp1-99-kooperation.html, s. 1-28.
Ltje-Klose, B. & Willenbring, M., (1999b). Kooperation von Regelschullehrerin und
Sprachbehindertenpdagogin _eine wesentliche Bedingung fr die integrative Sprachund Kommunikationsfrderung. In: Die Sprachheilarbeit. Dgs. 44 (2), 63- 76.
Ltje-Klose, B. & Reicher, D. (2010). Schule auf dem Weg in die Inklusion. Vortrag bei der
Schulleitungstagung des Schulamtes Kreis Mettmann am 27.1. 2010. Universitt Bielefeld, 2023_616_1, pdf. p.1-34.
Meyer, E. (1987). *
: $

. ('. b. "). 0&": ' ".
McLeskey, J. & Waldron, N. (2002). Inclusion and School Change: Teacher Perceptions
Regarding Curricular and Instructional Adaptations. In: Teacher Education and Special
Education, 25 (1), 41-54.
$, . (2008). 3 % "
. ""- <-. (&!.
Stanovich, P. & Jordan, A. (2002). Preparing General Educators to Teach in Inclusive
Classrooms: Some Food for Though. In: The Teacher Educator, 37 (3), 173-180.
UNESCO, (2005). Guidelines for Inclusion: Ensuring Access to Education for All. Published
in 2005 by the United Nations Educational, Scientific and Cultural Organization
UNESCO UNESCO 2005 Printed in France, http:1-55.
Willand, H. (2000). Vorstellung und Wnsche von Grundschullehrern bezglich integrativer
Frderung lernbehinderter und erziehungsschwieriger Schler. Zeitschrift fr Heilpdagogik. 51 (7), 266-272. ISSN: 0513-9066.
997
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ABSTRACT
In order to effectively meet the various needs of the students of the inclusive school, it is important to educate and train general and special education teachers in matters of inclusive
education and cooperation among them. In the present paper, the notion of cooperation is
elaborated and different forms of management for the cooperation of general and special education teachers are mentioned. There is a detailed description of the difficulties which act
against this cooperation and emerge in various levels of this cooperational relation, such as
the organizational level, the levels of the subject, the relation and the personality of the teachers. In conclusion, methods and strategies which promote inclusive education and cooperation
among teachers are mentioned.
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"& + $+ Montaigne & " "&: %) "& &" / " #%, '"% "%
% #G% '+$ <<&. #! '&%/ )'&"%- #% #!, # +'&-, " +

, . (Montaigne,1979:96. %&,1984:59).
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& !, -+ #$" "! . b#"% % "+"-. ""% $ "% % " "& & ".
(Rougemont,).).:146).
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% "- %, # '&&)+ &#" , "" "
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#"'&"- %. ! $ # +- . &<% + "! &! )+ '"% # "
), (Neill:1972:18). * A.S. Neill " )% " ) . " < / #+# " 1003
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H U X L E Y:
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Axele. ().).). )%&. -: J<&-" # &.
Bacon,F.(). ).). (&'"% & &"% &@"% ": '. . . J#%. : " #+.
Jrecht, J.().).). % %#, '.: .* #&. -: +!.
=&%", . (2003).0$ /"- )&#: =+"--"+"- "- %/. -: .
=+#<&, .(1988).(&' , . . -.
=+#<&, .(1980). : '$+ %##& . -.
=& , .(1925). 7 %' " , -.
=%, 0.(1999). ""- 0%, -: +-+.
--'%", .(1993). @ /$&/ #+#"- " ""- "$D. -.
1004
"&%",.(200). &# # # " #"$ )$.-:" . ]. %""&.
&*, .(1950). ' "& 1908-1911. -.
Dottrens, R. (1974). #+#! " %"+, '.: =.J$", -.
%", =. (1991). @ #+#"- b # " &, -: " &.
0+" &, . (1956).
(% =": '..].0+" &, -.
Garin, E. (1976). Erziehung-Anspruch-Wirklichkeit III, Mnchen.
Hansch Dietrich.(1973). @ ""- "#$, '.:=. J<&-, -: ".
Hugo,V.().).)(&' " (&&#. '. . , -.
<! .(1978). " "+: -.
&, ., &" , ]. " %", =. (1994). @ &" )! "#$ "
)&. -: &&"% =%.
"- #&, b.(1995). + *+#'*. -: J<& # &.
&#-, . (1999). $D " $ %#+. -: ). . . #+ &.
"$, . (2004). &# "- #, -.
Kiergegaard, S. @. ().).) 7 +, -: #+.
Lipman M. (1995), A lcole de la pense, De Boek Universit, Bruxelles.
&'%, . . (2005) #+#"- b#), J, ( &#: ]. . #%"), -: =# .
%& ,J. (1984). )& #- *+-: #+#- &#
"& + "+"! !. -: ". =# .
Marcuse, H. (1979). / "
"#$: '.: . <", -: %&<.
"&-, . (1995). 7) &G" & #, -: .
Montaigne, (1979).". ': 0% ]%". -: %&<.
Montaigne, ().).). ". ': . %). -: #+.
&+%" "$ @. (2003). - +"- #+#"-, -.
]%", 0.(1996). =&+'&&#"%, . , . J " . =. -.
]eill, A. (1772). Summerhill, A Radical Approach to Child Rearing: '. . b%.
-: "%.
]&. . . (1972). 0+ " %/ )"- ". '. ". b.
-: "%.
Niel. M. : Dikens, C. ".. (1979). @ &# " " % &. -: !.
]"&%, .(2006). 0+"% - +&# ". -:
Gutenberg.
%", =.(1998). @ #" )&. -: &&"% =%.
$"&,=.- #+#,=.(1969). @ #+#- $ + !+, , @%"&.
+)$&&, . (1986). #+#"- )&. 0&": ".
, . (1978). . &*. -: '+" "- %*.
%, . ().).). #) + " %/ . -: &'.
%, J. (1995). @ %& + + 1879-1922, ( $"). -: !.
Reble, . (1990) . #+#"-: '. 0. *'-' *'-&*!. -: . ]. -.
Rougemont,D.().).). Letre ouverte aux europeenes, ': . *#!. -: ).
*& ,. (1984).*! "%. '. . + &. -: #) )-.
Smiles. ().).).
"-: ', . &%": $": -: " &&#
O'&+ <<&+.
. ().).). b$ )$ . -: & .
(& . (2010). @ +G" )! ! ". -:
.
(%#", . (1984).)#+#"-: $". A-: Gutenberg.
(- . (1977). +G"- &&"- ""- &"- "%
19 !: -.
1005
Whitmor, D. (1997). @ )% %. ': . &", -: " %<&).
ABSTRACT
In this paper the writer tries to analyze and review the pedagogic thought of Michel Eyquem
de Montaigne: 1533-1592. He is considered to be one of the most brilliant philosophers in his
time. Though he is scarcely known in the field of modern pedagogics in Greece, his ideas are
very contemporary, showing how Montaigne even a long time ago, understood not only the
needs but also the possibilities children have towards learning.
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1010

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1011
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&$&$ '%$
Barton, L. (2008) " " #! # &&#-: @ #" ""- &"- &, (%", . (.) #: 3"
"
4 #, -: /-.
$, b. & (%", . (2003)
% ! )+ "$ %#" $ "$ %#", #$ #" )&, (%", . (.)
(2007) ! !
!
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" )&: % + "%)+ " "%)+ ! ( "
%/+) + % "$ %#", ! 8, 4/2005: 57-74
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"$ %#" ] .
!-$, . & ]&-]$, . (2008) # )& " "#$:
%& & # + ! #$+ ! , (%", . (.) #: 3" "
4 #,
-: /-.
Ainscow, M., (2005) Developing Inclusive Education Systems: What are the levers for
change? Journal of Educational Change, 6, 109124.
Armstrong, F. (2003) Inclusive Education: Cross-Cultural Perspectives, Spaced Out: Policy,
Difference and the Challenge of Inclusive Education. Kluwer Academic Publishers.
Barnes, C., Oliver, M., Barton, L. (2002) (eds) Disability Studies Today, Polity.
Cohen, L., Manion, L., Morrison, K. (2007) Research Methods in Education. Firth edition,
London: Routledge-Falmer.
Corbett, J. (1996) Bad-Mouthing: The language of Special Needs, The Falmer Press.
Hughes, B. (2000) Medicine and the aesthetic invalidation of disabled people. Disability and
Society, 14 (2), 155-172.
Oliver, M. (1990) The politics of disablement, Critical Texts in Social Work and the Welfare
State. Macmillan.
1012
Phtiaka, H. (2006) From separation to integration: parental assessment of State intervention.

International Studies in Sociology of Education, 16:3, 175-189.
Phtiaka, H. (2007) Educating the Other: A Journey in Cyprus Time and Space. n Barton, L.,
Armstrong, F., (eds), Policy, Experience and Change: Cross Cultural Reflections on Inclusive Education. Springer.
Sebba, J. & Ainscow, M. (1996) International developments in inclusive schooling: Mapping
the issues. Cambridge Journal of Education, 26:1, 5-18.
Ware, L. (1994) Contextual Barriers to Collaboration. Journal of Educational and Psychological Consultation, 5(4) 339-357.
ABSTRACT
Disabled people worldwide are deprived of basic human rights and are marginalized (Oliver,
1990). The analysis of the meaning of disability is essential as it influences the way in which
attitudes, stereotypes and definitions are created. Therefore, if disability is regarded as a personal tragedy then disabled people will be treated with pity and fear, while if it is viewed as a
product of social oppression, then policies that facilitate social participation will be developed. Through this perspective the concept of disability in education in Cyprus is analyzed,
through the implementation of the 1999 law, which established the inclusion of children with
disabilities in mainstream schools. The results of the present qualitative research reveal the
discriminatory attitudes of mainstream and special teachers, the lack of a specific curriculum
and the insufficient implementation of the childrens timetable. Research results also indicate
that the spatial movement of children from mainstream classrooms to special units has serious
effects on their educational and social development.
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0035722892953, fax: 0035722894488,
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1013

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UNESCO (2002), ".
"< $ . 7" - # " 21 !, -: Gutenberg.
ABSTRACT
In recent years the phenomenon of migration and homing in Greece has significantly changed
the demographic composition of many schools and districts. Specifically, it is estimated that
foreign students make up 7.8% of the total student population in kindergartens whereas for
the primary schools the rate reaches 13%. Greece, as the host country of the immigrants faces
all the problems encountered, which are still faced by other EU member states. The introduction of intercultural dimension in the Greek educational system, requires a continuous and
systematic effort, which is included in the overall education policy to modernize and improve
the quality of Greek education. Whether we like it or not, in our countrys today classrooms,
we have to face the challenges of the multicultural composition of our student population.
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Child Proofing Our Communities. (2002). Creating safe learning zones: ABCs of Healthy
School. In http://www.childproofing .org/ABC.pdf.
European Commission. (1995). Studies No 6: Pre-school Education in the European Union.
Luxembourg, European Commition.
Trichopoulos, D., Petridou, E. (1988). Promoting health among school age children. Scaned J
Soc Med. 16: 251 255.
Young, I., Williams, T. (1989). The Healthy School. Edinburgh: Scottish Health Education
Groop WHO European Region.
Young, A., Errington, G., Sparks, G., Towner, E., Jarvis, S., Carr, G. (2000). Measuring and
influencing the safety culture of Primary School. Abstracts of 5th World Conference, Injury prevention and control. Sharing experiences, Blending perspectives. New Delhi,
Macmillan: 27.
ABSTRACT
The lifelong learning of preschool educators are key factors in determining the attitude of
young children. The present dissertation aims to investigate the knowledge of preschool
teachers and administrators working in nurseries, on matters relating to health promotion. The
contribution of this study is the identification of the various weaknesses that can be found in
kindergartens in terms of health promotion and the consequent provision of information to
policy makers in order to heal these inefficiencies.
The empirical study approach was adopted since it is the most appropriate method to collect primary data at a specific point in time. A structured questionnaire was, moreover, used
as a tool for collecting primary data, since that methodological approach was considered as
the most appropriate for achieving the purpose and the objectives of the study.
According to the empirical results the education of preschool teachers is lacking in some
areas of health promotion and the level of further education is not consistent with the current
scientific climate. The empirical results lead to interesting observations and consequent proposals to improve the level of compliance with health rules at nurseries. More specifically, the
present study suggests the enhancement of the staff with specific and practical knowledge, the
training of employees on issues relating with health promotion using the principles of experiential learning and the enhancement of group cooperation involving different divisions and
services.
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1991; Epstein, 1995). %&&& )" %' #"$ " #%
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&$&$ '%$
Avvisati, F., Besbas, B., & Guyon, N. (2010). Parental Involvement in School: A Literature
Review. Revue d' Economie Politique, 120(5), 759-778.
J&%", . (1994).
"#$ " )&: % "+" -"
"+" "&. -# &&- $ * + . -.
Bourdieu, P. ('-. b, . #+ &, ].) (1995).

. -: &'.
Bourdieu, P. (1984). Distinction: a social critique of the judgment of taste. Cambridge: Harvard University Press.
Bourdieu, P. & Passeron J.-Cl. (1977). Reproduction in Education, Society and Culture. Beverly Hills, CA: Sage.
Cohen, L., Manion, L., Morrison, . (2008). )$
. -:
).
531
" - ! + Leitch & Tangri, 1988; Eccles & Harold, 1996;
Rhilips, Crozier 1999.
532
'+ Crozier (1999) # #"- %/ "% " " - $) &-D '%+.
1034
Crozier, G. (1999). Is it a case of we know when were not wanted? The parents perspective on parental-teacher roles and relationships. Educational Research, 41(3): 315-328.
David, M. (1993). Parents, Gender and Education Reform. Oxford: Polity Press.
Eccles, J. & Harold, R. (1996). Family involvement in childrens and adolescents schooling.
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outcomes? : 3-34. Mahwah. NJ: Lawrence Erlbaum Associates.
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share. Phi Delta Kappan, 76: 701-712.
Fontana, A. & Frey, J. (1998). Interviewing: The Art of Science. In Denzin, N & Lincoln, Y
(Eds.). (1998) Collecting and interpreting qualitative materials: 47-78. London: Sage.
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Research, 25(1): 33-43.
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Mothers Construct their Roles in the Mathematics Education of their Children. School
Community Journal, 15(1), 51-73
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OERI Grant # R305T010673: The social context of parental involvement: A path to enhanced achievement. Presented to Project Monitor, Institute of Education Sciences, U.S.
Department of Education, Washington, DC.
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why does it make a difference? Teachers College Record, 97(2): 310-331.
*-, ]. (1999). . $ " .
-: &&"% =%
Lareau, A. (1996). Assessing Parent Involvement in schooling: a critical analysis Booth,
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Horizons, 67: 70-74.
%, ]. (2010). 3"
* : $ ! %.
-: =".
%, ]. (2008). @ "+"- "# + #$+ " ) "+ "". *, . ".%. (.) ! !

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^
! . [ VI. 3"
* : 173-191.
-: &&"% =%.
%, N. (2006). *! $& %"&: " # + '"! "+"! "#!; *-, & J&%", . ().
8> $ 3
.!.!.: [ 3"

#
: 675-684. 0&": ".
%, ]. (2004). # !
; .
$ ""- <-. - !.
Miles, M., Huberman, A. (19942). Qualitative data analysis. Thousand Oaks, CA: Sage
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concern, encouragement, and support for school achievement. Chavkin, N. (Ed).
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connection: Theory, research, and practice. Issues in Childrens and Families Lives
(Vol. 2, pp. 3-28). Thousand Oaks, CA: Sage.
% $, . (1999). ""- " "+"- "#+#-. !$
! , 98-99: 183-198.
1035
Tomlinson, S. (1991). Teacher and Parents. Home-School Partnerships. London: Institute for
Public Policy Research.
ABSTRACT
In the last years many countries ask parents to play a more active role in issues concerning
their childrens education. The aim of this study was to investigate the opinions of parents
from different social categories about their participation in Parents Associations. Parents of
elementary school pupils (of Grades 2, 4, and 6) responded to a relevant open question. Also
semi-structured interviews were conducted. The results showed that parents participation was
differentiated depending on the social category they belonged to.
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2004 :521) =, + '$ )""% Bamberger )% %', % & " & ) %#+, " "%, ) " & ( Lathey, 2006:2).
&$&$ '%$
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Cinese, in Pinsent, P. (ed.) No Child is an island: The Case for Childrens Literature in
Translation, Pied piper publishing.
1039
Frimmelova, K. (2010). Translating Childrens Literature: diplomov prce. Brno: Massarykova univerzita, Fakulta pedagogick, Katedra anglickho jazyka a literatury.
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Puurtinen, T. (1998). Syntax, readability and ideology in childrens literature. Meta
(xliii,4). $:http://www.erudit.org/revue/meta/1998/v43/n4/003879ar.html [ < % 2013].
Routisseau, M.H. (2008). Des romans pour la jeunesse ? Dcryptage. Paris : Editions Belin.
Sartre, J.P. (1948). Quest-ce que la littrature?, Paris : Editions Gallimard. $ :http://www.fichier-pdf.fr/2012/04/21/sartre-qu-est-ce-que-la-litterature-by-abdul
/sartre-qu-est-ce-que-la-litterature-by-abdul.pdf [ < % 2013 ].
Shavit, Z. (1986). Poetics of Childrens Literature, Athens: University of Georgia Press.
Van Collie, J. and Veschueren, W.P. (eds) (2006). Childrens literature in Translation: Challenges and Strategies, Manchester: St. Jerome Publishing.
Welles, G. (1986). The Meaning Makers: Chlidren Learning Language And Using Language
To Learn, Portmouth: Heinemann.
Xeni, E. (2007). Childrens Literature in Translation. Invited contribution to Tranlation
Studies and Intercultural Communication Joint MA Research Seminar Series 2007-2008,
organized by the Translation Studies Graduate Program University of Edimburgh and the
center for Translation and Interpreting Studies in Scotland (CTISS), November 2007,
Heriot Watt University, UK.
ABSTRACT
As soon as we begin to concern ourselves with childrens literature, we must first of all determinate it. In brief, as childrens literature, we mean all kinds of books that publishers mean
childrens literature. Is it possible to translate childrens literature? Answering positively, we
have to emphasize the didactic, pedagogical, and cultural role of childrens literature translation
and mainly its psychological role. The child should be introduced to literature and translated
books at a very young age because growing up, the international literature will provide a range
of knowledge which expand their horizons and warm their imagination. It is a shame to deprive
our children of the most beautiful works of international literature.
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Banks, J. A. & Banks, C.A.M. (2004). Handbook of research on multicultural education, San
Francisco: Jossey bass.
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ABSTRACT
Intercultural education focuses on the "meeting" of people from different cultural groups in a
climate of mutual understanding and cooperation and interaction between different cultural
identities. The basic principle of the intercultural education is the empathy with which the
child can fully understand the diversity of the other people and then exploit its own cultural
identity. Moreover, through the empathy the peaceful coexistence and cooperation among
cultural diverse groups of students is possible to be ensured.
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ABSTRACT
Girls education and upbringing has preoccupied the pedagogists, the society and the state
since the first decades of the constitution of the Greek State while it is essentially differentiated from that of the boys. In particular, up to the last decade of the 19th century, pedagogists
and intellectuals had been referring to the upbringing of lasses and the education of lads.
The present statement attempts to give a complete and ,as far as possible, objective picture of the spirit and the overall educational philosophy of the time on the issue under review,
especially on the exclusion of girls from the higher (after primary school) public education in
relation to the official educational policy followed by the state.
+ 0:+,
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210-3688074, F 210-3688075,
6936467182,
lskoura@primedu.uoa.gr
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0+% &, @ ""- + ! J"- ":ZD " "$ " J-, .6-2006.
% ., # #
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Freda Briggs, Donna Broadhurst and Russel Hawkins, Violence, Treats and Intimidation in
the Lives of Professionals whose Work Involves Children, Trends & Issues in Crime and
Criminal Justice, no. 273, Canberra: Australian Institute of Criminology, February,
2004.
1057
Cross T. Christopher, Taniesha A. Woods, and Heidi Schweingruber, athematics Learning

in Early Childhood: Paths Toward Excellence and Equity, (2009), Editors; Committee
on Early Childhood Mathematics; National Research Council, USA.
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Harasym, London , 1990.
Wood Elizabeth, and Jane Attfield Play, Learning and the Early Childhood Curriculum,
Development a Pedagogy of Play, Early Childhood Education: Society and Culture,
2005, eds. SAGE,California, pp. 158-183.
Thierry G. Verhelst, No Life without Roots: Culture and Development, Zen Books, 1991.
UNESCO, 2010, EFA, Global Monitoring Report, Summary, Reaching the Marginalized
Unesco Publishing, Paris.
ABSTRACT
This paper aims at a description of the type of formal education and considers the features and
challenges that educational systems globally face, in addition to the advantages and perspectives offered by educational policies at the school age. Moreover, the role of mathematical
education and the social contribution of mathematical knowledge in diverse environments are
briefly described here, as well as the spherical function of mathematical knowledge.
Finally, in this work is given a summary report regarding the significance of education as
a human activity, which is embedded in daily social life and is innately linked with the political, economic and cultural dimensions of society.
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1058
FORMULATION OF CONCEPTS DURING CHILDHOOD.

APPLICATION WITH THE USE OF COMPUTERS
PROGRAMMING
MEGAKLIS TH. SOTIROPOULOS
A. Mathematical structure of concepts
Definition 1. Concept is every assignment of a prototype to an icon, whatever may be the prototype and the icon. We call the prototype object and the icon attributes. We symbolize a
concept with a couple whose left part is the object and right part the attributes.
x
Definition 2. (O1, A1) (O2, A2) = (O1 O2, A1 A2), where and are the usual operations between sets, union and intersection, respectively. We call this operation "union of
concepts".
Definition 3. (O1, A1) x (O2, A2) = (O1 O2, A1 A2). We call this operation "intersection
of concepts".
With the above two operations, for every two concepts, there exist a higher and a lower
concept.
Definition 4. (O1, A1) (O2, A2) (O1 O2 and A1 A2), where and denote the
usual subset and superset, respectively. The subordinated concept (O1, A1) are the species and
the superordinated concept (O2, A2) is the genus.
Definition 5. Two concepts (
1, 1) and (O2, A2) are equivalent if, and only if, A1=A2. In
symbols, (O1, A1) | (O2,A2) A1 = A2.
Since | is an equivalence relation, we have classes of concepts. As we know, the classes are
disjoint sets and their union makes the set of reference. So, in our case, we have a partitioning
of the set C of all concepts (neither of the set O of isolated objects nor of the potential set P
(O) of objects).
Definition 6. The complement of the concept (O, A) is the concept (OC, AC), where OC and
AC are the usual set-theoretic complements of O and A, respectively.
Definition 7. The symmetric-difference of two concepts (O1, A1) and (O2, A2), is the concept
x
D= (O1 x O2, (A1 x A2)C), where O1 x O2 , A1 x A2 are the usual set-theoretic symmetric-differences of O1 and O2 , A1 and A2, respectively.
The set C of all concepts, with the two operations intersection ( x ) and symmetricdifference D is proved to have the order of a Lattice, which is equivalent to the structure of a
Boolean Algebra .
Definition 8. We call distance d(X,Y) of two sets X and Y, the non-negative integer expressing the number of elements of the set X

x
Y, that is of their symmetric-difference (in sym-
bols n(X x Y)). So, d(X,Y) = n(X x Y).

The three properties for the mathematical definition of a distance hold.
Let's go, now, to the concepts. We can take d(O1, O2)=n (O1 x O2), which is a distance between objects, but it does not say many things, since it is quantitative but not qualitative: two
sets of objects may have many different elements, coming from the same homogenous population (Biometry, Psychometry, students' and teachers' evaluation ....). Besides, we are not
1059
working with objects or attributes, but with both of them, that is concepts. Consequently, if
the distance of the attributes is increasing, the distance of the objects is, accordingly, decreasing. The explanation comes naturally: if we have a large range of attributes, this range can fit
only to a small range of objects (larger intension, smaller extension). How can we succeed to
have small distance between two objects? If it is large, then d(O1, O2) is small, maybe d(O1,
O2) | 0, which means, not that O1=O2 (on the contrary!...), but that O1 and O2 can be easily
confused and considered as equal! In many applications, we do not know exactly O1 , O2 , A1
, A2, but only their common elements and their differences. The more attributes two objects
have in common, the more they are alike, or almost equal, that is d(O1, O2) | 0.
The complement of a concept (O, A) is the concept (Oc, Ac). Attention: (Oc, Ac) has the
meaning of the assignment (as all concepts have), but it just says that the common attributes
(if any) of the elements of Oc must be found (detected) inside the set Ac. It is not known
which of them are exactly. It is, now, obvious that the situation is stochastic, or, even more,
fuzzy. What does the symmetric - difference say? That the non - common objects O1 x O2
have the common attributes A1 A2, but they may have, also, others out of A1 A2 (that
is, in the complement of A1 A2). This means that, for foreign sets of objects, we cannot be
sure for their common attributes: except of the known ones A1 A2, there may exist other
unknown (because they belong to the complement of A1 A2).
Conclusions: 1. two concepts can be: a. interrelated either by having common objects or by
having common attributes, b. discriminated by discriminating both objects and attributes 2.
The symmetric-difference shows us the dissimilarities and the intersection the similarities
among our objects.
B. Cognitive Application
Concept theory corresponds to human mind as it forms and manipulates knowledge. Logo
language of computers does the same: it is a tool for constructing knowledge with a simple
and natural way step by step. Logo was created not only for pupils of the primary school but,
also, for everyone, based on Piagets psychological theories. Besides, imagination is absolutely included in both Logo and Concept Systems. Discovering by Logo is the same with
constructing all possible concepts. When we consider an object, we can gradually add new
attributes. In fact, it is the set A of their common attributes, that defines the objects of the
same kind. E.g, the set O of chairs of a house consists of different chairs but all of them have
the same common attributes by which the set of chairs is defined. So, the word common of
the attributes comes naturally, even if we do not start with common attributes. What is very
important is that the concepts are constructed from other concepts. What we have presented
up to now about concepts is immediately connected with Logo. Pupils can learn so many
things by playing with concepts: prototype, icon, assignment, attribute, object, construction
of knowledge, no mistakes- everything is useful, relativity of objects (if we change the set of
attributes, then we create another object and so we must find another name for it), intersection
of sets, is-rule, has-rule, differentiation of kinds, definition of an object, imagination and
others. Very good examples are the following geometrical figures and non-geometrical icons,
created, with the use of Logo, in the School Computer Laboratory.
1060
Figures
1-2, 3-4-5, 6-7
C. Application to concepts formation

Logo is a tool for learning and learning is achieved only through concepts.
Lets see, now, some instructions of Logo which can be used to express concepts:
1. To square output [sides equal angles equal]
end
? Pr square
sides equal angles equal
2. To flag: colour 1: colour 2
Output sentence: colour 1 :colour 2
end
? Pr flag
blue white.
3. Make <object> <attributes>
Make today Monday.
Make parents [father mother]
Make rhomb [sides equal]
1061
One realizes that, by using the instruction Make, an assignment is made of the objects to the
attributes (which is a classification, too, e.g., a rhomb belongs to the four- sided figures with
all sides equal).
4. Fput and Lput: in order to create, step by step, a list (set) of attributes.
5. In this way, we obtain the icon (attributes) of the object (thing) parents.
? Pr thing parents
father mother
6. Name an object. A standardization can be made, to a certain extent, so that we know the
concept that is hidden under this term. Imagination is, also necessary, so that, for new concepts, we find new terms (names), without suppressing new concepts under old names. E.g.,
our imagination has created the concept of Pegasus.
If we have the concept of an area on which we work, e.g., the four-sided figures of one level,
then, using the two operations, we can create all the possible concepts showing similarities. It
is the lattice of concepts discovered experimentally by Piaget, but this time expressed by the
mathematical theory of concepts.
Very important is the fact that the lattice in not only an hierarchy but contains, also, links.
Pupils, students and, generally, people, must get accustomed with links, because hierarchies
are, most of the times, an oversimplification of real life. An object may be involved in different concepts. Consequently, what really exist are the concepts (assignments), by which we
can make only comparisons between objects. E.g., the structure of the four- sided figures of
one level is not a tree
parallelogram
rhomb
rectangle
squere
Figure 8:
Parallelograms
A rectangle with equal sides becomes a square, but, also, a rhomb, with equal angles becomes
a square. A square can be considered as a descendant of the rectangle, but also, of the rhomb.
The four concepts (parallelogram, rectangle, rhomb, square) form a lattice: {rectangle}
x
{rhomb} = {parallelogram} and {rectangle} {rhomb} = {square}.

x
D. Application to Multimedia
One main point of this work is that, what really exists (or plays role) in our world, is the assignment (the function) of the prototypes to the icons (of the objects to the attributes). Any
prototype is an object, any icon is a set of attributes, any set of attributes gives rise to an object, any object is expressed by its attributes, any object is equal to its set of attributes. Real
equality does not exist, objects and attributes can not be absolutely defined. Our world is relative and dynamic, not sure and static. An object does not exist by itself, but by its attributes.
Thats why we say that an object is equal to its attributes. Other set of attributes creates
another object.
1062
Figure 9:
Children from two parents
where D is the symmetric-difference of (O1, A1) and (O2, A2). The arrows give the subordinated concepts. (O1, A1), (O2, A2) and D are located on the same level and, consequently,
there is no order among them.
So, objects are evolving from the one to the other. The question, now, is how? Is there
any connection, any rule? The answer is yes: obeying the laws of thought, which means not
only the laws of formal () logic, but something much more: the laws of concepts. Everything in our mind is a concept, so everything in our world is a concept.
Do objects have memory? Of course: they can be expressed with pre-existing concepts by
using the operations on concepts. Is it possible for new objects to emerge? Again by the operations on concepts. So, concepts are being transformed continuously in our mind. An algebra of concepts is being carried out every time, every second in our mind.
Exactly, as in Multimedia! Files, icons, sounds are being connected continuously, in the
one way or the other, inside the computer. What is really important is the connection, how it
is carried out and what sequence is followed. The question is: what comes after what? What is
connected to what? Are there many choices, a few or one? It is obvious, now, that the Multimedia way of thinking is just a matter of concepts. Old and new concepts are connected,
there in an order among them, not an hierarchical one but the more complex of a lattice. The
connections are not only the classic ones (superordinated- subordinated), but there are, also,
dissimilarities, varieties, fantasy. There are links and freedom of choice- exactly as Multimedia are constructed.
Figure 10:
Conceptual structure of a multimedia - information product.
Is there an optimum path in order to treat a subject we are interested in? We can go surfing but, in any case, inside the frame of the Multimedia Design of this subject. Files, icons
and sounds are connected properly when the connection has a meaning, which is equivalent
to the conceptual context of the subject. Concepts are connected by their nature, from their
birth. The sequence or, better, net of files, icons and sounds has the meaning that is imposed by the concept- only concepts give a meaning to them. The conceptual sublattice, created by the concepts of this subject, is the optimum path!
1063
Figure 11:
Constructivism-Geometry-Concepts
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Megaklis Th. Sotiropoulos, Mathematics, Statistics, Computers Programming, M.Sc. in Informatics and Operational Research, Teacher of Informatics in Anavryta Experimental
Gymnasium, former School Advisor, Co-operator in A.S.PAI.T.E. (Third Level School of
Pedagogical and Technological Education). Imittou 148, Pagrati, 116 35 Athens, Greece.
Tel.: ++30/210/6144050, Fax: ++30/210/8055616.
E-mails: megsotiropoulos@gmail.com and melcopyc@otenet.gr.
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(%, . (1980). ; $ , -: =&%.
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1073
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ABSTRACT
Through the broader transformation of the western society, especially in the last two centuries, children have emerged as the most profitable audience for the world of marketing. This
phenomenon is known as commercialization of childhood', which employs many disciplines
at many levels. This paper presents the results of a research on the views and attitudes of professionals from the fields of education and marketing, in Greece and Britain in 2013, about
the promotion of consumers goods to children.
#]90 &*1!( ,
+& # (BA Hons), HR development specialist,
)" '- Sc marketing management University of Huddersfield, Flat 8
Highgreen Court, Storthes Hall Lane Kirkburton, Huddersfield West Yorkshire, HD80YG
,UK, +447771724395 / +306947156136,
v.tziakos@gmail.com
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)&"- # # " ", "! $) <- '+- &+
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McKenzie et al., 2008 Johansson et al., 2007 Shields, 2004 2010 Berman, 2003 Cookson,
2001). - / " " )&" #$ $ "+"- " '%& "+ &%+ (Lopez et al., 2006 Lalas and
Morgan, 2006 McKenzie et al., 2008). %# -
/"$ ## " + "! " %&&+ #"! + ! $ ) # ""! !, <) % + ""! ' & #+ "& " #) #$ / &+
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Clycq, 2007 <&. " UNESCO, 2009) " $) &$/ # %&# " &-D '%+ (Johansson, 2007 Goddard and Hart, 2007 Robertson and Miller, 2007
Haynes, 2011 Osler, 2000).
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1078
2004 Skrla et al., 2004), '"%, + + @ .)., ' "!
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and Astin, 2000 Shields, 2004 UNESCO, 2007 (&, 2009), #%* # "&
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UNESCO, 2009). * #! # "! #) )&"
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Friedlaender, 2008 Andrew and Crogan, 2001, %, Goddard and Hart, 2007, ##&,
TSO, 2003 NHSS, 2004 DfES, 2004), $) %& )* " (Furman, 2012 Brown, 2004 Brown, 2006). )&"- # $ "- #!, / " $ < " "+"- ", "&% " " "&-D (& #+ '&, '&-, ", &", #&!, %/), )%* #% !
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2002), & *"- ""- "- ""- &"- 1960.
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ship) " &&$# # @# + )&+ " + Q! # % (National College for Leadership of Schools and Childrens Services) ($<, 2009) (<&.
MacBeath, 2011).
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(Sebba and Robinson, 2010: $ 31 )&), <&+ ", '% " )$, # "$ % '" " "+ <&+ %, #'$ # % " "% # (NAHT, 2010:
10 &$ +).
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1082
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Treatment Act. $ &""- http://www.acf.
hhs.gov/sites/default/files/cb/capta2003.pdf, &%" 18/03/2013.
Woodrum, A. (2002). Culture in Educational Administration: Competing Values and Expectations. Paper presented to the annual meeting of the American Educational Research Association. New Orleans, LA (ERIC), Document Retrieval Service No. ED 466017.
ABSTRACT
The Rights of the Child, since they become conventional international law, in 1989, have created new regimes of truth and have formed a new rhetoric in education. These new truths and
new rhetoric have in turn resulted in national policies and legal products which aiming at ensuring the Rights of the Child changed the administrative role of schools headteacher. Headteacher is now becoming a key agent for the consolidation of childrens rights within the
school context. The profession of headteacher acquires also a whole new concept which coincides with modern guidelines for moral-transformative-instructional school leadership, and
takes on new jurisdictions assuming at the same time new roles. Therefore, from now on the
change in the content of headteachers professional development becomes a necessity.
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American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders, (4th ed.). Washington, DC: Author.
American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders, (4th ed., text revision). Washington, DC: Author.
Asher, S. R. & Coie, J. D. (Eds.) (1990). Peer rejection in childhood. NY: Cambridge University Press.
Beatty, M. J., Heisel, A. D., Hall, A. E., Levine, T. R. & La France, B. H. (2002). What can
we learn from the study of twins about genetic and environmental influences on interpersonal affiliation, aggressiveness and social anxiety? A meta-analytic study. Communication Monographs, 69, 1-18.
Beidel, D.C. & Turner, S.M. (1988). Comorbidity of test anxiety and other anxiety disorders
in children. Journal of abnormal child psychology, 16, 275- 287.
Beidel, D.C., Turner, S.M. & Morris, T.L. (1999). Psychopathology of childhood social phobia. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 643-650.
Bruch, M. A. & Heimberg, R. G. (1994). Differences in perceptions of parental and personal
characteristics between generalized and nongeneralised social phobics. Journal of Anxiety
Disorders, 8, 155-168.
Chavira, D. A., Stein, M. B., Bailey, K. & Stein, M. T. (2005). Child anxiety in primary care:
Prevalent but untreated. Depression and Anxiety, 20, 155-164.
Choy, Y., Fyer, A. J. & Lipsitz, J. D. (2007). Treatment of specific phobia in adults. Clinical
Psychology Review, 27, 266-286.
Furmark, T. (2002). Social phobia: Overview of community surveys. Acta Psychiatrica Scandinavica, 105, 84-93.
Fyer, A.J. (1993). Heritability of social anxiety: A brief review. Journal of Clinical Psychiatry, 54, 10-12.
Gallagher, H., Rabian, B. & Mc Closkey, M. (2004). A cognitive and behavioral group treatment for childhood social phobia. Journal of Anxiety Disorders, 18, 459-479.
Hackmann, A., Clark, D.M. & McManus, F. (2000). Recurrent images and early memories in
social phobia. Behaviour Research and Therapy, 38, 601-610.
Hudson, J.L. & Rapee, R.M. (2000). The origins of social phobia. Behavior Modification, 24,
102-129.
Hudson, J.L. & Rapee, R.M. (2002). Parent-child interactions in clinically anxious children
and their siblings. Journal of Clinical Child and Adolescent Psychology, 31, 548-555.
Kearney, C.A. (2005). Social Anxiety and Social Phobia in youth: Characteristics, Assessment and Psychological Treatment. Dordrecht: Springer.
Kendler, K.S., Neale, M.C., Kessler, R.C., Heath, A.C. & Eaves, L.J. (1992). The genetic epidemiology of phobias in women: The interrelationship of agoraphobia, social phobia,
situational phobia and simple phobia. Archives of general psychiatry, 49, 273-281.
Knapee, S., Beesdo-Baum, K., Fehm, L., Lieb, R. & Wittchen, H-U. (2012). Characterizing
the association between parenting and adolescent social phobia. Journal of Anxiety Disorders, xxx, xxx-xxx.
La Greca, A.M. & Stone, W. (1993). Social Anxiety Scale for Children revised: Factor structure and concurrent validity. Journal of Clinical Child Psychology, 22, 17-27.
1092
Ollendick, T.H. & Hirshfeld Becker, D.R. (2002). The developmental and psychopathology
of social anxiety disorder. Biological Psychiatry, 51, 44-58.
Ost, L-G. & Hugdahl, K. (1981). Acquisition of phobias and anxiety response patterns in
clinical patients. Behaviour Research and Therapy, 19, 439-447.
Parker, G. (1979). Reported parental characteristics of agoraphobics and social phobics. British Journal of Psychiatry, 135, 555-560.
Parker, G. (1979). Reported parental characteristics of agoraphobics and social phobics. British Journal of Psychiatry, 135, 555-560.
Parker, G. (1983). Parental overprotection: A risk factor in psychosocial development. New
York: Grune & Stratton.
Rapee, R.M. (2001). The development of generalized anxiety. In M.W. Vasey & M.R. Dadds
(Eds.), The developmental psychopathology of anxiety (pp.481-503). New York: Oxford
University Press.
Rapee, R.M. & Spence, S.H. (2004). The etiology of social phobia: Empirical evidence and
an initial model. Clinical Psychology Review, 24, 737-767.
Rohner, R. P., Khaleque, A. & Cournoyer, D. E. (2007). Introduction to parental acceptancerejection theory, methods, evidence and implications. University of Connecticut. Available online at: www.cspar.uconn.edu./Introduction_to_Parental_Acceptance.pdf.
Rowe, D.C., Stever, C., Gard, J.M.C., Cleveland, H.H., Sander, M.L. & Abramowitz, A.
(1998). The relation of the dopamine transporter gene (DAT1) to symptoms of internalizing disorders in children. Behavior Genetics, 28, 215-225.
Skre, I., Onstad, S., Torgersen, S., Lygren, S. & Kringlen, E. (2000). The heritability of common phobic fear: A twin study of a clinical sample. Journal of Anxiety Disorders, 14,
549-562.
Spence, S.H., Donovan, C. & Brechman Toussaint M. (1999). Social skills, social outcomes
and cognitive features of childhood social phobia. Journal of Abnormal Psychology, 108,
211-221.
Stein, M. B. & Kean, Y. M. (2000). Disability and quality of life in social phobia: Epidemiologic findings. American Journal of Psychiatry, 157, 1606-1613.
Taylor, C.T. & Alden, L.E. (2005). Parental overprotection and interpersonal behavior in generalized social phobia. Behavior Therapy, 17, 14-24.
Turner, S.M. & Beidel, D.C. (1989). Social phobia: Clinical syndrome, diagnosis and comorbidity. Clinical Psychology Review, 9, 3-18.
Velting, O.N. & Albano, A.M. (2001). Current trends in the understanding and treatment of
social phobia in youth. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 42, 127-140.
www.dictionary.reference.com/browse/fear. Retrieved in 23-3-2012.
ABSTRACT
Social anxiety disorder or social phobia is an anxiety disorder in which people feel anxious
and embarrassed in various social situations and therefore avoid speaking, eating and drinking in front of other people (APA, 1994), while it is estimated to affect about 6.8 % of children (Chavira, Stein, Bailey & Stein, 2005). s far as the etiology of the disorder is concerned, relevant studies consistently reveal that maternal overprotection and paternal less
emotional warmth significantly relate to the onset of social fears among children, while negative social experiences seem to mostly relate to circumscribed fears. Heritability seems to
play a significant role in the onset of social phobia, but not in the persistence of the disorder.
However, surveys have provided mixed results concerning the existence of specific genes that
affect some of the symptoms of social phobia that are also present in other anxiety disorders.
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al., 2000. Nicolaides et al., 2002. Viadero, 1997). "'%* ':
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3
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Arnett, J.J. (1998). Learning to stand alone: The contemporary American transition to adulthood in cultural and historical context. Human Development, 4, 295-315.
Arnett, J.J. (2004). Emerging adulthood: The winding road from the late teens through the
twenties. Oxford: Oxford University Press.
Bauman, S., & Del Rio, A. (2005). Knowledge and beliefs about bullying in schools comparing pre-service teachers in the United States and the United Kingdom. School Psychology
International, 26, 428-442.
Bentez, J.L., Garca-Berbn, A., & Fernndez-Cabezas, M. (2009). The impact of a course on
bullying within the pre-service teacher training curriculum. Electronic Journal of Research in Educational Psychology, 7, 191-208.
Beran, T. (2005). A new perspective on managing school bullying: Pre-service teachers attitudes. Journal of Social Sciences, 8, 43-49.
Boe, E.E., Shin, S., & Cook, L. (2007). Does teacher preparation matter for beginning teachers in either special or general education? Journal of Special Education, 41, 158-170.
Boulton, M.J. (1997). Teachers views on bullying: Definitions, attitudes and ability to cope.
British Journal of Educational Psychology, 67, 223-233.
Boz, Y. (2008). Turkish student teachers concerns about teaching. European Journal of
Teacher Education, 31, 367-377.
Bromfield, C. (2006). PGCE secondary trainee teachers and effective behaviour management:
an evaluation and commentary. Support for Learning, 21, 188-193.
=&%", . (2012). &"+ " #+"$ '"$ ##: "&- " " # D)"- # + $+ !+. . -
1099
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Cains, R.A., & Brown, C.R. (1998). Newly qualified teachers: a comparative analysis of the
perceptions held by B. Ed. and PGCEtrained primary teachers of the level and frequency
of stress experienced during the first year of teaching. Educational Psychology, 18, 97110.
Craig, K., Bell, D., & Leschied, A. (2011). Pre-service teachers knowledge and attitudes regarding school-based bullying. Canadian Journal of Education, 34, 21-33.
Craig, W.M., Henderson, K., & Murphy, J.G. (2000). Prospective teachers attitudes toward
bullying and victimization. School Psychology International, 21, 5-21.
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Kallestad, J.H., & Olweus, D. (2003). Predicting teachers and schools implementation of the
Olweus Bullying Prevention Program: A multilevel study. Prevention and Treatment, 6,
21a.
Kandakai, T.L., & King, K.A. (2002). Preservice teachers perceived confidence in teaching
school violence prevention. American Journal of Health Behavior, 26, 342-353.
Kochenderfer-Ladd, B., & Pelletier, M.E. (2008). Teachers views and beliefs about bullying:
Influences on classroom management strategies and students coping with peer victimization. Journal of School Psychology, 46, 431-453.
Leff, S.S., Kupersmidt, J.B., Patterson, C.J., & Power, T.J. (1999). Factors influencing
teacher identification of peer bullies and victims. School Psychology Review, 28, 505517.
Mishna, F., Pepler, D., & Wiener, J. (2006). Factors associated with perceptions and responses to bullying situations by children, parents, teachers, and principals. Victims and
Offenders, 1, 255-288.
Mishna, F., Scarcello, I., Pepler, D., & Wiener, J. (2005). Teachers understanding of bullying. Canadian Journal of Education, 28, 718-738.
Nicolaides, S., Toda, Y., & Smith, P.K. (2002). Knowledge and attitudes about school bullying in trainee teachers. British Journal of Educational Psychology, 72, 105-118.
Olweus, D. (1993). Bullying at school: What we know and what we can do. Cambridge, MA:
Blackwell.
Olweus, D. (2003). A profile of bullying at school. Educational Leadership, 60, 12-17.
ONeill, S., & Stephenson, J. (2012). Does classroom management coursework influence preservice teachers perceived preparedness or confidence? Teaching and Teacher Education, 28, 1131-1143.
Pepler, D.J., Smith, P.K., & Rigby, K. (2004). Looking back and looking forward: Implications for making interventions work effectively. In P.K. Smith, D. Pepler, & K. Rigby
(Eds.), Bullying in schools: How successful can interventions be? (pp. 307-324). Cambridge, UK: Cambridge University Press.
Reupert, A., & Woodcock, S. (2011). Canadian and Australian pre-service teachers use, confidence and success in various behaviour management strategies. International Journal of
Educational Research, 50, 271-281.
Rigby, K. (2002). New perspectives on bullying. London: Jessica Kingsley.
Sapouna, M. (2008). Bullying in Greek primary and secondary schools. School Psychology
Smith, P.K., & Shu, S. (2000). What good schools can do about bullying: Findings from a
survey in English schools after a decade of research and action. Childhood, 7, 193-212.
Stephens, P., Kyriacou, C., Tnnessen, F. (2005). Student teachers views of pupil misbehaviour in classrooms: A Norwegian and an English setting compared. Scandinavian Journal
of Educational Research, 49, 203-216.
1100
Swabey, K., Castleton, G., & Penney, D. (2010). Meeting the standards? Exploring preparedness for teaching. Australian Journal of Teacher Education, 35, 29-46.
Viadero, D. (1997). Beating the bullies. Teacher Magazine, 9, 9-11.
Woodcock, S. (2011). A cross sectional study of pre-service teacher efficacy throughout the
training years. Australian Journal of Teacher Education, 36, 23-34.
Yoon, J.S. (2004). Predicting teacher interventions in bullying situations. Education and
Treatment of Children, 27, 37-45.
Yoon, J.S., & Kerber, K. (2003). Bullying: Elementary teachers attitudes and intervention
strategies. Research in Education, 69, 27-35.
ABSTRACT
The aim of this study was to examine student teachers knowledge and attitudes toward
school bullying. Participants were 676 students at the Faculty of Primary Education, University of Athens, Greece. They replied to a question about the perceived seriousness of bullying
(Nikolaides, Toda, & Smith, 2002), and completed the Teachers Attitudes About Bullying
Questionnaire (Beran, 2005). Principal components analysis confirmed the five-component
structure of the questionnaire. Results showed that a considerable percentage of prospective
teachers regarded bullying as a serious matter and wanted to learn more about this issue during their studies. Also, they expressed high personal commitment and system commitment to
dealing with bullying. Although they are not satisfied with their education on bullying, they
exhibit at least moderate confidence in coping with it. Results are discussed in comparison
with the few relevant studies conducted in other countries on this issue and in relation to the
developmental characteristics of emerging adults.
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. -: "$ " .. )&.
+, .-., & ", @. (2011). '$ < " "- '%
&"% #%- % D)"- # + -&"+ &! &&%. <, [ 3[, 2, 11-22.
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1107
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%", ., & %", . (2002). "$
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8 % . -: +-+-=!# %.
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1108
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ABSTRACT
The scientific community has for long been deeply concerned many times about childrens
aggressive behavior. This chapter investigates the psychological and biological factors of aggression based on the relevant theories and studies. According to the research findings,
monozygotic twins probably present the same levels of aggression than the dizygotic ones.
Moreover, the adapted children follow patterns of aggression that resemble those of their biological parents rather than their foster families. From the psychological approach, many theories are known for the emphasis they have given to the factor of aggression. Freud suggested
that aggression is the expression of the instinctive drive of death and Bandura examined the
human aggressive behaviour. The investigation of those variables related to the concept of
aggressive behavior can significantly support mental health practitioners, parents and educators who are involved with prevention and coping.
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&$&$ '%$
Andersen, H.C. (1975). The fairy tale of my life: An autobiography. London: Paddington.
(Original translated work published in 1868)
J%", ]. (1995). * : 8+# " . -: &.
Bruner, J. (1962). On knowing: Essays for the left hand. Cambridge, MA: Harvard University
Press.
Bruner, J. (2004).
. 7, "
, ' (=. #*%",
. 7".). -: &&"% =%. (7 $" + 2002)
=+#-]&, . (1994). ) # . -: !.
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention.
New York: HarperCollins.
Custodero, L.A. (2005). Being with: The resonant legacy of childhoods creative aesthetic.
Journal of Aesthetic Education, 39, 36-57.
Custodero, L.A. (2007). )"% "&- "- &". =. #*%" (. 7".), 3
, . 3 )
? (. 333-346). @%"&: "$ " -.
Dabrowski, K. (1967). Personality-shaping through positive disintegration. Boston: Little
Brown.
1118
Dabrowski, K., & Piechowski, M.M. (1977). Theory of levels of emotional development: Vol.
1B. Multilevelness and positive disintegration. Oceanside, NY: Dabor Science.
$&, .. (1985). $ (.. %, . 7".). -: -.
$&, .. (1990). 8 1899. -: -.
Dissanayke, E. (2000). Art and intimacy: How the arts began. Seattle and London: University
of Washington Press.
Fraser, D.F.G. (2003). From the playful to the profound: What metaphors tell us about gifted
children. Roeper Review, 25, 180-184.
Freud, S. (1959). Family romances. In J. Strachey (Ed. and Trans.), The standard edition of
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1119
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" &&, . (2003).
": ] " . -:
J<&+& .
ABSTRACT
The great narrative is an invitation for the discovery of a problem, as Jerome Bruner stated. If
we select gifted writers and poets and study their work as well as their narratives about loneliness during their childhood years (and not only then), we will uncover many faces of loneliness and solitude perhaps the most painful and the most beneficial ones. We selected a
small number of writers from Greece and other countries, in the childhood of whom loneliness and solitude had played a significant part and seemed to have determined their lives and
work. By focusing on specific aspects of their lives and work, we discuss how loneliness
meets with the gift of narrative from the early years of life.
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, 80, 59-64.
OMoore, . (2000). Critical Issues for Teacher Training to Counter Bullying and Victimisation in Ireland. Aggressive Behavior, 26(1), 99-111.
Olweus, D. (1993). Understanding children s worlds: Bullying at School. What we know and
what we can do. Oxford: Blackwell Publishing.
Pateraki, L., & Houndoumadi, A. (2001). Bullying among primary school children in Athens,
Greece. Educational Psychology, 21(2), 167-175.
Sapouna, M. (2008). Bullying in Greek primary and secondary schools. School Psychology
International, 29(2), 199-213.
Sharp, S., Smith, P. K. (1994). Tackling bullying in your school: A practical handbook for
teachers. London and New York: Routledge.
Smith, P. K. (2003). Violence in schools: The response in Europe. London and New York:
Routledge Falmer.
Smith, P. K., & Brain, P. (2000). Bullying in schools: lessons from two decades of research.
Aggressive Behavior, 26,1-9.
Suckling, A., & Temple, C. (2001). Bullying: A whole-school approach. London: Jessica
Kingsley Publishers.
Sullivan, K., Cleary, M., & Sullivan, G. (2004). Bullying in secondary schols: What it looks
like and how to manage it. London: Paul Chapman Publishing. California: Corwin Press
Sullivan, K. (2006). Bullying: How to spot it, how to stop it. A guide for Parents and
Teachers. London: Rodale International Ltd.
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Twemlow, W. Sacco, F. Twemlow, S. (1999). Creating a Peaceful School, $ on
line: http://www.backoffbully.com/PDF%20files/PeacefulSchools/manual.pdf &%": 5/06/2013.
%&, . +, . (2007). ' "'< )& <% ": @ '& " -&"- $&.
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, 14(4), 329-345.
ABSTRACT
The phenomenon of violence within the school environment is a social phenomenon, which,
without being new, is getting great extent, and take place in various ways. School abuse presents special difficulties and raises several concerns. Our research is based within these considerations, and is designed to detect, if possible, attitudes and perceptions of high school students regarding school violence and abuse. Our sample consists of intermediate and high
school students from the Directorate of Secondary Education in Eastern Attica, Greece.
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: "&%", & , ="<&, [.],
. (-, 4 2010). -: b<%: 216-233.
$, . & P. K. Smith (2002). ' bullying )! )& "
%" +"- " D)&#"- < &", !$,
34, 9-25.
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Boulton, J., $&&, ., b, ., , J., b-,
. (2001). "
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, 8, 12-29.
=&%", ./ %", . & . ]"" (2009). "'< / 0 " /% % + &"+ " "- '&, !$, 48, 71-89.
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Andreou, E., Vlachou, A., Didaskalou, E. (2005). The roles of self-efficacy, peer interactions
and attitudes in bully victim incidents: Implications for intervention policy-practices.
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ledge: 48-49.
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(eds), Shocking Violence: Youth Perpetrators and Victims-a Multidisciplinary Perspective. Springfield, IL: Charles C. Thomas: 72-101.
Grifin, R. S. & . . Cross (2004). Childhood bullying: current empirical findings and future
directions for research, Aggression and violent behavior, 9, 374-400.
Harris, J. (1996). Liberating Children. In: Leahy, M & Cohn-Sherbok, D, [eds.], The
liberation debate. Londond and New York: Routledge: 137.
Houndoumadi, A., Pateraki, L. (2001). Bullying and Bullies in Greek elementary schools:
pupils attitudes and teachers/ parents awareness. Educational Review, 53/1, 19-26.
Lim, S-J. (2012). Bullying among refugee, immigrant and native born children in elementary
and middle schools: A socio-ecological model Analysis (PhD disertation). State University of New York: Department of Learning and Instruction.
Monks, P. C. et al. (2009). Bullying in different contexts: commonalities, differences and the
role of theory, Aggression and Violent Behavior, 14, 146-156.
Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford: Blackwell.
Piskin, M. (2010). Examination of peer bullying among primary and middle school children
in Ankara. Education and Science, 35, 175-189
Sapouna, M. (2008). Bullying in Greek Primary and Secondary Schools. School Psychology
Smith, P. K. & S. Sharp (1994). School Bullying, Insights and Perspectives. London & New
York: Routledge.
Stavrinides, P., Paradeisiotou, A., Tziogouras, C., Lazarou, C. (2010). Prevalence of bullying
among Cyprus elementary and high school students. International Journal of Violence
and School, 11, 114-128.
Whitney, I., Smith, P-K. (1993). A survey of the nature and extent of bullying in junior/middle and secondary schools. Educational Research, 35/1, 3-25.
ABSTRACT
At the modern societies phenomena of bullying are frequently appeared. At school, bullying is
quickly spreading, because of the consequences that had in a very sensitive, from emotional,
social and psychological aspect, period of life, the childhood. Involvement of children, from
age 6 to 12, in bullying situations may have important consequences in his/her life. Specifi1131
cally, it is possible to affect the creation of cognitive and social prejudices and the social marginalization of the child. In this article, we have tried to gather and analyze the scientific researches, that referred to the different forms of bullying (verbal, emotional e.t.c) in the Primary school. In other words, its about a meta-analysis of these researches.
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Bond, L. et al. (2007). Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health and academic outcomes. Journal of
Adolescent Health, 40, 375.
=+#"!, (., J*", . (2004).
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+$
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3
3, 83-92.
Clerc, P. (1964). La famille et l orientation scolaire au niveau de la sixime, Population 4,
637-644.
Gilman, R., Huebner, E. (2003). A review of life satisfaction research with children and adolescents. School Psychology Quarterly, 18, 192-205.
1136
Hjem, A., Alfven, G., Ostberg, V.(2008.) School stressors, psychological complaints and psychosomatic pain. Acta Pediatrica, 97, 112-117.
Roeser, R.W., Eccles, J.S., & Sameroff, A.J. (2000). School as a context of early adolescents
academic and social emotional development: A summary of research findings. Elementary School Journal, 100, 443-471.
Samdal, O., Nutbeam, D., B., Kannas, L. (1998). Achieving health and educational goals
through schools a study of the importance of the school climate and the studenssatisfaction with school. Health education Research, 13, 383-397.
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ABSTRACT
The aim of this article is to give a chance to childrens voices to be heard. As part of an attempt to capture students points of view regarding their schools facilities and their spent
time there, a qualitative study was conducted at a primary school, located in a disadvantaged
area of Athens; children from a primary school were asked to describe a typical day of the
week and what they like and dislike at their school. Thirteen 4th grade students (5 boys and 8
girls) were given a three open-question questionnaire in-class and they were asked to answer
all questions as best as they could. Questions were intentionally left open to interpretation and
no further instructions were given. Childrens statements showed that children do not consider
their school as a student friendly environment; almost all students mentioned that they would
appreciate a cleaner and larger school, extra facilities, and enhanced security. The results of
this study show that children from a young age appreciate the importance and meaning of
school; the students clarity regarding the schools aim was evident in all questions. They do
acknowledge the value of their taught lessons although they do not appreciate their school as
a building, site of learning. Childrens voices indicated that raising quality in education is a
primary issue and considering childrens voices should be a priority in terms of improving
school effectiveness.
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American Psycological Association, Resilience Guide for Parents and Teachers,
http://www.apa.org/helpcenter/resilience.aspx.
Bandura, A. (1977). Toward a Unifying Theory of Behavioral Change. Psycological Review,
84, 2,191-215.
Bernard, B. (1991). Fostering Resiliency in Kids, Educational Leadership, 51, 3, 44-48.
De Baca, C. (2010). Resilience and Academic Performance. Review of The Literature,
Scholar Centric (www.scholarcentric.com), 1-8.
Dowey, J. (2008). Recommentations for Fostering Educational Resilience in the Classroom,
Preventing School Failure, 53, 1, 56-64.
Goodwin, L. (2004). What doesnt kill you, makes you stronger. Learning Development Center, 5, 2-8.
1143
Henderson, N. & Milstein, M. (2008). 3"

4" $. "- $&: . *)-. %': J. J%. -: +-+.
Luthar, S. Cicchetti, P. Becker, B. (2007). The Construct of Resilience: A critical evaluation
and guidelines for future work, Child Development, 71, 543-562.
Mc Tigu, E. Washburn, E. Liew, J. (2009). Academic Resilience and Reading. Building Successfull Readers , The Reading Teacher, 62,5, 422-432.
]", . #%, . (2010). )$ "! &"
" ""! ) % )&"- &". ! ^, 12,
95-108.
7 3"
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(2011), .., Q# " J %, -.
Palomares, R. Bouncing Back: Teaching Children Resilience Skills, American Psychological
Association http://uwf.edu/cap/HCW/materials/PalomaresMay08.pdf.
Stewart, D. Jing, S. (2004). Promoting and Building Resilience in Primary School Communities: Evidence from a Comprehencive "Health Promoting School" Aproach,
International Journal of Mental Health Promotion, 6, 3, 26-33.
Success Highways: Drive Achievement Through Resiliency (2012). National At Risk Education Network, 9th Naren National Conference.
#"&&, . =+, . (2005). &-D # )""% D)&#" "& %/: @ )$ " &" , " !
^
! , 3, 178-199.
ABSTRACT
The reinforcement of social and emotional skills of primary school students, contributes to
better school grades and consequently to academic success. According to research, better
school grades are related to socioemotional factors, as well as socioemotional learning procedures, targeting to resiliency. Resiliency content is key in school improvement.
Nevertheless, there are some obstacles which toughen the way to resiliency and as a result, the students face failure, not only, in academic field but also as regards behavior and attitudes towards school and learning.
In this article, we examine the relation between resiliency and school and academic success. How the self-efficacy, as main trait of resiliency could help in building this relation?
Which is the teaching area in which both academic and socioemotional targets can be
achieved? Which is the role of school? In what way the main academic orientation of the curricula could be appropriately enriched so as to contribute to the development of resiliency?
The results of this article point out the paths the school should follow, so as not to exclude
those students who seem to be not competent enough to academic fields and help them to
succeed through resiliency.
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Bauman, S., Toomey, R., & Walker, J. (2013). Associations among bullying, cyberbullying,
and suicide in high school students. Journal of 8dolescence, 36, 341-350.
Boyd, D., Hargittai, E., Schultz, J., & Palfrey J. (2011). Why parents help their children lie to
facebook about age: unintended consequences of the childrens online privacy protection
act. First Monday, 16, http://journals.uic.edu/ojs/index.php/fm/article/view/3850/3075
Beran, T., & Li, Q. (2007). The Relationship between cyberbullying and school bullying.
Journal of Student Wellbeing, 1, 15-33.
Bremer, J. (2005). The internet and children: advantages and disadvantages. Child and Adolescent Psychiatric Clinics of North America, 14, 405-428.
Bryant, JA., Sanders-Jacjskon, A., & Smallwood, A. (2006). IMing, text messaging and adolescent social networks. Journal of computer-mediated communication,11, 577-592.
Campbell, M. (2005). Cyber bullying: an old problem in a new guise?. Australian Journal of
Guidance and Counselling, 15, 68-76.
Chou, C., Condron, L., & Belland, J. (2005). A review of the research on internet addiction.
Educational Psychology Review, 17, 363-388.
EU Kids Online London School of Economics (2011) www.eukidsonline.net
Freeman, M. (2005). Rethinking gillick. The International Journal of Childrens Rights, 13,
201-217.
Gradinger, P., Strohmeier, D., & Spiel, C. (2009). Traditional bullying and cyberbullying
identification of risk groups for adjustment problems. Journal of Psychology, 217, 205213.
1149
Gross, E., (2004). Adolescent internet use: what we expect, what teens report. Journal of Applied Developmental Psyhology, 25, 633-649.
Hinduja, S., & Patchin, J. (2009). Bullying beyond the schoolyard: preventing and responding
to cyberbullying. Thousand Oaks, CA: SagePublications (Corwin Press).
Kowalski, R., & Limber, S. (2007). Electronic bullying among middle school students. Journal of Adolescent Health, 41, 22-30.
Livingstone, S., & Helsper, E. (2008). Parental mediation and childrens internet use. Journal
of Broadcasting & Electronic Media, 52, 581-599.
Mishna, F., Saini, M., & Solomon, S. (2009). Ongoing and online: children and youths perceptions of cyberbullying. Children and Youth Services Review, 31, 1222-1228.
Moreno, M., Jelenchick, L., Egan, K., Cox, E., Young, H., Gannon, K., & Becker, T. (2011).
Feeling bad on facebook: depression disclosures by college students on a social networking site. Depression and Anxiety, 28, 447-455.
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80, 614-621.
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German students: age trends, gender differences, and correlates. Aggressive Behavior, 32,
261-271.
Slonje, R., & Smith, P. (2008). Cyberbullying: Another main type of bullying? Scandinavian
Journal of Psychology, 49, 147-154.
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internet addiction among adolescents and emerging adults. Developmental Psychology,
48, 381-288.
Smith, P. (2009). Cyberbullying abusive relationships in cyberspace. Journal of Psychology,
217, 180-181.
Smith, P., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying: its nature and impact in secondary school pupils. Journal of Child Psychology and
Psychiatry, 49, 376-385.
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T., & Helenius, H. (2010). Psychosocial risk factors associated with cyberbullying among
adolescents-a population-based study. Archives of General Psychiatry, 67, 720-728.
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CyberPsychology & Behavior, 1, 25-28.
1150
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- 5 & 2008:21-30.
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ABSTRACT
The purpose of this chapter is to present the impact of the internet and social media on children. Many studies show that children make extended use of these media, with serious consequences on their physical and mental health, social skills and school performance. Cyberbullying is an additional danger having consequences mainly for the mental health of children
and adolescents, namely isolation, clinical depression and suicidality. These consequences are
grave, so measures are necessary to be taken in order to prevent and deal with this social phenomenon.
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&$&$ '%$
&-$, &, &%", #!#. (1999). " ""! %+, J.
8 $ . %: &&" " -.
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" . -: Gutenberg.
<, . (1986). 8 % "
* . 0/":
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#"&, .(1997). ! . 0/": ' ".
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4 8
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##, @. (2004). " %. -: =# .
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%', .(2000). 3 $ %. -: !.
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*)-, . (2004). ! " "
. -: &&"% =%.
*)-, .(2004). 4"
$, 3 $ "
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Arsenio, W. F. (2003). Emotional intelligence and the intelligence of emotions : A development perspective on mixed EI models. Human Development, 46, 97-103.
Cherniss, C. (2000). Emotional Intelligence: What it is and Why it Matters, paper presented at
the Annual Meeting of the Society for Industrial and Organizational Psychology. New
Orleans. $ on line: www.eiconsortium.org.
Fontana, D. (1995). "
. -: <<%&.
Filliozat, I. (2007). . -: %&.
Goleman, D. (1998). $ . -: &&"% #%.
Gottman, J. (2000). $ . -: &&"% =%.
ABSTRACT
3
0+ " &$, '$ <<& Daniel Goleman Emotional Intelligence ("- ], 1995) " Howard Gardner, Frames of Mind; The theory of multiple intelligences, (@ + &&&- , 1983).
1155
It is generally accepted, that the childhood is pedestal in the children's personality. Communicational and interactive relationships, which children develop with their environment, can affect their nervous system, their personality and their social-emotional development. These
relationships are very important, because through them, can be achieved to a great extent, self
perception and self-esteem. In the new reality of economic crisis, where there is racism and
bullying, in the century of new technologies, the school is required to take an active role, on
teaching children social-emotional skills, within a context of developing relations. In this
way, children will become capable to express their ideas and feelings through communicating, to pull down the barriers of isolation, having the ultimate goal of mental health.
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1160
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TITLE:
pet ownership * parental attitude
Crosstabulation
parental attitude and childs prosocial behavior

neutral
attitude positive
neutral atti- and no attitude
positive attitude and pro- proso- and pro- tude no prosocial behav- cial be- social be- socialbehavTotal
havior havior
ior
iour
Petownership
Withpet
Count
ExpectedCount
15
4,5
3,5
5,5
1,5
15,0
1161
%
withinparentalatt
itude
66,7%
,0%
63,6%
66,7%
50,0%
% of Total
20,0%
,0%
23,3%
6,7%
50,0%
15
4,5
3,5
5,5
1,5
15,0
%
withinparentalatt
itude
33,3%
100,0%
36,4%
33,3%
50,0%
% of Total
10,0%
23,3%
13,3%
3,3%
50,0%
11
30
9,0
7,0
11,0
3,0
30,0
100,0%
100,0%
100,0%
100,0%
100,0%
withoutpe Count
t
ExpectedCount
Total
Count
ExpectedCount
%
withinparentalatt
itude
% of Total
30,0%
23,3%
36,7%
10,0%
100,0%
10 5.
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(Walsh, 2009b; Beck & Madresh, 2008). H - - &&& *! + <$& %/ , , '+ Thompson &
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1162
*! " !, $ " < *!
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&$&$ '%$
Beck, L. & Madresh, E. (2008). Romantic partners and four-legged friends: An extension of
attachment theory to relationships with pets. Anthrozos, 21(1),43-56.
Belacchi, C. & Farina, E. (2010). Prosocial/hostile roles and emotion comprehension in preschoolers. Aggressive Behavior, 36(6), 371-389.
Beirne, P. & Alagappan, M. (2007).A Note on Pedagogy: Humane Education Making a Difference.
$
:
http://www.criticalanimalstudies.org/JCAS/Journal_Articles_download/Issue_7/bierne.pd
f ( <: 12 ]< 2011).
Berk, L. (2009). Child Development. 8th ed. New York: Pearson International Edition.
Bierhoff, H.W. (2007). -"+"- '%. =&%, =.]. () !
"
a. -:" *-. 397-434.
Bodsworth, W. & Coleman, G. (2001). Child-companion animal attachment bonds in single
and two-parent families. Anthrozos, 14(4), 216-223.
Daly, B. & Suggs, S. (2010). Teachers' experiences with humane education and animals in the
elementary classroom: Implications for empathy development. Journal of Moral Education, 39(1), 101-112.
Dunn J. (2004). Childrens Friendships: The Beginnings of Intimacy. Oxford: Blackwell.
Durkin, K. (1995). Developmental Social Psychology: From Infancy to Old Age. Great Britain: Blackwell Publishers.
&&%, ., &'%", . & &"*, ]. (2008). +
# $. $ :
http://users.sch.gr/nikbalki/files/LearningTheories.pdf ( <: 7 "< 2012).
Knafo, A. & Plomin, R. (2006). Prosocial Behaviour From Early To Middle Childhood: Genetic and Environmental Influences on Stability and Change. Available at:
1163
http://pluto.huji.ac.il/~mshayo/Ebstein3_Prosocial_behavior.pdf (Retrieved: 25 April

2012).
&%, .. (2007). ?
$ %: " 4"
$
$. =. -: +"- $".
Kurdek, L.A. (2008). Pet dogs as attachment figures. Journal f Social nd Personal Relationships, 25(2), 247-266.
Melson, G.F. (2003). Child development and the human-companion animal bond. American
Behavioral Scientist, 47 (1), 31-39.
Morovati, D., Steinberg, A., Taylor, L. & Lee, H. (2008).Further validation evidence for the
Pet Attitude Scale. North American Journal of Psychology, 10(3), 543-552.
" &, .]. (1985). !% 4"
: 4" ' 4

. 2. -: +"- 7".
Pfeffer, S. (2010). motionale und soziale Kompetenz, Kinder erziehen, bilden und betreuen:
Lehrbuchfr Ausbildung und Studium. Berlin: Cornelsen. 598-621.
Poresky, R.H. & Hendrix, C. (1989). Companion Animal Bonding, Children's Home Environments and Young Children's Social Development. Available at: http://www.eric.ed.gov
/PDFS/ED312087.pdf. (Retrieved: 30 November 2011).
Spindel, . & Miller, L. (2011). Animal abuse, cruelty, neglect (and the connection to human
violence). In Davis, R.G. (ed) Animals, Diseases, and Human Health: Shaping our lives
now and in the future. California: ABC-CLIO. 52-69
Thompson, K. & Gullone, E. (2003). Promotion of empathy and prosocial behaviour in children through humane education. Australian Psychologist, 38(3), 175-182.
Walsh, F. (2009a). Human-animal bonds I: The relational significance of companion animals.
Family Process, 48(4), 462-480.
Walsh, F. (2009b). Human-animal bonds II: The role of pets in family systems and family
therapy. Family Process, 48(4), 481-499.
ABSTRACT
This paper examines the impact of companion animals on the pro social behavior of preschool
children. The chosen methodology was systematic observation and the questionnaire in which
30 preschool children were observed, out of which 15 were pet owners and 15 were not and
their parents completed a questionnaire regarding the attitude towards animals. The parental
attitude was later on associated with the appearance of pro social behavior of the corresponding child. The date analysis was shown that there is a statistical significant relationship between the appearance of pro social behavior of preschool children and pet ownership, as well
as between the appearance of pro social behavior and the parental attitude towards animals.
This paper stresses the importance and necessity of companion animals and their impact on
the psycho-emotional development and the development of empathy and pro social behavior.
9a ;0(+,
BA Early Childhood Studies,
Metropolitan College, Athens, Greece,
+30 6945955779, +30 210 6199320,
dafnibecker@gmail.com
<(1 (/<
Programme Leader Early Childhood Studies & Special Needs & Inclusive Education,
Metropolitan College, Athens, Greece,
+30 6945745449, +30 210 6199320,
etheodotou@gmail.com,
etheodotou@amc.edu.gr
1164

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<%& &$/ % ""&* "% %/.
%/ $ + % -&" " "+ #. Z # <$
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1168
&$&$ '%$
Aichorn, A. (1925). Wayward youth. New York: Viking.
Blos, P. (1967). The second individuation process in adolescence. In Psycho anal. St. Child,
22, 162-186. New York: International University Press.
Blos, P. (1979). The concept of acting out in relation to the adolescent process. In The adolescent passage (pp.254-277). New York: International University Press.
Bracher, M. (2000). Adolescence violence and identity vulnerability. Journal for the Psychoanalysis of Culture and Society, 5, 189-211.
Fonagy, P. (2000). A developmental view of rage-murder. Paper presented at the Learning
from violence Conference, International Association for Forensic Psychotherapy, Boston,
MA.
Gilligan, J. (1996). Violence: Reflections on a national epidemic. New York: Viking.
Glasser, M (1998). On violence: a preliminary communication. Int. J. Psycho-Anal., 79, 887902.
Glueck, S., and Glueck, E. (1950). Unraveling juvenile delinquency. New York: Commonwealth Fund.
Hirshi, T. (1969). Causes of delinquency. Berkeley: University of California Press.
Loeber, R. (1996). Developmental continuity, change and pathways in male juvenile problem
behaviors and delinquency. In D. Hawkins (Ed.), Delinquency and Crime (pp. 1-27).
Cambridge: Cambridge University Press.
Mazza, D, (2003). Dangerous behavior in children and adolescents. J. Amer.Psychoanl.Assn.,
51: 651-665.
Meadow, P. (2000). Psychoanalysis and violence. Modern psychoanalysis, 22, 3-15.
Snyder, J., and Rogers, K. (2002). The violent adolescent: the urge to destroy versus the urge
to feel alive. The American Journal of Psychoanalysis, 62, 237-253.
Spotnitz, H& Meadow, P. (1995). Treatment of the narcissistic neurosis. New York: Grune &
Stratton.
Twemlow, S., Sacco, F.C. &Williams, P. (1996). A clinical and interactionist perspective on
the bully-victim-bystander relationship. Bull.Menn. Clinic., 60(3):296-313.
Twemlow, S. (2000). The roots of violence: Converging psychoanalytic explanatory models
for power struggles and violence in schools. Psychoanal. Q., 69, 741-785.
Winnicott, D. W. (1984). Deprivation and delinquency. London: avistock.
SOMMAIRE
Malgr laspect social dont se revt le phnomne de la violence, il sagit dun processus qui
seffectue toujours au niveau individuel, et sa phnomnologie est le produit condens dun
parcours intrapsychique invisible. Lappareil psychique, de par ses fonctions et ses instances
en est le facteur primordial, cristallisant le courant scell par les forces de destruction. Le
mode relationnel avec les parents, leur constitution psychique et leur pathologie, se relguent
au rang des facteurs primordiaux qui vont couver la violence. En dfaut du sentiment de
scurit et du cadre susceptible a mtaboliser la rage et la haine qui submergent l enfant, l
excitation sensorielle apparait comme seule issue, et la violence alors se mue en qute
perdue d un cadre apte soulager en contentant le chaos intrieur, le liant un acte
spcifique.
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$/ " - + #&+ " #&+ $ %' "% " . % &"- #&+" "!" $
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+$ . " ) #& " #"$ ! #&! - "$ /&# / &/ "
< - #&! " " + /-+ %#+ " #'$ #'- (Reid, 2004).
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&$&$ '%$
#&!, . (2004). )$
)$. 8
- 8% 8 . -: &&"% =%.
&$*, . (2000). =+&#"- " ""- $## + )+! "! !. -: Leader Books.
Bialystok, E. (2001). Bilingualism in development: language, literacy and cognition. Cambridge: Cambridge University Press.
Bialystok, E. (2011). Coordination of executive functions in monolingual and bilingual children. Journal of Experimental Child Psychology 110,461-468.
Bialystok, E., Craik, F. I. M., Klein, R., & Viswanathan, M. (2004). Bilingualism, aging, and
cognitive control: Evidence from the Simon task. Psychology and Aging, 19, 290303.
Bloomfield, L. (1933). Language. New York: Holt.
Haugen, E. (1956). Bilingualism in the Americans: A bibliography and Research guide. Alabama: American dialect society.
1176
Kroll, J. F., & de Groot, A. M. B. (1997). Lexical and conceptual memory in the bilingual:
Mapping form to meaning in two languages. In A. M. B. de Groot & J. F. Kroll (Eds.),
Tutorials in bilingualism. Mahwah, NJ: Lawrence Erlbaum, 169-199.
Lambert, W. E. & Tucker, G. R. (1972). Bilingual Education of Children. The St. Lambert
Experiment. Rowley, Mass.: Newbury House.
Landon, J. (2001). Inclusion and dyslexia The exclusion of bilingual learners? In: Peer, L.
& Reid, G. (eds.), Dyslexia and successful Inclusion in the Secondary School. London:
David Fulton.
Macnamara, J. (1967). The bilingual linguistic performance: A psychological overview.
Journal of Social Issues, 23, 58-77.
Marsh, L. & Maki, R. (1976). Efficiency of arithmetic operations in bilinguals as function of
language. Memory and Cognition 4, 459-464.
McLain, L. & Huang, J. (1982). Speed of simple arithmetic in bilinguals. Memory and Cognition 10, 591-596.
Miles, T.R. (1992). Some theoretical considerations. In: Miles, T.R. & Miles, E. (eds.) Dyslexia and Mathematics. London Routledge, 1-18.
Orton Dyslexia Society (1991). All Languages and the Creation of Literacy. Baltimore, Orton
Dyslexia Society.
Reid, G. (2004). Dyslexia. A Practitioners Handbook (3rd ed.). Chichester: John Wiley &
Sons.
Van den Hauvel- Pauhuizen, M. (1996). Assessment and Realistic Mathematics Education,
Utrecht: Freudenthal Institute.
Oksaar, E. (1984). Spacherwerb-Sprachkontakt-Sprachkonflikt. New York: de Gruyter.
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United States of America, 104, 1253012535.
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Links, 3, 18-25.
Valdes, G. & Figueroa, R. (1994). Bilingualism and testing a special case of bias. Norwood:
N.J. Alex Publishing Corporation.
Wei, L. (2000). The Bilingualism Reader. London: Routledge.
+9+
1177
ABSTRACT
The current research examines the arithmetic and mathematical skills of monolingual and bilingual dyslectic primary school students. Its aim is to consider the role of language in the
development of mathematical skills and to investigate the relationship of bilingualism and
dyslexia. Our results show that bilingualism per se does not affect student performance, and
thus should not be consider as a disadvantage or a deviation from the norm. Our bilingual
dyslectic students were as successful as their monolingual peers in all the activities of the test.
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1178

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(&. 227-244). -: &&"% =%.
Gardner, H. (1983). Frames of mind. New York: Basic Books.
Goleman, D. (1998). $ ,
EQ

IQ; (43 $".). -: &&"% =%.
Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18,
13-25.
1185
Mavroveli, S., Petrides, K. V., Sangareau, Y., & Furnham A. (2009). Exploring the relationships between trait emotional intelligence and objective socio-emotional outcomes in
childhood. British Journal of Educational Psychology, 79, 259272.
Mavroveli, S., Petrides, K. V., Shove, C., & Whitehead, A. (2008). Investigation of the construct of trait emotional intelligence in children. European Child & Adolescent Psychiatry, 17, 516526.
Mavroveli, S., & Snchez-Ruiz, M. (2011). Trait emotional intelligence influences on academic achievement and school behaviour. British Journal of Educational Psychology, 81,
112134.
Mayer, J. D., Caruso, D. R., & Salovey, P. (1999). Emotional intelligence meets standards for
an intelligence, Intelligence, 27, 267-298.
Mayer, J. D., Salovey, P., & Caruso, D. R. (2000). Models of emotional intelligence. In R. J.
Sternberg (Ed.), The handbook of intelligence (396420). New York: Cambridge University Press.
Mayer, J. D., Salovey, P., & Caruso, D. R. (2002). MayerSaloveyCaruso Emotional intelligence test (MSCEIT) users manual. Toronto, Ontario, Canada: MHS Publishers.
Mayer, J. D., Salovey, P., & Caruso, D. R. (2008). Emotional intelligence: New ability or
eclectic traits. American Psychologist, 63 (6), 503517.
Petrides, K. V., & Furnham, A. (2000). On the dimensional structure of emotional intelligence. Personality and Individual Differences, 29, 313320.
Petrides, K. V., & Furnham, A. (2001). Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15,
425-448.
Petrides, K. V., Sangareau, Y., Furnham, A., & Frederickson, N. (2006). Trait emotional intelligence and childrens peer relations at school. Social Development, 15, 537547.
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Rousso, M. P., Mancinia, G., Trombinia, E., Baldaroa, B., Mavroveli,S., Petrides, V. K.
(2011). Trait Emotional Intelligence and the Big Five: A study on Italian Children and
Preadolescents. Journal of Psychoeducational Assessment, 5.
Thorndike, E. L. (1920). Intelligence and its uses. Harpers Magazine. 140, 227-235.
&<, . & Chimienti, G. (1998). " . -: &&"%
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ABSTRACT
The aim of the present research was to examine the levels of the emotional intelligence of
Greek students, as measured by the Trait Emotional Intelligence Questionnaire-Child Form
(Mavroveli, Petrides, Shove & Whitehead, 2008). The participants were 415 pupils aged 1012 years. () = 11.04, SD= .78). The results indicated that the emotional intelligence of Greek
students aged 10-12 years is above average. What is more, both gender and class did not affect the emotional intelligence of children in this age. The present findings provide additional
information on the level of emotional intelligence of students, as well as the emotional intelligence dimensions in which the students scored low, so that primary school support programmes can be created and developed focusing on these deficiencies.
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Fredrickson, B. & Branigan, C., Positive emotions broaden the scope of attention and
thought-action repertoires, Cognition and Emotion, Volume 19, Number 3,April 2005,
pp. 313-332(20), Psychology Press, part of the Taylor &Francis Group.
Fredrickson, B. & Joiner, T., Positive Emotions Trigger Upward Spirals Toward Emotional
Well-Being, Psychological Science, Volume 13 Issue 2, Mar 2002, Pages 172-175, Association for Psychological Science, 2008.
Fredrickson ,B. & Levenson, R Positive Emotions Speed Recovery from the Cardiovascular
Sequelae of Negative Emotions Cognition and Emotion, 1998, 12(2), 191-220.
Seligman, M., Authentic Hapiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillment.
Tugade, M., & Fredrickson, B., What good are positive emotions in crisis? A prospective
study of resilience and emotions following the terrorist attacks on the United States on
September 11th , 2001, Journal of Personality and Social Psychology, Vol 84(2), Feb
2003, 365-376.
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Psycology turns to the study of the elements which help people enjoy the satisfaction of their
lives. Seligman(2009) analyses a way of how to define and restrict negative thinking and
teaches an optimism. Fredrickson (2005) suggests that positive feelings and especially happiness and pleasure expand our thinking. Positive feelings urge children to a better way of
thinking , a more flexible , open-minded and comlex one .Positive psychology is one of the
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% ! &<% "'< /)-, ! "+"$ '$. +'$& $ "$ '$ ! % %/- , ' & $ '%. = & # )! )&"- " "%&&& # &D, "! &
"&&& & " " #+ "+"$ / (Jimerson, Swearer and Espelage, 2010: 88).
1192
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&& "" # + ' )&" "'<
' * <% <$ + + "& " /"- &, )+
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" " "'" (Humphrey, Schmalleger, 2012: 121).
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1.5.1 +

&&"- #" , )"* ! ""-
" " )! " (+G"- -, 2012), "" "& + &&" <&- %* % ""- %/. #""$, %/ - #% &D $ +<% " <% ", % )! )&"- " "&&& # '#- '! #%+ (& ".%., 2012).
& $ &"! "" " "$&& <"$ '$. @ "+ <%& "%&&& #
$, '$ <&"- " &$ "+"$ , "- #+
# " + "'<"! '! " -/ # + + % &$" )&" "'< (Bullying at School, 2003).
1.5.2 "

@ / )&"- - % "'< , $ &"! %
<, / <&D )&" )! " #
/ ""!, #$+ " )&" D)& # + "$ %
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1193
%/ + !, "% ! "- &", ) &-
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2.

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/ -/ &$# $ % #""$ )""% &- " $) )"% " $ " %
" ""& # $) % $ (& #", 2008: 208).
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% %& " "+" + "! $+, ' "
)$ %& )$, )"* ' "#'- + '! "#, / ) '!, '% ! " )& )$, ) "
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) & +$ ' * "% " " , "$ " " & /$+ $) + ! " &D
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+ " +.
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"% #"! ! "! '!. @ *- " " ' * &. '"% %+ "
$&#) + %+ ) &+ "
#! + %+, ! )% #"- <%< "!
'!.
3.3.2 8
= ! "%+ )&" "'< "& "% "% <- &# '-. % *- " # " + %/! , + ! " ". , $+ + #$+, ! + ! , &&% "
+.
1195
. ()

" $ #
'
(, $/ 8, 34 !).
? ( # $ $), $
, # $ $ (), $/ 4, 54 !).
@ ! '$ $) # $ &/,
$+ + #$+, *- " ##! "
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2008: 133). && $ " <- ! "% + $+ < "% "'< (Anderson, 2011: 5) " ) $) " &. @ &/ " "" ##* &%
+ $) &$ <) , &&% " ) &&"% /%
" ) "- " <&- (Partin, 2009: 44).
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)- , &% + ""!, ! $ <
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#; ( , $/ 6, 30 !).
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'!. @ # + D)& #+ #%* )&, +
<&+ " + ""! <%& &"% +
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<(+9*
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1196
+ "! $ %, &&% " - # " ##& (& ".%., 2012<). $ "-" -" + #+# " $ #""$ '& " , &&%
<% ' *, "! . &&%/ $ $+- - # " #
! $+ "%+. " , $ <" <- -
+ &! # % $) &%< ' , "! " " #%+ &D )&"- &", & % + !+ "+"! '! , " $ $ "+"%
<&- +* #- '%- .
&$&$ '%$
J&%), . (2011). 3" !#+/ ?
"
:
!
+
. ""- <-. J &. - 0&- )&- ! !, #+#" - "-
#+#-. $ &: http://thesis.ekt.gr/thesisBookReader/id/ 25964#page/
284/mode/2up "-" 18/3/2013.
" % J )&. $ &: http://www.antibu llyingnetwork.gr/page.aspx?id=106&main_menu=274&parent_id=161 "-" 16/3/2013.
+G"- - (2012). 8$
!
! 2012. $
&: http://eacea.ec.europa.eu/education/eurydice "-" 17/3/2013.
..Q... (2010). %/ # &D "'< " <
/ + !. #) ""! +<% ". %"
http://www.epsype.gr/egxeiridio.aspx 15/03/2013.
+', 0. (2003). 8 !. - :
"-.
+', 0. (2008). )$ ] !. -: "-.
$, . (2012). )&"- <. )
. $ &: http://www.018.gr/downloads/MavriKimolia.pdf "-" 18/3/2013.
&, ., &<, ., #+&, ., <%", ., %#&, ., , ., & #", J., ), ., &#, Z. (2012). )$ % Q&" . &"- #%+ " %+ # '" , ! "!, < " "- #+#-. &$
" 7#: )$ % # &D -/" "&$ " + "+ "% , # %/ '" "! " # "&$ < )&. Q# ,
J % " 0"%+ & I-RED (Institute for Rights Equality and Diversity). $ &: http://www.i-red.eu/?i=institute.el.projects.78 "-" 20/2/2013.
&, ., &<, ., #+&, ., <%", ., %#&, ., , ., & #", J., ), ., &#, Z. (2012<). <&"
# . - #$ # % #%
' "&$ + "+, " < )&. &$ " 7#: 3" 4 /
$
, %

# $ +
"
. Q#
, J % " 0"%+ & I-RED (Institute for Rights Equality
and Diversity). $ &:
http://www.i-red.eu/?i=institute.el.projects.78 "-" 20/2/2013
& #", J. (2008).
= "
. ""- <-. 0&": #+#" - "- ", 0.
%, . (2008). ! " +
. 1 # #+#- )"- Q#. -.
Anderson, S. (2011). No more bystanders= No more bullies. United States of America: SAGE.
1197
Bullying at School (2003). Retrieved from: http://www.cde.ca.gov/ls/ss/se/bullyfaq.

asp#communitypartners Accessed on January 2013.
Bryman, A. (1988). Quantity and Quality in Social Research, London and New
York, Routledge.
Crothers, L. M. & Kolbert, J. B. (2008). Tackling a problematic behavior management issue:
Teachers intervention in childhood bullying problems. Intervention in School and Clinic,
43: 132-139.
Evertson, C. M. & Weinstein, C. S. (2006). Handbook of Classroom Management: Research,
Practice and Contemporary Issues. United States of America: Lawrence Erlbaum Associates Inc.
Griffin, R. S. & Gross, A. M. (2004). Childhood Bullying: Current Empirical Findings and
Future Directions for Research. Aggression and Violent Behavior, 9: 379-400.
Humphrey, J. & Schmalleger, F. (2012). Deviant Behavior. Second edition. Retrieved from:
http://books.google.gr/books?id=sHP0xtqXaPYC&pg=PA121&dq=punishment+in+kinde
rgarten&hl=el&sa=X&ei=QSQhUZTJC9DPsga_IHACQ&ved=0CDAQ6AEwATgK#v=onepage&q=punishment%20in%20kindergarten&
f=false Accessed on February 2013.
Jimerson, S., Swearer, S. and Espelade, D. (2010). Handbook of Bullying in Schools: An International Perspective. UK: Routledge.
Junoven, J. and Graham, S. (2001). Peer harassment in school: The plight of the vulnerable
and victimized. New York: Guilford Press.
Miller, T. (2008). School Violence and Primary Prevention. Doi: 10.1007/978-0-387-77119-9.
Partin, R. (2009). The classroom teachers survival guide. United States of America: JosseyBass.
Sanders, C. E, & Phye, G. D (2004). Bullying: Implications for the Classroom. United States
of America: Elsevier Inc.
Van Holen, F., Lampo, A. and Vanderfaeillie, J. (eds). (2011). Applications and Illustrations of
Nonviolent Resistance and the New Authority in Family Therapy, Education and Psychiatric Care. Brussels: VUB Press.
Wicker, K. (2007). The Effect of two Reading Programs on Kindergarten Students Reading
Readiness. Ann Arbor: UMI.
BSTRACT
Bullying is an undesirable form of behavior which is wide prevalent at schools, and it can be
temporarily reduced by actions taken by the schools, and the whole community. Therefore,
the main purpose of this paper is to explore teachers interventions about bullying at the kindergartens children, where they have their first social contacts and interactions. The research
has followed a qualitative approach, applying the principles of semi structured interviews.
The participants are teachers in kindergarten, who are models for the children and can easily
influence them and teach them the appropriate behavior.
!(<(+1 +*a+1/<
[) <!*,
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MSc <&"- )& #, %"
! "- @&" (ECS)
AMC Metropolitan College 0&"
AMC Metropolitan College 0&" & & ]& 6, 0&"
University of East London
2314026671, zointoul@gmail.com
8, 57010
6984536572, elxristoforidou@yahoo.gr
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Piaget * $ & %<&+ &#!, $' "% %, "&"$ " /% &".
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and Brown 1985, Carey 1985, Inhelder et al., 1974).
@ Fosnot (1996), " )! #+" /" ""<,
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#&! $) $ $ # "$ #-#, "&! "$D,
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@ #&! ! "& &"- &#, "% <&$ & "+"- &&#- " ) "&"% &#"- /-#
(Maturana & Varela, 1987, Wertsch, 1985, Vygotsky, 1988).
%* "+"- &% + < &+ " "% #&!, Vygotsky
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"% '$ Vygotsky #+ $) " "#%' + $/ "" & .
Piaget, /" #* + <& #, + #
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(mediate), "$ % " &&#"$ &&-D. 7 " ' + +-+ *" /" #", ! <#"" #, &
$ &', /# " &< "#"
(scaffolding) $ #! ( ercer, 1995).
Piaget #+"- %/ # %. $ .).
# ! " "$' + <&"! &#! " "
1202
% $ , ##* '"% ). Z " -, $ % $
$ !, x # & "$D ,
# . %D - * Vygotsky. % %D- Piaget $" &% &% "$D , )+ D
"&. ! &. "% *- &D &
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Vygotsky "& $ #%* )- "-, &. " %/. @ $ Vygotsky "+"- &&&"+ #%
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%/ (zone of proximal development) + / ") $ %/, + * /% ("-) & <&%+ " % %/, + * "
& <&- "%+ "-# &"+ - $ # " -&" (Vygotsky, 1978).
4.
<(+9*
O ""<$ + % $) '- #+" " (cognitive constructivism), "'%* Piaget " - '- "+" ""< (social constructivism) "
"'- Vygotsky. @ ! '- $' #+"- /#
% ! & "& " "+"- &&& "$ ) %. #+" ""- "&,
"" /% '$ + ! # $ #!. % #%* /"$ " "% # - $ )-. @ $'
""- +"! "-+ $ #+"% )-.
"+" " , "" $) $ <-,
&! "% (scaffolding instruction), ' <" ) #
* " /% ""$ #! . &" " ) " "-#- , $ #%* " $ $. = Piaget, + " # &! ""<$, %&& "+"- &&& &<% )! "% <%&&, ) &&% &# "% )"% " ""%* <! . &&&
"$ "$ ""$ $) ) ' " $) "# /+"% ".
/+ ## + -*" " -<#"" " $ " + %, %* "
#+* #" + ""! " + "+"""!
'! %, + &&&& (Brown & Palinscar, 1989).
O , & " $)" + Piaget %" & #%& $ "- &". )- - * $ " '+ %/ (developmentally appropriate education). & &"&+$ + %/ "$D + !, &+$ $ & $/+ " "! %+. $'
" "$D " ) G , #+* "" &
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Piaget. % "&D " &&&% <%&&. @ #! +* + "%, &&% + <%&&. @ - # *+" (living) <%&& , + " <%&& + ! * (Von Glasersfeld, 1995).
1203
&$&$ '%$
Bliss, J. (1995). Piaget and after: The case of learning science. Studies in Science Education,
51, 139-17.
Brooks J.G., Brooks M.G., (2001). In research of understanding: the case for constructivism
classroom. Upper Saddle River, NJ: Merril Prentice Hall.
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Cole, K. & Cole, S., (2001). % . ; 4" %

. -: -+.
--'%" ., (1993). % % 4
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Mercer, N., (1995). The Guided Construction of Knowledge: Talk among Teachers and
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Piaget, J., (1968). Genetic epistemology. New York: Columbia University Press.
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University Press.
1204
ABSTRACT
Piaget theory can be described as the most advanced theory of mind development of children
and even well-established by a wealthy of investigative and imaginative experiments. Piaget
suggests that the development of knowledge is a reconstructive process of everyones experience with the social environment. The constructivist approach attempts to synthesize all psychological possibilities that exist in each stage of cognitive development. Our ideas are individual creations compatible with other people who interact socially and knowledge does not
represent or reflect an independent reality but it is a random accumulation of reconstruction
through experience. This approach considers that the development depends on active discovery of childrens secret world.
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Bauer, A. & Shea, T. (1989). Teaching Exceptional Students in Your Classroom. Boston:
Allyn and Bacon.
Bleandonu, G. (2004). Les enfants intellectuellement precoces. Paris: PUF.
Daeppen, K. (2003). Les surdoues interrogent l ecole. Revue deux points: ouvrez les
guillements, 19 (6), 22-25.
Develay, M. (1996). Peut-on former les enseignants? France: ESF.
Freeman, J. (1993). @ "- %/ + ! " ,
-# #+#" $: % " . "" "& %#" ; 22-23 1993, 8 " "
, 44(#-
"!<), 28-34.
Gerolami, M.N. L enfant precoce et sa souffrance. Enquete sur la souffrance
psychologique des enfants intellectuellement precoces en milieu scolaire, Creaxion.
Kerr, B. (1991). A handbook for counseling the gifted and talented. Alexandria, VA: American Association for Counseling and Development.
Pyryt, M. (1994).Perfectionism and Giftedness: Examining the Connection www.ucalgary.
ca. "$ " 27-5-2008.
Tolan, S. (2006). Dabrowskis Over-excitabilities. A Laymans explanation. Hoagies Gifted
Education Page, February, 1999. Last modified: November 27.
Vaivre-Douret, L. & Jambaque, I. (2006). Approche developpementale et
neuropsychologique des enfants a hautes potentalites, dans Enfants exceptionnels,
coor. Lubart, T. Paris: Breal.
Webb, J. Nurturing Social & Emotional Development of Gifted Children, www. teacherfirst.com., "$ " 19/12/2007.
Witmore, J.R. (1980). Giftedness, conflict and underachievement. Boston: Allyn & Bacon.
Zenasni, F. Mouchiroud, C. (2006). Aspects socio-emotionnels du haut potentiel dans
enfants exceptionnels. coor. Lubart, T. Paris: Breal.
RSUM
Les enfants intellectuellement prcoces affrontent, durant leur enfance et dans tous les
milieux (familial, social, scolaire etc.) beaucoup de situations problmatiques: malentendus et
misconceptions sur lexistence, la nature et lexpression de sa prcocit provoquants de
mauvais rsultats, dimportance dgrade (maladies corporels, perte dauto-estimation, sousperformance scolaire). Notons que lentourage familial et scolaire, les collgues et surtout le
systme pdagogique jouent, dans certaines conditions, un rle ngatif qui peut perturber leur
quilibre sentimental et les faire changer de mentalit ainsi que de comportement social. Or, il
est indispensable que les problmes et les ncessites des enfants surdous soient tudis sous
le prisme de linteraction entre des facteurs dveloppementaux intrieurs et extrieurs.
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1222
ABSTRACT
The aim of this study was to examine the effect of the arts, especially paintings, in order to
facilitate emotional expression. The chosen methodology for this research was a nonorganized observation during the free play of the education programme and a semi-structured
interview to the practitioners. The sample was six 4-5 years old children from a kindergarten
school in Greece. The finding suggests that the arts have the opportunity to promote emotional expression in children in the early years settings. This piece of research can be utilized
from early childhood teachers in order to enrich their every day activities and interaction with
children.
;*-+1 1/<,

BA Early Childhood Studies, Metropolitan College, Athens, Greece
Tel: +30 6939176998, Fax: +30 210 6199320,
deblog33@yahoo.gr
<(1 (/<,
Programme Leader Early Childhood Studies & Special Needs & Inclusive Education, Metropolitan College, Athens, Greece,
Tel: +30 6945745449, Fax: +30 210 6199320,
etheodotou@gmail.com
etheodotou@amc.edu.gr
1223
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Beart, S., Hawkins, D., Stenfert, B., Smithson, P., & Tolosa, I. (2001). Barriers to ccessing
leisure opportunities for people with learning disabilities. British Journal of Learning
Disabilities, 29, 133-138.
Fricke, J. & Unsworth, C. (2001). Time use and importance of instrumental activities
of daily living. Australian Occupational Therapy Journal. 48. pp. 118-131.
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Lippold, T. & Burns, J. (2009). Social support and intellectual disabilities. Journal of Intellectual Disability Research. 53. pp463-473.
Markowetz, R. (2006). Freizeit und Behinderung. Inklusion durch Freizeitassistenz.
In Spektrum Freizeit, 30, 2, 54-72.
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Schleien, S., Mustonen, T., & Rynders, J. (1995). Participation of children with autism and
nondisabled peers in a cooperatively structured community art
program. Journal of Autism and Developmental Disorders. 25. pp. 397-413.
Schroeder, K. (2006). Freizeitverhalten und Freizeiterleben von Jugendlichen mit
geistiger Behinderung. Eine empirische Studie aus personenzentrierter und
subjektbezogener Forschungsperspektive. Dissertation (Dr. Paed.) Fakultaet Rehabilitationswissenschaften der Universitaet Dortmund.
Solish, A., Perry, A. & Minnes, P. (2010). Participation of children with and without disabilities in social recreational and leisure activities. Journal of Applied Research in Intellectual Disabilities.23. pp. 226-236.
ABSTRACT
The aim of the present study was to investigate the leisure time of children with autism, mental retardation and learning disabilities. Specifically, it investigates the attitudes these children
have towards their leisure time, the types of activities, the frequency of participation and the
desire for leisure activities, issues concerning the management of leisure time, restrictions and
difficulties they face in leisure time and, finally, the role of the community and social environment in the formation and exploitation of leisure time. A structured written questionnaire,
with closed-ended questions, especially designed for the purposes of the survey, was used for
the collection of data. 69 pupils, aged 6-13, were used for the research, 22 of whom were autistic, 24 mentally retarded and 23 had learning disabilities. Results indicated the significance
and the value leisure time has for the children with special needs and demonstrate the increased limitations, difficulties and peculiarities that arise depending on the type of special
needs.
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THE DEVELOPMENT OF SECOND-GRADERS REASONING IN

MULTIPLICATION: A CLASSROOM TEACHING
EXPERIMENT
ADA BOUFI, ANGELIKI KOLOVOU, KOENO GRAVEMEIJER
Introduction
A common concern about students mathematics education is the relationship between skills
and understanding (Cobb et., 1991; Hallett, Nunes, & Bryant, 2010; Hiebert & Wearne,
1986). The emphasis on students development of meaningful mathematical concepts is traditionally thought to result on their not developing basic skills necessary for further mathematical development. The work of Gravemeijer, Cobb, Bowers, and Whitenack (2000) shows that
this concern is not justified when we view understanding as an integral, inseparable aspect of
skilled activity, instead of considering it in opposition to skills. Nevertheless, such a view
means that the nature of instruction has to change. Instead of being centered on teaching students to operate procedurally on numbers, it should aim at supporting flexible quantitative
reasoning by taking their informal activity as a starting point.
From our experience, teachers expect students to learn the multiplication tables by heart,
as they belong to the basic skills students should acquire. However, to the extent that they
base their teaching on the current mathematics textbooks, the development of these skills cannot be accompanied by understanding. In first and second-grade textbooks multiplication is
presented as a faster method for doing repeated addition and students are not substantially
supported in developing derived fact strategies, that is, using products they already know to
find unknown products. In fact, by following a top-down approach, the properties of multiplication are embodied in instructional representations and students are supposed to see them
without having an imagistic basis for their activity. In this way, most students only recourse
is the memorization of the multiplication tables.
Several researchers have repeatedly indicated the negative effects of not helping students
to progressively mathematize their informal activity on skillful understanding. For example,
Kamii with Livingston (1994) note that many students are limited to think only additively and
thus when asked to determine 76 from 66=36, they reason that 76=37, because seven is
one more than six. In the same spirit, Thompson & Saldanha (2003) refer to the limiting and
problematic understanding of multiplication when instruction is focused on repeated addition.
As they argue, multiplication is the systematic creation of units of units and thus there is a
difference between conceptualized multiplication and repeated addition. It is the difference
between envisioning the result of having multiplied and determining that results value.
Steffes (1992) longitudinal research, allows us to make sense of what is involved in an individuals transition from additive to multiplicative thinking. The development of composite
units (units of units) is an essential step in this transition, which is a very demanding and protracted process. As a result, students can coordinate units of different rank and furthermore,
partition and recombine the results of multiplying in creative ways (Steffe & Cobb, 1998). In
the context of this research, the development of derived fact strategies can be a core idea in
the domain of multiplication and division.
In this paper we share understandings we have developed from investigating how students conceptualizations of early multiplication and division might be fostered in a meaningful way, while at the same time allowing them to calculate products in efficient ways, i.e. developing derived fact strategies. To this end, we present an instructional sequence that was
1234
developed in a second-grade classroom. Students reasoning was the basis for our instructional decision-making. By supporting the development of derived fact strategies, the border
between figuring out and knowing by heart gradually disappears (Ter Heege, 1985). At
the end of the teaching experiment, almost all of these second graders had abandoned counting methods in favor of derived fact strategies. As the instructional intent of the sequence has
been attained, it is worth presenting an analysis of students learning in the social context of
their classroom in order to account for their significant progress.
Theoretical Framework
The social constructivist framework was used to guide the analysis of our data (Cobb &
Yackel, 1996). This interpretive framework coordinates an interactionist perspective on collective classroom processes (Cobb & Bauersfeld, 1995) and a psychological constructivist
perspective on individuals activity as he or she participates and contributes to the development of communal classroom processes (Thompson, 1996). This particular framework is
compatible with the Realistic Mathematics Education instructional design approach (Freudenthal, 1991). Using this approach, students are supported to mathematize their activity in situations that are experientially real to them and thus to reinvent mathematical concepts. Gravemeijer (1994) notes that in this process, students first develop models of their informal activity that later become models for more formal mathematical reasoning. This transition occurs
as students means of describing or symbolizing their informal activity take on a life of their
own and become abstract objects that students can reason with and about. As a consequence,
the symbolisms are not meaningless as they originate in the real world imagery of the informal activity.
Data sources and methodology

The second grade classroom, from which we collected our data, consisted of 14 students. We
conducted 18 classroom sessions with the consent of the teacher. The data we analyzed include field notes, video-recordings of all lessons and of the individual interviews taken before
and after the teaching experiment, and copies of the students worksheets.
The methodology for analyzing our data was based on the constant comparative method
(Glaser & Strauss, 1967). In analyzing our data we tried to identify the mathematical practices
established in the community of this second grade classroom. According to Cobb & Yackel
(1996), mathematical practices are one of the aspects of the classroom culture and to analyze
them the focus must be on the changes that occur in students ways of reasoning, arguing, and
symbolizing that become normative and thus beyond justification.
Results
In the following, we present the five practices we identified by analyzing our data. In this
process, we show how these practices evolved through students reorganization of their individual activity.
First mathematical practice: Arranging items in arrays
In the initial activity of our sequence, students were asked to imagine that they were going for a stroll. From their experience, they knew that they had to arrange themselves in rows.
A group of six and then of eight students stood in front of the classroom and generated different configurations. Next, we talked about the owner of a chocolate shop who packed chocolates in boxes. Students were involved in a discussion about the shape of the boxes. Afterwards, the teacher introduced the convention that chocolates were packed in rectangular or
square boxes. In one of the first instructional activities, the teacher gave the students stickers
and asked them to create different boxes with given numbers of chocolates by using the stickers as substitutes for chocolates. As we had expected, students formed most of these boxes
1235
without much difficulty. The arrays they made with the stickers started to serve as models of
their informal activity, i.e. of arranging themselves in rows.
Walking around the room, we noticed that to most of the students, the boxes were the results of counting the stickers by one. In this sense, boxes were unrelated to each other. Students did not seem to generate different boxes by deriving them from others they had already
made. Moreover, it was apparent that students did not have a plan in making their boxes. Actually, some of them asked for help to unglue the stickers as soon as they realized that the
number of stickers they had placed in each row was not appropriate for making a box with
equal number of chocolates per row. In the ensuing whole class discussion, students were encouraged to describe their boxes by referring to the number of stickers in each row or the
number of rows. Expressions like: I placed them in twos or in other groupings came to become quite common among students. Also, in this and similar activities (i.e., arranging in rectangular arrays certain numbers of stools for a school meeting or different numbers of children who participate in a school parade), it gradually became taken as shared that arranging
items in arrays can be obtained by rotating either the whole array or a part of it as a group. To
support this process, the teacher or the students were recording on the whiteboard the rectangular arrays they had made on their worksheets. Then the teacher was asking them to compare
and contrast the arrays they had created as a group. For example, the teacher recorded on the
whiteboard the students suggestions for 18 chocolates, as shown in Figure 1. In comparing
their boxes, students produced several empirical arguments. One of them explained that the
box 36 is like the 63 box if we turn it around. Another student indicated by gesturing that
the box 118 can be made from the box 29 by moving the chocolates of the second row beside the ones of the first row. It appeared that to many students these arguments were selfevident.
Given our instructional intent, this practice of arranging items in arrays was particularly
significant. At a concrete level, many students came to realize that a given quantity of items
can be variously structured in array form and that the more items we place in a row the fewer
rows we need. Moving groups of chocolates to create different boxes is a precursor for derived fact strategies. For example, students who can now interpret a 46 array as a 212
might later have ready to hand the numerical relationships necessary for calculating the product 46 through doubling 12.
Fig.1:
Students solutions for arranging 18 chocolates in boxes
For most students the acts of grouping items, in order for an array to be transformed into
another, were not made in advance. Instead they were produced as students attempted to compare and contrast the different arrays they had made. In other words, students ways of participating in the first classroom mathematical practice had the relationships among different
arrays as implicit in their activity. It should be noted, however, that there were students who
could envision these transformations before making their arrays or who could use number
relationships (e.g. 12 chocolates is 8 and four and 8 is 2 more fours and so it gives 3 rows of
1236
four). On the other hand, a few students participated in this practice by counting the items by
one.
Second mathematical practice : Describing arrays of items

It was as students participated in the next set of instructional activities, that their activity
with the arrays gave them further opportunities to make alternative partitionings of an array.
As the second mathematical practice emerged, students ways of grouping the items of an array became an explicit topic of conversation. This practice emerged when students were asked
to determine how many items there were in pictured rectangular arrays of chocolates or other
items. In addition, the teacher asked them to evaluate the number of groups they were making
as they skip counted the items shown to them. She also recorded on the whiteboard students
ways of counting the items by circling the groups they made and by writing number sentences
or the number words they used. These recordings played a significant role in the ensuing
whole-class discussions, in which students were encouraged to compare their different ways
of counting the arrays.
Figure 2 shows the different ways in which students had counted two crates with 20 oranges each. Students agreed that the fourth student had the fastest way to count the oranges,
although some of them protested that it would be hard to see 20 oranges at once. The student
justified himself by explaining that that he knew it because everybody has found that the oranges are forty and half of forty is twenty. In comparing their solutions, one of the students,
volunteered, This solution (points to the sixth solution) is similar to this one (points to the
fifth solution) because he has united these two fives into ten The similarity of the first and
second solution was also noted by a student who spoke of breaking a four into 2 twos.
4, 8, 12, 16, 20,

24, 28, 32, 36, 40
2, 4, 6, 8, 10, 12, 14, 16, 18, 20,

22, 24, 26, 28, 30, 32, 34, 36, 38, 40
10X4 = 40
20X2 = 40
20+20 = 40
5+5+5+5+5+5+5+5 = 40
2X20 = 40
8X5 = 40
8+8+8+8+8+8 = 40
5X8 = 40
10, 20, 30, 40
4X10 = 40
Fig.2:
Students ways of describing a crate with 40 oranges.
These explanations seemed to be readily accepted by the rest of the classroom and provided the basis for some of the students to start building up the inverse relationship between
the size of the groups and their number, as a generalization of the process of describing the
relationships among different ways of structuring the arrays. This issue occurred in the context of one of the problems posed by the teacher in which students had to compare different
enumerations of a pictured 64 array. To solve this problem, one of the students introduced
hypothetical periods of time and he argued that if it takes two minutes to count the array by
four, it will take four minutes to count it by two and one minute to count it by eight. Many
students seemed to make sense of his argument, in that they used different time periods to
produce similar arguments.
1237
We could say that students reasoning with the groups as they partitioned the arrays in
different ways emerged from their participation in the first practice of making arrays by slicing up and combining groups of items. However, the ways in which students participated in
this second practice differed. There were students who did not seem to be in a position to
count the groups they made as composite units. For these students a group was not viewed as
a countable unit that was composed from the items it contained. Rather, they used the counting sequences they already knew to count the groups, but each number word as they skip
counted seemed to signify the particular group they assigned to it. We believe that as we
prompted students to anticipate or reflect on their activity of enumerating the groups they
made, we helped them to move towards interpreting the number words they used as signifying
composite units.
Third mathematical practice: Reasoning in terms of groups to evaluate arrays

Reasoning in terms of groups was further encouraged through the next set of instructional
activities. Up to now, students could reason about the groups they made as they evaluated pictured arrays. In this new set of activities, students were involved in similar problems with the
array items partially hidden, or they were asked to evaluate arrays they could only view for a
few seconds. We wanted to move students away from referring to groups they could see. For
instance, the teacher posed to the students the following problem:
How many diamonds are on both sides of the curtain?
How many groups of diamonds are in the whole curtain?
As we expected, most of the students projected their ways of structuring the visible part
of the curtain onto the invisible part of it. The teacher recorded their solutions on the whiteboard with the following number sentences:
62 = 12
43 = 12
34 = 12
26 = 12
112 = 12
212 = 24
212 = 24
212 = 24
212 = 24
212 = 24
24 = 122
24 = 83
24 = 64
24 = 46
24 = 212
These students first evaluated the visible part of the curtain in terms of twos, threes, fours,
sixes, and twelve. Then they doubled their answers and they explained that the number of
groups in the whole curtain will be double the number of the groups they used to figure out
the number of diamonds in the visible part. Their answers indicate to us that 24 as a quantity
could be seen in terms of several composite units. It was not simply 12+12 individual diamonds, but it was also 12 groups of 2, 8 groups of three, etc. On the other hand, there were
students who could not imagine their activity of making composite units. They could not
evaluate the entire array unless they drew circles corresponding to the ones they made for
grouping the visible diamonds. Last, a few other students thought that the whole curtain had
18 diamonds (four threes of diamonds in the visible part plus the two threes of diamonds they
could discern in the invisible part). They could only skip count diamonds they could see.
Fourth mathematical practice: Reasoning in terms of number relations in multiplication and division problems related to arrays
1238
As students were engaged with multiplication and division tasks formulated in the context
of rectangular arrays, they started to reason in terms of number relations rather than with the
groups they made. The origin of this practice can be traced in students attempts to solve
problems in the context of sliding lid chocolate boxes or albums with collections of items. In
one of these problems the teacher drew a box in which only the first row with 5 chocolates
was visible. Then she explained that the whole box had 40 chocolates in it and she asked students to figure out how many rows of chocolates there were in the box.
After students had worked on their papers, the first student called on to share her
thinking answered that the box had 12 rows and she came to the whiteboard to show how she
had arrived at her answer. She just moved horizontally her finger 12 times pointing to the
rows of chocolates she was imagining that there were in the box. One of the students challenged her answer, by explaining that 10 rows have 50 chocolates and so 12 rows are too
many. In contrast to the first student, who estimated the number of rows, he did not need to
imagine the rows. He developed an argument based on number relations.
Following this exchange, another student raised her fingers as she counted up to 40 in order to explain that the rows of the box were eight. Her ability to keep track of the units she
was counting indicates that her counting acts carried the significance of iterating composite
units.
The next student offered an explanation based on the number of chocolates of the half
box. With the teachers help she explained that 20 chocolates will be in 4 rows and so the
whole box will have 8 rows. In redescribing her explanation, the teacher drew a line that divided the box into two parts and she wrote next to each part the number sentences 45=20,
45=20 and underneath them 85=40. The imagery of the array played an important role in
this students explanation. However, while students who participated in the third practice
were reasoning in terms of the groups they had established in the visible part of the curtain or
of the arrays, this student was in a position to envision a group of chocolates that would facilitate her evaluation of the number of rows. Numerical relationships seemed to be available for
use to her. It should also be noted that the teachers recording of her solution not only supported her to complete it, but also assisted the fourth mathematical practice of reasoning in
terms of number relationships to emerge.
The last student who gave an explanation was based on repeated doubling. As he said:
5+5=10, 10+10=20, and 20+20=40 so there are 8 rows. The teacher wrote two sets of
sentences on the whiteboard:
5+5= 10
25=10
10+10= 20
45=20
20+20= 40
85=40
As this student did not make any reference to the box, his explanation might be taken as
purely numerical.
Fifth mathematical practice: Reasoning in terms of number relations in multiplication and division problems
Although students provided numerical explanations while participating in the fourth
mathematical practice, for most of them the imagery of the array played at least an implicit
supportive role. As students solved problems that were not formulated in the context of arrays, the numerical relationships became independent of their imagery of acting with it. The
advancement to the fifth practice of reasoning about numerical relationships can be exemplified by examining students solutions to the problem 87=__. In Figure 3, we can see that
students used seven different ways for finding the answer.
1239
Fig.3:
Students ways of finding out 87
For most of the students counting was detached from their multiplicative concepts. They
could flexibly move in a mathematical environment structured by numerical relationships.
This is not a trivial accomplishment and it shows that our instructional intent has been fulfilled.
Conclusion
The development of the instructional sequence we used in the second-grade classroom was
based on the use of design research methodology (Gravemeijer & Cobb, 2006). In a preparatory phase, we clarified the instructional starting points by taking into account students initial
interviews. Then we formulated a local instruction theory by conjecturing how students reasoning might evolve toward developing derived fact strategies. At the same time, the means
of supporting that reasoning were also conjectured. More specifically, we conjectured that
students activity of structuring quantities in rectangular arrays would help them to constitute
number relations as a model of their activity. Then through these relations, their activity with
the array would become a model for figuring out products and quotients without counting.
Apart from the supporting array model, we were also concerned with initiating a change in the
traditional obligations students had in this classroom. Such a change would also support our
students learning. In a second phase, when we started the design experiment, we tried to understand how the conjectured instruction theory works. The ongoing analysis of students
learning as the instructional activities were enacted in the classroom, allowed us to redesign
or revise the instructional activities we had initially prepared. In a third phase, we analyzed
the data we collected during the experiment trying to document a local instruction theory for
the development of derived fact strategies. This theory was particularly useful in our attempt
to support a group of 10 teachers to use the instructional sequence we developed in their
classrooms. By adjusting the sequence to accommodate their students needs, they came to
understand the difference between activities that help students to see the intended meanings
and those that support them to develop their own meanings. On the other hand, by sharing
their experiences with us they offered useful feedback for revising our instruction theory as a
basis for a subsequent experiment.
REFERENCES
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of mathematical meaning: interaction in classroom cultures. Hillsdale, NJ: Lawrence
Erlbaum Associates.
1240
Cobb, P., Wood, T., Yackel, E., Nicholls, J., Wheatley, G., Trigatti, B., & Perlwitz, M.
(1991). Assessment of a problem-centered second-grade mathematics project. Journal for
Research in Mathematics Education, 22, 329.
Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the
context of developmental research. Educational psychologist, 31(3-4), 175-190.
Freudenthal, H. (1991). Revisiting mathematics education: The China lectures Dordrecht, The
Netherlands: Kluwer.
Hallett, D., Nunes, T., & Bryant, P. (2010). Individual differences in conceptual and procedural knowledge when learning fractions. Journal of Educational Psychology, 102(2),
395-406.
Hiebert, J., & Wearne, D. (1986). Procedures over concepts: The acquisition of decimal number knowledge. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of
mathematics (pp. 199-223). Hillsdale, NJ: Lawrence Erlbaum Associates.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for
qualitative research. Chicago: Aldine.
Gravemeijer, K. P. E. (1994). Developing realistic mathematics education. Utrecht: Freudenthal Institute.
Gravemeijer, K., & Cobb P. (2006). Design research from a learning design perspective. In J.
van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational design
research (pp. 17-51). London: Routledge.
Gravemeijer, K., Cobb, P., Bowers, J., & Whitenack, J. (2000). Symbolizing, modeling, and
instructional design. In P. Cobb, E. Yackel, & K. McClain (Eds.), Symbolizing and communicating in mathematics classrooms: Perspectives on discourse, tools, and instructional design (pp. 225-274). Mahwah, NJ: Lawrence Erlbaum Associates.
Kamii, C. with Livingston, S. (1994). Young children continue to reinvent arithmetic, 3rd
grade. New York: Teachers College Press.
Steffe, L. P. (1992). Schemes of action and operation involving composite units. Learning
and individual differences, 4(3), 259-309.
Steffe, L. P., & Cobb, P. (1998). Multiplicative and Divisional Schemes. Focus on Learning
Problems in Mathematics, 20(1), 45-61.
Ter Heege, H. (1985). The Acquisition of basic multiplication skills. Educational Studies in
Mathematics, 16, 375-388.
Thompson, P. W. (1996). Imagery and the development of mathematical reasoning. In L. P.
Steffe, P. Nesher, P. Cobb, G. Goldin and B. Greer (Eds), Theories of Mathematical
Learning (pp. 267-283). Mahwah, NJ: Lawrence Erlbaum Associates.
Thompson, P. W., & Saldanha, L. (2003). Fractions and multiplicative reasoning. In J.
Kilpatrick, G. Martin & D. Schifter (Eds.), Research companion to the Principles and
Standards for School Mathematics (pp. 95-114). Reston, VA: National Council of Teachers of Mathematics.
Ada Boufi,
Professor of Didactics of
Mathematics
Pedagogics Department of
Elementary Education, University of Athens
Ippokratous 20, Athens
aboufi@primedu.uoa.gr
Angeliki Kolovou
Teacher, PhD in Mathematics education
teacher_ak@yahoo.gr
1241
Koeno Gravemeijer
Emeritus Professor of Didactics of Mathematics Education
Eidhoven School of Education, Eidhoven University of
Technology
k.gravemeijer@tue.nl

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Baralis G., Soulis Sp., Lappas D. and Charitaki G. (2012) Providing students with mild
mental retardation the opportunity to solve Division Problems related to real
life.
International Journal for Mathematics Education HMS i JME 42. Pg 195-206 Mathematics Education and Democracy: Learning and teaching Practices CIEAEM 64 RhodesGreece 2012.
Bley, N. S. & Thornton, C. A. (1995). Teaching mathematics to students with learning disabilities. (3rd ed.). Austin, TX: Pro-ed.
Hanlon, C. (1993). Special education in Europe. London: David Fulton.

Mastropieri, M. A., Scruggs T. E., & Chung, S. (1998). Instructional Interventions forstudents
with mathematics learning disabilities. B. Wong (.), Learning about learning disabilities. Academic Press.
Miles, T. R. & Miles, E. (1992). Dyslexia and mathematics. London: Rout ledge.
ABSTRACT
This research focuses on teaching mathematics to students with special educational needs in
primary and secondary school. Whether, through the teaching of mathematics democracy can
be promoted in the educational system. In particular it has been attempted through the personal experiences of teachers and students, to answer questions that have been partially explored in the Greek educational system, such as: (a) the functionality and effectiveness of
teaching mathematics in students with special educational needs that participate in special
classes, (b) the equal participation of all students in a variety of activities in mathematics, (c)
the teaching of mathematics in promoting the goals of democracy.
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Blatto-Vallee, G., Kelly, R.R., Gaustad, M.G., Porter, J., & Fonzi, J. (2007). Visual Spatial Representation in Mathematical Problems Solving by Deaf and Hearing Students. Journal of Deaf Studies
and Deaf Education, 12(4), 432-448.
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Hammermamnn, E., Musial, D. (20072). Integrating Science With Mathematics & Literacy: New
Visions for Learning and Assessment. Thousand Oaks: Corwin Press.
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Adetula, L.O. (1990). Language Factor: Does It Affect Childrens Performance on Word
Problems?. Educational Studies in Mathematics, 21(4), 351-365.
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Worcester, Mass: Clark University Press.
Allport, G.W., 1935 Baker, C., 1992, Attitudes and Language, Clevedon, Philadelphia,
Adelaide: Multilingual Matters.
Altshuler, K., 1962, Psychiatric Consideration in the Adult Deaf. American Annals of the
Deaf, 107, no. 4: 560-561.
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Problems in a Deaf population. Edited by J. Rainer, K. Altshuler, and F. Kallman. New
York: New York State Psychiatric Institute, 187-204.
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Problems for Primary Level Deaf and hard-of- Hearing Students. Journal of Deaf Studies
and Deaf Education, 11(2), 153-170.
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. R. Mesthrie. Amsterdam etc.: Elsevier.
Baker, C., 1992, Attitudes and Language, Clevedon, Philadelphia, Adelaide: Multilingual
Matters.
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ABSTRACT
The last few decades, we are witnessing a continuous moving of large immigrant groups in
our country which have brought significant deterioration of the student population of Schools
of all levels. In any case, students with learning problems and differentiated learning needs,
were added to those of local population. As a result, the need for immediate assistance, appears. In our present study, we are presenting the research data for a survey that was done during the last two years in Attica prefecture, with a view to explore the attitudes of the wider
Community of citizens in the community of deaf students (both pupils Greek origin and background of the pupils migration but also their language In an attempt to identify and explain to
the extent possible the existence prejudices and stereotypes that exist and are played today.
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(Davis, G., & Rimm, S. 2004, pp.1-12)
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Carly J. 2009, pp. 32-42).
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Valsa, Ernest Paul & Casey Ron, pp. 213-228)
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+ "! " &%< $ -. " # Johann Carl Friedrich
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O 21 < Johann Carl Friedrich Gauss
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Dunnington and Gray 2004, p.301-310)
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1+100=101, 2+99=101, 3+98=101, , 49+52=101, 50+51=101, :
1 2 3 4 ... 98 99 100 (1 100) (2 99) (3 98) ... (49 52) (50 51)
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101 101
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! $+ &+ "&%+ <" $ $, "% # '% %.
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M.B.W., &. 70-75, Clawson, C.C., 2010, &. 102-105)
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&. 280).
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+ !+ !
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n
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+ / !, )" 1896
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%&&. (Clawson, 2010, &. 237-243, DavisReuben Philip J. Hersh, &. 213) @ - - # "&% 0+ ! J& + "!, + -* "& Gauss.
Gauss - $ +" & # %+ 12,7 cm x 20,32 cm. Notizenjournal " "%& ) 1796 $) " 1814, + 121 ")+ '$ 1796-1801.
"$ %#+ & "#%' b"% !
"$ "&D.
10 & 1796 Gauss ")! Notizenjournal ' -
)- " "& /+ num ' ' ' '$
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)&"% ) . (Sautoy, &. 88)
" + "! E.T.Bell., (1992)
"% Gauss ) #+- & "&D, "% )
)+- "% 50 ) (Bell: Men of Mathematics: The Lives and Achievements of the
Great Mathematicians from Zeno to Poincar, ]$ Q " 1986: Simon and Schuster, &.
218-269).
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#+ ) )& # ! '% * Braunschweig. 1818
Gauss "+ ) "$& #'"- &$
Linempourgk. = - # Gauss ' # & , %/
$ "% "&% &" '+ #%& % # "<- $ $+. (Tent, M.B.W., &. 235-243) - #+"- &% -# #
1261
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"& $ "& $ * "&
'% $ + "& "% Gauss &"- "& . &! '% + #"$ + #%& "- " "-
, + $ "& , + ' % (" ), " ' + '!. (C.Boyer, &. 566-567, G. Loria, .
. ). &. 291-292, Bell, E.T, &. 425-431)
Gauss - $ ! '<- "& =+ %) ' " "$D. &$ Gauss 1829 '* *% <& + %&&&+ !, .). 1817 Gauss /$'* +"% <%
#- "& #+. '"- &- '& Heinrich Olbers, -&+ "% "& #+ "% &-. %/ #+ ) /+ &&& " +"% - " & '%+. D + $ Gauss '<-" # - " &-D.
Gauss /&#-" '- " '&
F. W. Bessel $ &% %+ "& #+ # '< %) "&.
'& "
Gauss "$D " "- " .
$ # $ #+ " #+ 1830 ! Nikolai Ivanovic Lobachevsky "
## Jnos Bolyai # '& Farkas Wolfgang Bolyai.
Jnos Bolyai "$&/
"& #+ 1829, ! # " 1832. ' %<, Gauss $#D Farkas Bolyai: [ % $
% . ;
"
" +
4, "
30 35 " .
@ "%&D + "&+ #+! " " "%'. = &&% ) '" " #-" + <&"% +"$ $)
)- " %) " "'%* " "- +"$##. (Sautoy,M.D., &. 172-174, Tent, M.B.W., &. 265-270, Loria, . .
). &. 288-289)
Gauss -## +)"- $ + #"! ! &-
'- D E 1 D ,b "$ . Gauss #" ) ) "%. 1831 $+ &- $" # ! ) + #"! ! <- #'"- %
x , y . (Bell, E.T, &. 400-402)
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Weber, # -# $ #! # " &1262
".
Gauss " Weber "" ! &"" &$#' 1833,
#- $ " ("- Gttingen.
1833 $" # #"$ % " +"
# " &! #$ #: %* , " ) .
"%&D #"- %* ". (Tent, M.B.W., &.
272-279)
Gauss $/ $ # $ * ! #"-
#+#- #+#" , )-" $) " 1970 , !
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'& " + /+"! #'"! #! #" =.
& " ) *+- Gauss % "
)$. $ - $ / &! +- &#<
) ""- <- " '" % 50 )
1849 " + #"! - % . %&& - $ "
% # + + "! -+ " " 1840 $
&-" * '& Wilhelm Weber. $# ' #+# . (C.Boyer, &. 568)
<(+9*
" # ! ' & ", Gauss -/ '<& $ &) " $ $ % -.
%" #" + "! " #& " %

)- " "&. + " -/ " = "
&+ + )! " $ - + + ) + (%
) ) (Waldo Dunnington: "The Sesquicentennial of the Birth of Gauss", Scientific
Monthly, 24, . 402-414).
= $# Gauss Struik '$:
Gauss - % +
% 1855. & ) '+ &$ '$ "%.
$ # + "&
+" % & #& . @ &# " $+ &! $/ + ) "- # "$ "$ "$D . ! /$ + Gauss, 1800 " &, ) "&D &&"$ - " #+ 1816 ) # ) "& #+.
+ )"% % $. (D. Struik, &. 233)
) # + &- " $ "% ""-. @
+"- '# - "$ Pauca sed matura (&#, &&%
!). <" $# " %# / %D $<& " ") $) -. ( Sautoy,M.D., &. 87, Tent,
M.B.W., &. 132).
""% # #! $# $/+ "- " :
1989 + "%# #" "
"%- ! 2000, #" ) + 10 %"+ "*: +#' Gauss,
""- "& Gauss * "% "- Gttingen.
%&& &% ) "* & " $## #+ # <.
1263
, = $) "!

# - Gauss,
1955 # 100 ) %
" 1977 # 200 #$.
&$&$ '%$
Bell, E.T., (1992),
", . -+ $+ Cauchy. %': !& # &, "$ " -.
Clawson, C.C., (2010), "% -. @ '% " # + !. %': #! )-, " $.
Davis, G., & Rimm, S. (2004), Education of the gifted and talented (5th ed.). Boston: Allyn
and Bacon Department of Education, New Brunswick Canada, Gifted and Talented students. A Resource Guide for Teachers, Educational Services Division, Revised 2007.
Dunnington G. Waldo, Jeremy Gray, Carl Friedrich Gauss: Titan of Science, Mathematical
association of America, 2004.
Koshy, V., (2001), Teaching mathematics to able children, London, David Fulton.
Koshy Valsa, Ernest Paul & Casey Ron, Mathematically gifted and talented learners: theory
and practice, International Journal of Mathematical Education in Science and Technology, Volume 40, Issue 2, 2009.
Krutetskii, V.A., (1976), The Psychology of Mathematical Abilities in School Children.
University of Chicago Press.
Lassig, Carly J. (2009), Teachers' attitudes towards the gifted: the importance of professional development and school culture, Australasian Journal of Gifted Education, 18(2).
Loria, G., (1971), + "!, , ) , . .. -.
Philip J. DavisReuben Hersh (1981), @ "- , %': =!# %, " )&, -.
Struik, D., (1982), "- + "!. ". .) &, -.
Sautoy,M.D. (2005), @ "- + !+ !. " & , -.
Tent, M.B.W., (2006), & () ="% #" + "!, %':
% !, " & , -.
ABSTRACT
There are children that show or have the potential to show an outstanding level of competence
in one or more than one areas of human activity. These skills can be general and represent a
wide range of a person's life, such as leadership abilities or creative thinking, and even show
specific skills in specific areas, such as Mathematics, Science, Art. The prime example of
such a talented child and a later famous scientist is Carl Friedrich Gauss.
Gauss was a German mathematician who contributed in many research fields of science,
such as number theory, statistics, mathematical analysis, differential geometry, and other related sciences such as geodesy, astronomy and physics (electrostatics, optics, magnetism).
Concerning his personality, he was what is called "child-prodigy" and there are several stories
about his special abilities even as an infant, whereas his first great mathematical discoveries
date from his teens.
In this paper we will present this leading mathematicians life and work who laid the groundwork for many of the most important research fields of Modern Mathematics and the Natural
Sciences.
'(+ . +! ,
.... !,
e-mail: gmparalis@primedu.uoa.gr
1264
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ABSTRACT
Different kinds of pictorial representations have a significant role on mathematics learning.
The historical review of representations in Mathematics provide a better understanding of the
representations contribution in mathematics education, as well as the nomination of the different types of representation that were used in Mathematics in the past. Old school textbooks
in mathematics provide very rich educational and historical material.
The aim of this article is the utilization of pictorial representations in school textbooks of
5th Grade in Mathematics historically and specially in problem solving in fractions according
the didactical method that is adapted.
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