Pub Date : 2023-04-15DOI: 10.7441/soced.2023.11.01.01
Jitka Lorenzová
The aim of this study is to analyse in a diachronic and synchronic perspective the way in which the educational paradigm of helping (helping to self-help) influences the relations between social pedagogy and social work as sciences and as practical helping disciplines interacting in a common professional field. The referential frame constitutes of the thesis that, as sciences and as helping practices, both social pedagogy and social work today are based on the values of human dignity, justice, and equality and on a developmental approach to helping. The conceptual similarities and differences between social pedagogy and social work in terms of their historical development, scientific, and practice-professional profile are discussed.
{"title":"Edukační paradigma v sociální pedagogice a sociální práci – historie, současnost, perspektivy","authors":"Jitka Lorenzová","doi":"10.7441/soced.2023.11.01.01","DOIUrl":"https://doi.org/10.7441/soced.2023.11.01.01","url":null,"abstract":"The aim of this study is to analyse in a diachronic and synchronic perspective the way in which the educational paradigm of helping (helping to self-help) influences the relations between social pedagogy and social work as sciences and as practical helping disciplines interacting in a common professional field. The referential frame constitutes of the thesis that, as sciences and as helping practices, both social pedagogy and social work today are based on the values of human dignity, justice, and equality and on a developmental approach to helping. The conceptual similarities and differences between social pedagogy and social work in terms of their historical development, scientific, and practice-professional profile are discussed.","PeriodicalId":170748,"journal":{"name":"Sociální pedagogika / Social Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115331299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-15DOI: 10.7441/soced.2022.10.02.01
M. Černý
Social pedagogy tends to be primarily associated with the education of people from vulnerable target groups or with leisure pedagogy. An essential part of the social pedagogical practice is also the folk education process, which was already linked to the Masaryk ideal of an educated and industrious society before the establishment of independent Czechoslovakia and which was carried out through libraries. After 1948, this ideal was transformed into the idea of the 'new socialist human', in whose formation libraries played a significant role. This study aims to use contemporary literature and archival documents to view libraries as instruments of all-people education through work with the reader. It will show that libraries throughout the period analysed (1918-1989) played the role of important social pedagogical institutions that are unfairly overlooked in disciplinary discourse. They draw on the anthropological discourse of social pedagogical practice. This paper focuses on the search for general structures in library practice, from work with workers and peasants in the form of reading in the fields, mass work with readers, the Fucik badge competition, to discussions with readers. All of this contributed in a fundamental way to the formation of anthropological models associated with socialist man. A certain discontinuity in continuity transformed the humanist ideals of the library of the First Republic.
{"title":"Knihovny jako nástroj žité sociálně-pedagogické ideje mezi lety 1918–1989","authors":"M. Černý","doi":"10.7441/soced.2022.10.02.01","DOIUrl":"https://doi.org/10.7441/soced.2022.10.02.01","url":null,"abstract":"Social pedagogy tends to be primarily associated with the education of people from vulnerable target groups or with leisure pedagogy. An essential part of the social pedagogical practice is also the folk education process, which was already linked to the Masaryk ideal of an educated and industrious society before the establishment of independent Czechoslovakia and which was carried out through libraries. After 1948, this ideal was transformed into the idea of the 'new socialist human', in whose formation libraries played a significant role. This study aims to use contemporary literature and archival documents to view libraries as instruments of all-people education through work with the reader. It will show that libraries throughout the period analysed (1918-1989) played the role of important social pedagogical institutions that are unfairly overlooked in disciplinary discourse. They draw on the anthropological discourse of social pedagogical practice. This paper focuses on the search for general structures in library practice, from work with workers and peasants in the form of reading in the fields, mass work with readers, the Fucik badge competition, to discussions with readers. All of this contributed in a fundamental way to the formation of anthropological models associated with socialist man. A certain discontinuity in continuity transformed the humanist ideals of the library of the First Republic.","PeriodicalId":170748,"journal":{"name":"Sociální pedagogika / Social Education","volume":"490-495 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121720197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-15DOI: 10.7441/soced.2022.10.02.03
Lenka Hessová
As part of a historical review of inspiring models of work with at-risk youth, the study deals with two institutions that were founded in the US in the first half of the nineteenth century. In the introduction, the society's attitude towards at-risk youth in the US at the beginning of the 19th century is outlined. The second part focuses on the New York House of Refuge, especially in the period 1824–1826, when Joseph Curtis was its manager. The third part looks at the Boston House of Reformation, when E.M.P. Wells managed the institution. Thanks to enlightened leadership, both institutions at the time represented the first tentative attempts to work with at-risk youth in the USA "differently", i.e. not resorting only to repressive measures. At the end of the study, the elements that made both projects exceptional at the time are summarized. In the case of the two presented institutions, the innovative efforts stood and fell with the personality of their managers. The change in management caused a return to the policy of punishment and retribution in relation to at-risk youth, and the facility unfortunately slipped back into the label of "dreaded institution". Nevertheless, Curtis and Wells' courageous work inspired other reformers who continued with their attempts to work with at-risk youth "differently."
{"title":"První pokusy o inovativní přístup k péči o rizikovou mládež v USA","authors":"Lenka Hessová","doi":"10.7441/soced.2022.10.02.03","DOIUrl":"https://doi.org/10.7441/soced.2022.10.02.03","url":null,"abstract":"As part of a historical review of inspiring models of work with at-risk youth, the study deals with two institutions that were founded in the US in the first half of the nineteenth century. In the introduction, the society's attitude towards at-risk youth in the US at the beginning of the 19th century is outlined. The second part focuses on the New York House of Refuge, especially in the period 1824–1826, when Joseph Curtis was its manager. The third part looks at the Boston House of Reformation, when E.M.P. Wells managed the institution. Thanks to enlightened leadership, both institutions at the time represented the first tentative attempts to work with at-risk youth in the USA \"differently\", i.e. not resorting only to repressive measures. At the end of the study, the elements that made both projects exceptional at the time are summarized. In the case of the two presented institutions, the innovative efforts stood and fell with the personality of their managers. The change in management caused a return to the policy of punishment and retribution in relation to at-risk youth, and the facility unfortunately slipped back into the label of \"dreaded institution\". Nevertheless, Curtis and Wells' courageous work inspired other reformers who continued with their attempts to work with at-risk youth \"differently.\"","PeriodicalId":170748,"journal":{"name":"Sociální pedagogika / Social Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132371247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-15DOI: 10.7441/soced.2022.10.02.02
Annamária Šimšíková
In human society there are currently facts that implicitly testify to the lack or absence of the dialogue process. In the study, we will focus on dialogue and its position within the field of social pedagogy in selected Nordic countries. We can find dialogue in the representation of social pedagogy in the motto of social pedagogy, it is part of the term of the profession of the social pedagogue. For the the profession of the social pedagogue, dialogue represents a value, it is part of the socio-pedagogical approach and it is maintained as a principle in socio-pedagogical relations. Dialogue is used as a method of socio-pedagogical work, and it is a tool to achieve democracy and emancipation. Dialogue in the context of the education system acts as dialogical pedagogy and also represents the content of social pedagogy education in selected Nordic countries.
{"title":"Dialóg v kontexte atribútov sociálnej pedagogiky vo vybraných severských krajinách","authors":"Annamária Šimšíková","doi":"10.7441/soced.2022.10.02.02","DOIUrl":"https://doi.org/10.7441/soced.2022.10.02.02","url":null,"abstract":"In human society there are currently facts that implicitly testify to the lack or absence of the dialogue process. In the study, we will focus on dialogue and its position within the field of social pedagogy in selected Nordic countries. We can find dialogue in the representation of social pedagogy in the motto of social pedagogy, it is part of the term of the profession of the social pedagogue. For the the profession of the social pedagogue, dialogue represents a value, it is part of the socio-pedagogical approach and it is maintained as a principle in socio-pedagogical relations. Dialogue is used as a method of socio-pedagogical work, and it is a tool to achieve democracy and emancipation. Dialogue in the context of the education system acts as dialogical pedagogy and also represents the content of social pedagogy education in selected Nordic countries.","PeriodicalId":170748,"journal":{"name":"Sociální pedagogika / Social Education","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127217275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-15DOI: 10.7441/soced.2022.10.01.03
M. Černý
Information poverty is one of the most severe challenges for today's society, manifesting itself in the economic, social, cultural and political spheres. This form of poverty is almost unreflected in social pedagogy, and in the Czech environment, it lacks a more systematic theoretical interpretation. Therefore, this theoretical study offers an introductory exposition of the issue, draws attention to the present discourses in the approach to information poverty, and provides an opportunity to reflect on the phenomenon, approaches or definitions of social pedagogy. The study aims to define, describe and present the concept of information poverty as a socio-pedagogical phenomenon that can be managed thanks to appropriate transdisciplinary cooperation between libraries, librarians and social educators.
{"title":"Informačně chudí: Nová cílová skupina sociální pedagogiky","authors":"M. Černý","doi":"10.7441/soced.2022.10.01.03","DOIUrl":"https://doi.org/10.7441/soced.2022.10.01.03","url":null,"abstract":"Information poverty is one of the most severe challenges for today's society, manifesting itself in the economic, social, cultural and political spheres. This form of poverty is almost unreflected in social pedagogy, and in the Czech environment, it lacks a more systematic theoretical interpretation. Therefore, this theoretical study offers an introductory exposition of the issue, draws attention to the present discourses in the approach to information poverty, and provides an opportunity to reflect on the phenomenon, approaches or definitions of social pedagogy. The study aims to define, describe and present the concept of information poverty as a socio-pedagogical phenomenon that can be managed thanks to appropriate transdisciplinary cooperation between libraries, librarians and social educators.","PeriodicalId":170748,"journal":{"name":"Sociální pedagogika / Social Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129658925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-15DOI: 10.7441/soced.2022.10.01.01
Vicenta Javier, G. Caramazza, L. Kimaro
The research focused on the empowerment of female students for social transformation at Tangaza University College, whose core values consist of Catholic social teachings. The college provides higher education to young people who would otherwise not have the opportunity for higher studies. Of the 2,000+ college students, 1,500 receive partial or full scholarships. The aim of the study was to find out how Tangaza fulfils its mission of educating for social transformation, from the responses of female students from low to very low income families. These are in two groups: female students mostly from squatter areas in the city of Nairobi, and the women religious, who primarily come from villages where primary and secondary education is sadly inadequate. The study makes use of a synthesis of theories of empowerment compiled by a social scientist, Mann Hyung Hur. The results showed how Tangaza’s education for social transformation has empowered its female students in the three areas of personal growth, job competence and social responsibility. However, there are differing degrees of empowerment among the three categories. An analysis is done of the differences between the three areas of empowerment, and recommendations are made. The sample population consists of women graduates of Tangaza University College from the academic years 2010-2017.
{"title":"The empowerment of female students from deprived backgrounds through education for social transformation – A study of Tangaza University College, Nairobi, East Africa","authors":"Vicenta Javier, G. Caramazza, L. Kimaro","doi":"10.7441/soced.2022.10.01.01","DOIUrl":"https://doi.org/10.7441/soced.2022.10.01.01","url":null,"abstract":"The research focused on the empowerment of female students for social transformation at Tangaza University College, whose core values consist of Catholic social teachings. The college provides higher education to young people who would otherwise not have the opportunity for higher studies. Of the 2,000+ college students, 1,500 receive partial or full scholarships. The aim of the study was to find out how Tangaza fulfils its mission of educating for social transformation, from the responses of female students from low to very low income families. These are in two groups: female students mostly from squatter areas in the city of Nairobi, and the women religious, who primarily come from villages where primary and secondary education is sadly inadequate. The study makes use of a synthesis of theories of empowerment compiled by a social scientist, Mann Hyung Hur. The results showed how Tangaza’s education for social transformation has empowered its female students in the three areas of personal growth, job competence and social responsibility. However, there are differing degrees of empowerment among the three categories. An analysis is done of the differences between the three areas of empowerment, and recommendations are made. The sample population consists of women graduates of Tangaza University College from the academic years 2010-2017.","PeriodicalId":170748,"journal":{"name":"Sociální pedagogika / Social Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114670953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-15DOI: 10.7441/soced.2022.10.01.02
Adams Onivehu, Joy James, J. Sulaimon
This study analyzed the status and trends of research in the field of social education, by applying the method of content analysis to examine the articles published in one of the representative journals of the field, Sociální pedagogika / Social Education, from 2018-2020. Several articles were retrieved from the relevant database and examined based on seven themes, which include frequently used keywords, general aims, research type, research method, data collection methods, sample, and data analysis methods. The data obtained were recorded and analyzed using frequency and percentage. Based on the findings of the study, it was recommended that the prospects and shortcomings of the analyzed studies should be harnessed to expand the frontiers of knowledge in the field of social education in the future.
本研究采用内容分析的方法，对社会教育领域代表性期刊Sociální pedagogika / social education 2018-2020年发表的文章进行分析，分析了社会教育领域的研究现状和趋势。从相关数据库中检索了几篇文章，并根据七个主题进行了审查，包括常用关键词、总体目标、研究类型、研究方法、数据收集方法、样本和数据分析方法。用频率和百分比对所得数据进行记录和分析。根据研究结果，建议利用分析研究的前景和不足，以扩大未来社会教育领域的知识前沿。
{"title":"A content analysis of the articles published in the journal Sociální pedagogika / Social Education from 2018-2020","authors":"Adams Onivehu, Joy James, J. Sulaimon","doi":"10.7441/soced.2022.10.01.02","DOIUrl":"https://doi.org/10.7441/soced.2022.10.01.02","url":null,"abstract":"This study analyzed the status and trends of research in the field of social education, by applying the method of content analysis to examine the articles published in one of the representative journals of the field, Sociální pedagogika / Social Education, from 2018-2020. Several articles were retrieved from the relevant database and examined based on seven themes, which include frequently used keywords, general aims, research type, research method, data collection methods, sample, and data analysis methods. The data obtained were recorded and analyzed using frequency and percentage. Based on the findings of the study, it was recommended that the prospects and shortcomings of the analyzed studies should be harnessed to expand the frontiers of knowledge in the field of social education in the future.","PeriodicalId":170748,"journal":{"name":"Sociální pedagogika / Social Education","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132863941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-15DOI: 10.7441/soced.2021.09.02.01
Michal Pařízek
The theoretical study relates the principles of holistic education to the Teacher Education Model for the 21st Century (TE21) in Singapore. Building on the principles of holistic education, TE21 aims to produce highly qualified educators who succeed in nurturing the potential in each child. Holistic education is a humanistic and democratic educational approach that was developed in the USA. Its goal is to help every learner reach their highest innate potential, find their identity and purpose in life, and become socially and environmentally responsible. This study shows how the same principles may lead to slightly different outcomes when adjusted to the needs of Singaporean society. As a direct product of the National Institute of Education and the Ministry of Education, TE21 confirms the importance of a national educational strategy, which is the core of economic growth and political stability, as well as a tool to be used for fighting inequality and dealing with other social issues.
{"title":"Principles of holistic education applied to the Teacher Education Model for the 21st Century in Singapore","authors":"Michal Pařízek","doi":"10.7441/soced.2021.09.02.01","DOIUrl":"https://doi.org/10.7441/soced.2021.09.02.01","url":null,"abstract":"The theoretical study relates the principles of holistic education to the Teacher Education Model for the 21st Century (TE21) in Singapore. Building on the principles of holistic education, TE21 aims to produce highly qualified educators who succeed in nurturing the potential in each child. Holistic education is a humanistic and democratic educational approach that was developed in the USA. Its goal is to help every learner reach their highest innate potential, find their identity and purpose in life, and become socially and environmentally responsible. This study shows how the same principles may lead to slightly different outcomes when adjusted to the needs of Singaporean society. As a direct product of the National Institute of Education and the Ministry of Education, TE21 confirms the importance of a national educational strategy, which is the core of economic growth and political stability, as well as a tool to be used for fighting inequality and dealing with other social issues.","PeriodicalId":170748,"journal":{"name":"Sociální pedagogika / Social Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133608032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-15DOI: 10.7441/soced.2021.09.02.03
Jaroslava Pavlíčková, Tatiana Matulayová
The paper responds to the current topic of school issues by addressing issues of equal opportunity in education. It deals with the presentation of a specific solution to support the education of disadvantaged pupils in the Zlín Region, which is realized within the Implementation of the Regional Action Plan for the Development of Education within the Operational Program: Research, Development and Education. The aim of the paper is to introduce the activities of the Social Pedagogical Counseling Center. The priority areas of the counseling center are the early identification of the problems of pupils at risk of school failure, for socio-economic reasons, and the support of teachers in resolving difficult situations. The implementation is based on a questionnaire survey of school needs. The purpose of the measure is to connect schools with the social aspect of fieldwork and thus contribute to the sharing of good practices in socio-pedagogical issues.
{"title":"Implementace opatření na podporu žáků se sociálním znevýhodněním ve Zlínském kraji","authors":"Jaroslava Pavlíčková, Tatiana Matulayová","doi":"10.7441/soced.2021.09.02.03","DOIUrl":"https://doi.org/10.7441/soced.2021.09.02.03","url":null,"abstract":"The paper responds to the current topic of school issues by addressing issues of equal opportunity in education. It deals with the presentation of a specific solution to support the education of disadvantaged pupils in the Zlín Region, which is realized within the Implementation of the Regional Action Plan for the Development of Education within the Operational Program: Research, Development and Education. The aim of the paper is to introduce the activities of the Social Pedagogical Counseling Center. The priority areas of the counseling center are the early identification of the problems of pupils at risk of school failure, for socio-economic reasons, and the support of teachers in resolving difficult situations. The implementation is based on a questionnaire survey of school needs. The purpose of the measure is to connect schools with the social aspect of fieldwork and thus contribute to the sharing of good practices in socio-pedagogical issues.","PeriodicalId":170748,"journal":{"name":"Sociální pedagogika / Social Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116500141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-15DOI: 10.7441/soced.2021.09.02.02
Vladimíra Zemančíková
Reading literacy as functional literacy, i.e. the ability to understand and use written text, is alarming for students from disadvantaged backgrounds in Slovakia. In relation to children from less favourable backgrounds, the Slovak education system has long been unable to adequately compensate for educational inequalities determined by social origin. The most important stimuli affect children before they enter primary school. The study presents selected research on supporting child readers within the context of the family, based mainly on foreign sources, where this research has a rich tradition. Factors in the so-called home literacy environment, especially reading together or so-called dialogic reading of a parent with a child, as well as the size of the family library, were identified as particularly important. At the end of the paper, the possibilities of socio-pedagogical intervention are outlined.
{"title":"Sociálne aspekty čitateľskej gramotnosti s akcentom na dieťa zo sociálne znevýhodňujúceho prostredia na Slovensku","authors":"Vladimíra Zemančíková","doi":"10.7441/soced.2021.09.02.02","DOIUrl":"https://doi.org/10.7441/soced.2021.09.02.02","url":null,"abstract":"Reading literacy as functional literacy, i.e. the ability to understand and use written text, is alarming for students from disadvantaged backgrounds in Slovakia. In relation to children from less favourable backgrounds, the Slovak education system has long been unable to adequately compensate for educational inequalities determined by social origin. The most important stimuli affect children before they enter primary school. The study presents selected research on supporting child readers within the context of the family, based mainly on foreign sources, where this research has a rich tradition. Factors in the so-called home literacy environment, especially reading together or so-called dialogic reading of a parent with a child, as well as the size of the family library, were identified as particularly important. At the end of the paper, the possibilities of socio-pedagogical intervention are outlined.","PeriodicalId":170748,"journal":{"name":"Sociální pedagogika / Social Education","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117065457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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