Children’s career development: A research review from a learning perspective

Watson, Mark; McMahon, Mary

doi:10.1016/j.jvb.2004.08.011

Cited by 153 publications

(144 citation statements)

References 63 publications

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“…A picture of a career at an early age will lead them to discover more about the various career fields (Hartung et al, 2005;Porfeli & Vondracek, 2007;Roe, 1957;Roe & Lunneborg, 1984;Skorikov & Vondracek, 2007;Super, 1957Super, , 1980Super, , 1990Taveira, 1999;Watson &McMahon, 2005 in Araujo andTaviera, 2005). It is clear that the discussion of a career must begin when the child is still a very young age.…”

Section: Career Guidance For Early Childrenmentioning

confidence: 99%

Career Guidance at Kindergarten, Is It Neccessary?

Hidayat¹,

Ningrum²

2017

Proceedings of the 3rd International Conference on Early Childhood Education (ICECE 2016)

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Career basically is an achievement to adulthood , because it will be related to work activities For achieve the right career should be prepared in early, starting from early education until higher education . Kindergarten to be starting point for childs early start to learn, and should be early prepapare for career development in adulthood. Career guidance program at kindergarten is directed to the identification and development of student potencies. At the time in kindergarten potencies of the child is known to then be developed through learning. Ideally this program drafted and implemented by Guidance and Counseling teachers, but not generally available in kindergarten, so it can be done by classroom teachers who have an adequate understanding of the potency identification and development of students. There are five main elements to be considered in career development programs in kindergarten, the development of techniques to identify potencies asessmen, career guidance subject, methods of career guidance, media will be used in career guidance and evaluation techniques to be used in career guidance.

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Section: Career Guidance For Early Childrenmentioning

confidence: 99%

Career Guidance at Kindergarten, Is It Neccessary?

Hidayat¹,

Ningrum²

2017

Proceedings of the 3rd International Conference on Early Childhood Education (ICECE 2016)

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“…O conceito de desenvolvimento de carreira foi aplicado aos períodos de vida da infância, adolescência, idade adulta e velhice (Super, 1980). Na infância, destacou-se que as crianças realizam aprendizagens sobre si próprias e o mundo envolvente, na escola e na família, bem como integram conceitos de gênero e classe social, os quais podem conduzir à circunscrição precoce de alternativas de carreira (Gottfredson, 1981;Watson & McMahon, 2005).…”

Section: Procedimentosunclassified

“…A investigação tem reforçado a concepção de desenvolvimento de carreira como processo no qual interagem fatores contextuais, desde o microssistema ao macrossistema (Vondracek, Lerner & Schulenberg, 1986). Nas influências microcontextuais, a literatura reconhece a importância da escola no desenvolvimento de carreira dos alunos e a necessidade de aprofundar empiricamente o seu papel (Watson & McMahon, 2005). No microcontexto escolar, os professores podem exercer um papel central no desenvolvimento de carreira dos alunos, promovendo o desenvolvimento dos seus interesses, a construção de significados acerca do trabalho e a instrumentalidade dos conteúdos curriculares (Ferreira, Nascimento & Fontaine, 2009).…”

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Sensibilizar professores para o desenvolvimento de carreira dos alunos: relato de uma experiência

Oliveira

Taveira

2014

Psicol. cienc. prof.

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A literatura destaca a importância de realizar sessões de sensibilização dos professores para promover a sua influência positiva e intencional, enquanto docentes, nas trajetórias de carreira dos alunos. Este artigo relata uma experiência de realização de uma sessão de sensibilização junto a professores da educação básica de um agrupamento de escolas no noroeste de Portugal. Procurou-se esclarecer o conceito de desenvolvimento de carreira junto dos professores, conscientizá-los para o papel da escola no desenvolvimento de carreira dos alunos e estimular a dinamização de atividades promotoras desse processo. Apresenta-se a estrutura da sessão, as estratégias adotadas para alcançar os objetivos propostos e as reflexões partilhadas e debatidas pelos professores. As apreciações dos intervenientes quanto à sessão de sensibilização mostraram-se favoráveis. Esta experiência ilustra a importância de realizar sessões de sensibilização dos professores nesse domínio, as quais podem sustentar a promoção do desenvolvimento de carreira dos alunos, ao longo da escolaridade.

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“…Researchers have noted that children's knowledge does increase with age, but also have noted that children's occupational stereotypes may not WORKLIFE ACROSS THE LIFESPAN evaporate with more accurate knowledge over time (Watson & McMahon, 2005). In one study, Hispanic ninth graders did reduced stereotyped attitudes toward careers after career interventions.…”

Section: Career Exploration and Awarenessmentioning

confidence: 99%

“…Evidence of occupational stereotyping that biases occupational preference was noted (Hartung et al, 2005). The good news is that gender stereotyping of occupations may have declined with successive generations of children, especially for girls (Watson & McMahon, 2005). Other societal influences that appear to have some influence on vocational preferences were parents, the school, media, and the home environment (Hartung et al, 2005).…”

Section: Career Decision Making and Career Maturitymentioning

confidence: 99%

Worklife Across the Lifespan

Larson¹

2011

Oxford Handbooks Online

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An extensive literature search across the spectrum of vocational psychology was conducted using the time frame of 1991-2008 and resulted in 47 quantitative reviews (i.e., meta-analyses). First, theories of vocational psychology are presented including John Holland's ( 1997) and Rene Dawis and Loyd Lofquist's ( 1984;Dawis, 2005) theory of work adjustment person-environment fit (P-E fit) models; Lent, Brown, and Hackett ( 1994) social cognitive career theory; the social learning theory of John Krumboltz ( 1990); Donald Super's career construction theory (Super, 1992); and L. S. Gottfredson's ( 1999) circumscription theory. Next, vocational outcomes of young people (the development of interests, educational and occupational aspirations, educational achievement, and career choice) and wage-earning adults (job search, job entry, job performance, job satisfaction, career success, and mental health outcomes) are reviewed. The last two major sections concern diverse groups (women and racially and ethnically diverse groups) and individual differences (cognitive ability, personality, and interests) as predictors of vocational outcomes. AbstractAn extensive literature search across the spectrum of vocational psychology was conducted using the time frame of 1991-2008 and resulted in 47 quantitative reviews (i.e., meta-analyses). First, theories of vocational psychology are presented including John Holland's ( 1997) and Rene Dawis and Loyd Lofquist's ( 1984;Dawis, 2005) theory of work adjustment person-environment fit (P-E fit) models; Lent, Brown, and Hackett ( 1994) social cognitive career theory; the social learning theory of John Krumboltz ( 1990); Donald Super's career construction theory (Super, 1992); and L. S. Gottfredson's ( 1999) circumscription theory. Next, vocational outcomes of young people (the development of interests, educational and occupational aspirations, educational achievement, and career choice) and wage-earning adults (job search, job entry, job performance, job satisfaction, career success, and mental health outcomes) are reviewed. The last two major sections concern diverse groups (women and racially and ethnically diverse groups) and individual differences (cognitive ability, personality, and interests) as predictors of vocational outcomes.

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Children’s career development: A research review from a learning perspective

Cited by 153 publications

References 63 publications

Career Guidance at Kindergarten, Is It Neccessary?

Career Guidance at Kindergarten, Is It Neccessary?

Sensibilizar professores para o desenvolvimento de carreira dos alunos: relato de uma experiência

Worklife Across the Lifespan

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