Children's concepts of their rights<sup>1</sup>

Melton, Gary B.

doi:10.1080/15374418009532985

Cited by 132 publications

(136 citation statements)

References 6 publications

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“…Using this approach, researchers have found that by around 10 years of age, most children view participation and decision making as important children's rights (Ruck, Keating, Abramovitch, & Koegl, 1998). In addition, Helwig (1995Helwig ( , 1997 reported that, in contrast to the earlier work of Melton (1980), abstract concepts of freedom of speech and religion were found in some children as young as six years of age.…”

Section: Children As Citizensmentioning

confidence: 76%

“…Some of the fi rst work on children's understanding of their rights was carried out by Melton (1980), who employed a cognitive-developmental stage model, where one global orientation is said to characterize the child's thinking across various contexts or situations. He found that children's conceptions of rights progressed through three distinct levels from egocentric to more abstract modes of thought.…”

Section: Children As Citizensmentioning

confidence: 99%

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Early Childhood as a Foundation for Civic Engagement

Astuto

Ruck

2010

Handbook of Research on Civic Engagement in Youth

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Section: Children As Citizensmentioning

confidence: 76%

Section: Children As Citizensmentioning

confidence: 99%

Early Childhood as a Foundation for Civic Engagement

Astuto

Ruck

2010

Handbook of Research on Civic Engagement in Youth

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“…Instead of having open interview questions (Cherney & Perry, 1996;Melton, 1980), however, the participants were forced to select between supporting the child's right or the adult's right in a given situation (see Appendix A). A sample item was: ''In Jane's school, everyone has to attend a science class.…”

Section: Children's Rights Interviewmentioning

confidence: 99%

“…They compared U.S., Canadian, and European children's perceptions of their rights using Melton's (1980) Children's Rights Interview. On a third of the vignettes, Swiss, Canadian, and U.S. children differed significantly in their responses.…”

mentioning

confidence: 99%

A Cross-Cultural View of Adults’ Perceptions of Children’s Rights

2008

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This study examined how the need for autonomy may be coexisting with current cultural norms. A total of 264 U.S., 76 Swiss, and 51 British adults completed two perceptions of children's rights surveys. The results showed that Swiss and British participants were significantly more likely to advocate for autonomy or self-determination rights than same-aged U.S. adults. British participants were also more likely to advocate for children's self-determination rights than U.S. and Swiss participants, whereas Swiss adults were more likely to grant children nurturance rights than British and US adults. Generally, parents were less likely to advocate for autonomy than non-parents. The results are discussed in terms of individualismcollectivism, self-determination theories, and parentalism.

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“…Μια σύντομη βιβλιογραφική επισκόπηση σε έρευνες που μελετούν τον τρόπο που τα παιδιά και οι έφηβοι διαμορφώνουν την πολιτική τους σκέψη (Berti, 2005;Flanagan & Tucker, 1999;Melton, 1980), έδειξε ότι η διαμόρφωση της πολιτικής σκέψης στον άνθρωπο συνδέεται με την ηλικία και το εξελικτικό πρότυπο κατανόησης των πολιτικών εννοιών. Οι έφηβοι αρχίζουν να ερμηνεύουν με πολλούς τρόπους την πραγματικότητα ξεφεύγοντας από την εγωκεντρική άποψη της παιδικής ηλικίας, μαθαίνοντας μέσα από την προσωπική τους εμπειρία σε διαφορετικά πια περιβάλλοντα (σχολείο, παρέες, ομάδες, συλλογικότητες), με αποτέλεσμα να υιοθετούν ιδέες, αξίες ή συμπεριφορές (Moore,1989).…”

Section: διαμόρφωση πολιτικής σκέψης των εφήβωνunclassified

Ο Ρόλος Της Βιωματικής Και Άτυπης Μάθησης Στη Διαμόρφωση Μη Φασιστικής Πολιτικής Σκέψης Σε Εφήβους

Βασιλάκη¹

2015

ICODL2015

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The extremist views and the phenomenon of fascism adolescents in schools, are almost a daily problem in Greek schools. According to surveys, students in secondary education are victims because of this phenomenon. These incidents show the need for direct confrontation and intervention of teachers, but not to a simple change of student behavior, caused by external stimuli but in order for students to learn -as claimed by many researchers (Lewin, Kolb, Freire, Mezirow, Jarvis, Boud, etc.) -to process the data and transform their experiences into knowledge, skills, values and feelings (Jarvis, 2004).The purpose of this research is to investigate the role of experiential and informal learning in forming non-fascist political thinking in adolescents.Through research is expected to design a methodological plan based on experiential and informal learning which will help to combat right-wing views in adolescents and transformation of their perceptions of fascism in the school community. Key-words: experiential learning, informal learning, racist violence in adolescents, fascism in schools, knowledge transformation, transformative learning, cross thematic learning ΠερίληψηΟι ακροδεξιές απόψεις και το φαινόμενο του φασισμού σε εφήβους στις σχολικές μονάδες, είναι σχεδόν καθημερινό πρόβλημα στα ελληνικά σχολεία. Σύμφωνα με έρευνες, μαθητές στη δευτεροβάθμια εκπαίδευση πέφτουν θύματα εξαιτίας του φαινομένου. Τα περιστατικά αυτά δείχνουν την ανάγκη για άμεση αντιμετώπισή του και παρέμβαση των εκπαιδευτικών, όχι όμως με σκοπό την απλή αλλαγή της συμπεριφοράς των μαθητών, που προκαλείται από εξωτερικά ερεθίσματα αλλά με σκοπό οι μαθητές να μάθουν -όπως υποστηρίζουν και πολλοί ερευνητές (Lewin, Kolb, Freire, Mezirow, Jarvis, Boud κ.ά.) -να επεξεργάζονται τα δεδομένα και να μετασχηματίζουν τις εμπειρίες σε γνώσεις, δεξιότητες, αξίες και συναισθήματα (Jarvis, 2004). Σκοπός της παρούσας έρευνας είναι η διερεύνηση του ρόλου της βιωματικής και άτυπης μάθησης για την διαμόρφωση μη φασιστικής πολιτικής σκέψης σε εφήβους.Μέσα από την έρευνα αυτή αναμένεται να σχεδιαστεί μια μεθοδολογική παρέμβαση με βάση τη βιωματική και άτυπη μάθηση που θα συμβάλλει στην καταπολέμηση των ακροδεξιών απόψεων σε εφήβους και το μετασχηματισμό των μέχρι τώρα αντιλήψεων τους για το φασισμό στην σχολική κοινότητα.

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Children's concepts of their rights¹

Cited by 132 publications

References 6 publications

Early Childhood as a Foundation for Civic Engagement

Early Childhood as a Foundation for Civic Engagement

A Cross-Cultural View of Adults’ Perceptions of Children’s Rights

Ο Ρόλος Της Βιωματικής Και Άτυπης Μάθησης Στη Διαμόρφωση Μη Φασιστικής Πολιτικής Σκέψης Σε Εφήβους

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Children's concepts of their rights1

Cited by 132 publications

References 6 publications

Early Childhood as a Foundation for Civic Engagement

Early Childhood as a Foundation for Civic Engagement

A Cross-Cultural View of Adults’ Perceptions of Children’s Rights

Ο Ρόλος Της Βιωματικής Και Άτυπης Μάθησης Στη Διαμόρφωση Μη Φασιστικής Πολιτικής Σκέψης Σε Εφήβους

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Children's concepts of their rights¹