The Dessau Generations: influences from the Reformpädagogik of the german philanthropists

Cet article propose de détailler le parcours de trois élèves formés aux méthodes des philanthropinistes à la fin du XVIIIe. Il s’agit du négociant Nikolaus von Böhl, du géographe Carl Ritter et du comte Ernst Friedrich Herbert zu Münster. Cela permettra une analyse sociologique: quelles professions, quelles ouvertures intellectuelles, quels engagements civiques, politiques ont-ils été rendus possible par l\u27enseignement? Les parcours des élèves sont variés. Mais, bien souvent, au-delà de professions, on observe une survivance des formes d\u27humanisme philanthropique. Et on peut répertorier quelles sont ces formes et comment elles s\u27ajustent aux nouvelles conjonctures politiques, militaires, sociales, économiques. En somme, il s’agira d’étudier quelles valeurs sont ainsi transmises. (DIPF/Orig.)Philanthropism is a well-known educational reform in Germany at the end of the eighteenth century. The Philanthropinum of Dessau served as a model for the institutions founded after him, such as Salzmann’s school in Schnepfenthal or Campe’s pension in Hamburg. In the context of this topic "Learning together, in and between generations", we are focused on the career of three pupils from these schools. We intend to answer these questions. How do we learn generationally? Which is the influence on the relationship of learners and teachers? Through a sociological analysis, we will underline the values that connect across generations. (DIPF/Orig.

Elternbriefe an das Dessauer Philanthropinum (1774‑1792)

In diesem Artikel werden unveröffentlichte Elternbriefe analysiert, die aus den Dessauer Archiven stammen. Unter diesen Briefen werden im ersten Teil die Elternbriefe erläutert werden, in denen es um die Aufnahme eines Sohns als Zögling geht. Dabei werden die erwünschten Anforderungen der Eltern berücksichtigt. Was zog sie nach Dessau? Aus welchen Gründen trafen die Eltern den Entschluss, ein 8-12jähriges Kind von seinem Zuhause zu entfernen und darüber hinaus in jene ganz neue „experimentale“ Schule zu schicken? Weiterhin werden die Briefe derselben Eltern untersucht, seitdem deren Kinder Zöglinge in Dessau geworden sind. Werden die Erwartungen erfüllt? Werden neue Prioritäten festgelegt? Sind sie mit der philanthropischen Methode zufrieden? Welche Beziehung haben sie zu der Schule? Haben sie andere Forderungen?Es gilt also zu zeigen, dass Eltern wie Lehrer bestrebt waren, die Lernerfolge der Zöglinge zu kontrollieren und zu regulieren, dass dies aber nicht immer mit derselben Absicht erfolgte.Cet article se propose d’étudier des lettres non publiées de parents de pensionnaires de l’établissement de Dessau, le Philanthropinum. Ces lettres proviennent des archives de l’école. Dans une première partie, il s’agit d’examiner les motivations qui poussent les parents à envoyer leur fils, souvent très jeune, dans une école expérimentale qui vient d’ouvrir ses portes. Puis, nous analyserons les lettres de ces mêmes parents après que leur enfant est devenu pensionnaire. Sont-ils satisfaits ? Ont-ils des revendications ? Quelles relations entretiennent-ils avec l’école ? Il s’agit de déterminer si les objectifs des enseignants de l’école et ceux des parents sont identiques. Même si les deux tendent à vouloir contrôler l’éducation des enfants, on peut s’interroger sur les finalités de ce contrôle.The aim of the article is to study unpublished letters from parents whose children were boarders at the Philanthropinum in Dessau. The letters come from the archives of the school. In a first part, we will examine parents motivations to send their sons, often at a very young age (aged 8-12), to an “experimental” school which had just opened. Then we will analyse those parents letters once their children had been accepted in that school. Were they satisfied? Did the school meet their expectations? Were they satisfied with the philanthropic method? Did they have any claims? What kind of relationships did they have with the school? To what extent did the school teachers and the parents share the same objectives? Even if both wanted to control the children’s education, it seems necessary to analyse the goals of such control

Communicative Function Use of Preschoolers and Mothers from Differing Racial and Socioeconomic Groups

Purpose: This study explores whether communicative function (CF: reasons for communicating) use differs by socioeconomic status (SES), race/ethnicity, or gender among preschoolers and their mothers. Method: Mother-preschooler dyads (N=95) from the National Center for Early Development and Learning’s (NCEDL, 2005) study of Family and Social Environments were observed during one structured learning and free play interaction. CFs were coded by trained independent raters. Results: Children used all CFs at similar rates but those from low SES homes produced fewer utterances and less Reasoning, while boys used less Self-maintaining and more Predicting. African American (AA) mothers produced more Directing and less Responding than European American (EA) and Latino American (LA) mothers, and LA mothers produced more utterances than EA mothers. Mothers from low SES homes did more Directing and less Responding. Conclusion: Mothers exhibited more socio-cultural differences in CFs than children; this suggests that maternal demographic characteristics may influence CF production more than child demographics at school entry. Children from low SES homes talking less and boys producing less Self-maintaining coincided with patterns previously detected in pragmatic literature. Overall, preschoolers from racial/ethnic minority and low SES homes were not less deft with CF usage, which may inform how their pragmatic skills are described.Royster Society of Fellows at the University of North Carolina, Chapel Hill Office of Educational Research and Improvement in the U.S. Department of Education Foundation for Child Development

Effects of Mothers' and Preschoolers' Communicative Function Use and Demographics on Concurrent Language and Social Skills

Purpose: Achievement gaps exist between children from racial/ethnic minority and low SES homes and their peers, yet clear explanations for the gap have been elusive. In addition to vocabulary, some are examining pragmatics to help understand the gap, as functional language can a) reflect how caregivers stimulate language; b) show how preschoolers communicate and; c) affect academic performance. The purpose of this study was to examine links between linguistic performance and the communicative functions (CFs) of typically developing African American, European American, and Latino American preschool boys and girls and their mothers. Method: CFs were coded from one learning and play mother-child interaction (N=95) from the National Center for Early Development and Learning’s (NCEDL, 2005) study of Family and Social Environments. Relationships among CFs, demographics and performance on standardized language, receptive vocabulary, and social competence measures were analyzed. Results: Mother Reporting, mother Reasoning, mother Total Utterances, gender, and poverty predicted performance, while Predicting was the only child CF to predict performance. Conclusion: Associations between gender, poverty, and mothers’ CFs suggest that lower performance for boys and children who are poor may reflect a lack of experience rather than a lack of basic communicative competence, as few child CFs were related to performance. By implication, determinations of language deficits in CLD children should consider that observed difficulty may be due to differences in early exposure to some CFs by their mothers or how teachers are measuring performance.Royster Society of Fellows at the University of North Carolina, Chapel Hill Office of Educational Research and Improvement in the U.S. Department of Education Foundation for Child Developmen

Predictors of Parent Responsiveness to 1-Year-Olds At-Risk for Autism Spectrum Disorder

Parent responsiveness is critical for child development of cognition, social-communication, and self-regulation. Parents tend to respond more frequently when children at-risk for autism spectrum disorder (ASD) demonstrate stronger social-communication; however, it is unclear how responsiveness is associated with sensory characteristics of children at-risk for ASD. To address this issue, we examined the extent to which child social-communication and sensory reactivity patterns (i.e., hyper- and hypo-reactivity) predicted parent responsiveness to 1-year-olds at-risk for ASD in a community sample of 97 parent-infant pairs. A combination of child social-communication and sensory hypo-reactivity consistently predicted how parents played and talked with their 1-year-old at-risk for ASD. Parents tended to talk less and use more play actions when infants communicated less and demonstrated stronger hypo-reactivity

Enhancing PhD Preparation through Shared Ideas across CSD Program

Shortages of PhD graduates to fill CSD faculty positions have been a concern for over 15 years. The ASHA AAB (collaborating with CAPCSD) completed interviews of Coordinators of almost all 76 CSD PhD Programs. Results and successful aspects of the programs will be highlighted to stimulate discussion among participants

Developing Feasible and Effective School-Based Interventions for Children With ASD: A Case Study of the Iterative Development Process

Despite an emphasis on identifying evidence-based practices among researchers and using evidence-based practices among professionals in the field of education, there are still problems with uptake and implementation in real-world settings. This lack of diffusion of practices is evident in educational programming for children with autism spectrum disorder (ASD). One solution is to use an iterative process to develop interventions in which researchers work in collaboration with the end users to test and refine interventions. However, there are very few guidelines for developing feasible and effective interventions through these iterative processes. This article provides a description of the iterative process used to develop the Advancing Social-Communication and Play (ASAP) intervention, a supplemental program designed for public preschool classrooms serving students with ASD, and examples of how data from the sequence of iterative design studies shaped the intervention development. The research team offers guidelines for other researchers looking to engage in intervention development using an iterative process in the context of partnerships with end users, including suggestions for planning and executing an intervention development grant

Infant Attentional Behaviors Are Associated with ADHD Symptomatology and Executive Function in Early Childhood

Objective: We explored associations between infant attentional behaviors as measured by the First Year Inventory (FYIv2.0) and dimensional ratings of ADHD symptomatology and executive function (EF) in early childhood. Methods: This study included parents (N = 229) who filled out the FYIv2.0 when their children were 12 months of age. When children were approximately 54 months (4.5 years) of age, parents completed reports of children’s ADHD symptomatology and EF abilities. Correlation and regression analyses were conducted among measures. Results: We found significant associations among the variables of interest, both cross-sectionally and longitudinally, as well as gender differences. Notably, non-social sensory attention (NSA) was significantly related to 54-month ADHD symptom severity. All three 12-month attention variables were significantly related to 54-month EF. Conclusion: Results suggest that infant attentional behaviors predict later ADHD-related behaviors in early childhood. Future research should explore associations using laboratory-based measures and could inform early intervention efforts

Communicative Gesture Use in Infants With and Without Autism: A Retrospective Home Video Study

Compare gesture use in infants with autism to infants with other developmental disabilities (DD) or typical development (TD)