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samenvatting pedagogiek
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PedagogiekInhoudsopgave
1. Doet opvoeding ertoe?.........................................................................................................................................5
1.1. STelling één: de mens is vanaf zijn geboorte volledig bepaald nature.........................................................5
1.2. stellingtwee: de opvoeding maakt de mens tot nurture..............................................................................5
1.3. stelling drie: de mens bepaalt zichzelf, existentialistische opvatting...........................................................5
1.4. Een genuanceerde, sytnthetische visie.........................................................................................................5
1.4.1. erfelijke aanleg.......................................................................................................................................5
1.4.2. milieu......................................................................................................................................................5
1.4.3. ZElfbepaling............................................................................................................................................5
2. Het bio-ecologisch model van bronfenbrenner...................................................................................................5
2.1. Het microsysteem..........................................................................................................................................6
2.1.1. fysische apsecten/materiële aspecten...................................................................................................6
2.1.2. Sociale aspecten.....................................................................................................................................6
2.2. het mesosysteem..........................................................................................................................................6
2.2.1. Kwaliteit..................................................................................................................................................6
2.2.2. frequentie...............................................................................................................................................6
2.2.3. Waardering.............................................................................................................................................6
2.3. het exosysteem.............................................................................................................................................6
2.4. het macrosysteem.........................................................................................................................................6
3. Balansmodel van Bakker......................................................................................................................................6
4. Pedagogisch schema Van Hellinckx......................................................................................................................7
4.1. Opvoeden als circulair en complementair proces.........................................................................................7
4.2. Comonenten van opvoedingssituatie...........................................................................................................7
4.2.1. pedagogsiche vraag................................................................................................................................7
4.2.2. HET PEDAGOGISCH AANBOD.................................................................................................................8
4.3.Verondrustende leefsituatie (Vos).................................................................................................................8
4.4. OPVOEDINGSDOMEINEN..............................................................................................................................9
4.5. DRIE INVALSHOEKEN.....................................................................................................................................9
4.5.1. DE SITUATIEHANTERING.........................................................................................................................9
4.5.2. HET KLIMAAT..........................................................................................................................................9
4.5.3. PEDAGOGISCHE MIDDELEN....................................................................................................................9
4.6. BELANGRIJKE OPMERKINGEN IN VERBAND MET SANCTIONERING............................................................10
5. Positief opvoeden...............................................................................................................................................10
5.1. CREËREN VAN EEN VEILIGE EN UITDAGENDE OMGEVING.........................................................................10
5.2. ZORGEN VOOR EEN POSITIEVE LEEROMGEVING........................................................................................11
5.3. HANTEREN VAN EEN ADEQUATE DISCIPLINE..............................................................................................11
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5.4. REALISTISCHE VERWACHTINGEN HEBBEN..................................................................................................11
5.5. VOOR ZICHZELF ZORGEN ALS OUDER OF OPVOEDER.................................................................................11
6. Het gezin als systeem.........................................................................................................................................11
6.1. DE PERSOONSKERNMERKEN VAN DE VERSCHILLENDE GEZINSLEDEN.......................................................11
6.1.1. DE GEZONDHEID/FYSIEKE GESTELDHEID.............................................................................................11
6.1.2. DE PERSOON EN PERSOONLIJKHEID VAN DE OUDERS.........................................................................11
6.1.3. DE OPVOEDINGSGESCHIEDENIS VAN DE GEZINSLEDEN......................................................................12
6.1.4. DE SUBSYSTEEMKENMERKEN..............................................................................................................12
6.1.5. DE ECHTELIJKE RELATIE........................................................................................................................12
6.1.6. DE SIBLINGGROEP................................................................................................................................12
6.2. DE ALGEMENE GEZINSKENMERKEN............................................................................................................12
6.2.1. DE GEZINSORGANISATIE.......................................................................................................................12
6.2.2. DE GEZINSCULTUUR.............................................................................................................................12
6.2.3. DE GEZINSDYNAMIEK...........................................................................................................................12
6.3. DE GEZINSCONTEXT.....................................................................................................................................12
7. Opvoedingsstijlen...............................................................................................................................................13
7.1. AUTORITAIRE OPVOEDINGSSTIJL................................................................................................................13
7.1.1. Voordelen.............................................................................................................................................13
7.1.2. valkuilen...............................................................................................................................................13
7.2. AUTORITATIEVE OPVOEDINGSTIJL OF DEMOCRATISCHE OPVOEDINGSSTIJL (meest effectieve)..............13
7.2.1. Voordelen.............................................................................................................................................13
7.2.2. valkuilen...............................................................................................................................................14
7.3. TOEGEEFLIJKE OPVOEDINGSSTIJL OF PERMISSIEVE OPVOEDINGSSTIJL.....................................................14
7.3.1. VOORDELEN..........................................................................................................................................14
7.3.2. valkuilen...............................................................................................................................................14
7.4. VERWAARLOZENDE OPVOEDINGSSTIJL......................................................................................................14
7.4.1. VOORDELEN..........................................................................................................................................14
7.4.2. valkuilen...............................................................................................................................................14
8. Opvoeden in een snel veranderende maatschappij..........................................................................................15
8.1. DEMOCRATISERING.....................................................................................................................................15
8.1.1. Jaren ’60: bevelshuishouding...............................................................................................................15
8.1.2. jaren ’70 en ’80: onderhandelingshuishouding...................................................................................15
8.2. INDIVIDUALISERING.....................................................................................................................................15
8.3. DIVERSE SAMENLEVING..............................................................................................................................15
8.4. FRAGMENTARISERING.................................................................................................................................15
8.5. CONSUMENTISME EN ‘GRAASCULTUUR’....................................................................................................15
8.6. DE GROTERE WERLVAART EN VERWENNING.............................................................................................16
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8.7. FLEXIBILISERING VAN DE LEVENSLOOP.......................................................................................................16
8.8. POSTADOLESCENTIE....................................................................................................................................16
8.9. DIGITALE CONTEXT......................................................................................................................................16
8.9.1. ONZE SAMENLEVING NU......................................................................................................................16
8.9.2. DIGITALE CONTEXT...............................................................................................................................16
8.9.3. WAT IS MEDIAWIJSHIED?.....................................................................................................................16
8.9.4. HOE WORD JE MEDIAWIJS?.................................................................................................................16
8.9.5. (ON)VEILIG INTERNETGEBRUIK............................................................................................................17
9. Preventie gezinsondersteuning in het microniveau...........................................................................................17
9.1. INLEIDING....................................................................................................................................................17
9.2. PREVENTIEVE GEZINSONDERSTEUNING.....................................................................................................17
9.2.1. UITGANGSPUNTEN...............................................................................................................................17
9.2.2. HUIS VAN HET KIND..............................................................................................................................17
9.2.3. DOELGROEP..........................................................................................................................................17
9.2.4. DOEL.....................................................................................................................................................18
9.2.5. FUNCTIES..............................................................................................................................................18
9.3. PREVENTIE GEZINSONDERSTEUNING BINNEN DE INTEGRALE JEUGDHULP...............................................18
9.3.1. Rechtstreeks toegankelijke hulp (RTH)................................................................................................18
10.Echtscheiding.....................................................................................................................................................19
10.1. CIJFERS.......................................................................................................................................................19
10.1.1. ALGEMEEN VERLOOP VAN DE ECHTHEIDING....................................................................................19
10.1.2. EEN CRISISFASE...................................................................................................................................19
10.1.3. EEN OVERGANGSFASE........................................................................................................................19
10.1.4. EEN FASE VAN HERNIEUWDE STABILITEIT.........................................................................................20
10.2. VANUIT HET PERSPECTIEF VAN DE OUDERS.............................................................................................20
10.2.1. UITEENGAAN OF SAMEN BLIJVEN VOOR DE KINDEREN?..................................................................20
10.2.2. BELEVING............................................................................................................................................20
10.3. VANUIT HET PERSPECTIEF VAN DE KINDEREN..........................................................................................20
10.3.1. INVENTARIS VAN GEVOELENS............................................................................................................20
10.3.2. GEVOLGEN VAN ECHTSCHEIDING VOOR KINDEREN..........................................................................20
10.3.3. BESCHERMENDE EN RISICOSFACTOREN BIJ KINDEREN EN OUDERS.................................................21
10.4. ONDERSTEUNINGSVRAGEN VAN KINDEREN EN OUDERS.........................................................................21
10.5. TEN SLOTTE................................................................................................................................................22
11. Gezagsco-ouderschap......................................................................................................................................22
11.1. INLEIDING..................................................................................................................................................22
11.2. VANUIT HET PERSPECTIEF VAN DE OUDERS.............................................................................................22
11.3. VANUIT HET PERSPECTIEF VAN DE KINDEREN..........................................................................................22
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