Articolul precedent |
Articolul urmator |
355 12 |
Ultima descărcare din IBN: 2024-03-16 21:36 |
Căutarea după subiecte similare conform CZU |
37.018.1:159.9 (8) |
Основы образования. Теоретические основы. Философские основы и др. (3844) |
Психология (3327) |
SM ISO690:2012 STANCIU, Mirela. Implicații psihologice și educaționale ale parteneriatului școală – familie. In: Probleme ale științelor socioumanistice și modernizării învățământului, Ed. 22, 8-9 octombrie 2020, Chişinău. Chişinău: CEP UPS „I.Creangă”, 2020, Seria 22, Vol.1, pp. 340-343. ISBN 978-9975-46-450-5. |
EXPORT metadate: Google Scholar Crossref CERIF DataCite Dublin Core |
Probleme ale științelor socioumanistice și modernizării învățământului Seria 22, Vol.1, 2020 |
|||||
Conferința "Probleme ale științelor socioumanistice și modernizării învățământului" 22, Chişinău, Moldova, 8-9 octombrie 2020 | |||||
|
|||||
CZU: 37.018.1:159.9 | |||||
Pag. 340-343 | |||||
|
|||||
Descarcă PDF | |||||
Rezumat | |||||
School and family are the institutions that have an overwhelming importance in the children's formative-educational process. The school-family partnership has special educational values, because in the relationship with the school, the parent, in turn, "learns" - is informed about how to lead and organize the instructional-educational process; supports the school in carrying out projects and activities; becomes a support for the positive image of school – understands the importance of school in the education of his child and has a positive attitude towards school; becomes a source of additional information – provides the principal or teacher with information about the child's behavior in the family; helps to educate their own child, helps and supports him in the daily activity of knowledge accumulation. |
|||||
Cuvinte-cheie school, family, adaptation, teacher, education |
|||||
|
Dublin Core Export
<?xml version='1.0' encoding='utf-8'?> <oai_dc:dc xmlns:dc='http://purl.org/dc/elements/1.1/' xmlns:oai_dc='http://www.openarchives.org/OAI/2.0/oai_dc/' xmlns:xsi='http://www.w3.org/2001/XMLSchema-instance' xsi:schemaLocation='http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd'> <dc:creator>Stanciu, M.</dc:creator> <dc:date>2020</dc:date> <dc:description xml:lang='en'><p>School and family are the institutions that have an overwhelming importance in the children's formative-educational process. The school-family partnership has special educational values, because in the relationship with the school, the parent, in turn, "learns" - is informed about how to lead and organize the instructional-educational process; supports the school in carrying out projects and activities; becomes a support for the positive image of school – understands the importance of school in the education of his child and has a positive attitude towards school; becomes a source of additional information – provides the principal or teacher with information about the child's behavior in the family; helps to educate their own child, helps and supports him in the daily activity of knowledge accumulation.</p></dc:description> <dc:source>Probleme ale științelor socioumanistice și modernizării învățământului (Seria 22, Vol.1) 340-343</dc:source> <dc:subject>school</dc:subject> <dc:subject>family</dc:subject> <dc:subject>adaptation</dc:subject> <dc:subject>teacher</dc:subject> <dc:subject>education</dc:subject> <dc:title>Implicații psihologice și educaționale ale parteneriatului școală – familie</dc:title> <dc:type>info:eu-repo/semantics/article</dc:type> </oai_dc:dc>