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En quoi et pourquoi le passage de la famille à l'école est-il si difficile pour l'enfant? Parce que la famille est ronde et l'école carrée : pour devenir élève, l'enfant doit changer de logique de pensée et de registre d'action. Pourquoi la difficulté de ce passage varie-t-elle selon la famille? Parce que les familles ne sont pas toutes les mêmes et ne donnent pas toutes la même chose à leurs enfants : certaines sont très rondes, d'autres plus carrées, d'autres encore sont hexagonales. Cette géométrie sociologique originale aide à voir plus clair dans les relations entre les familles et l'école et à prendre conscience de ce qui s'y joue. Elle invite l'école à partir des enfants et de leurs différences pour en faire des élèves, à comprendre que, malgré la bienveillance de ceux qui les éduquent, les malentendus sociocognitifs se construisent dans la classe au sein des dispositifs d'apprentissage. En éclairant les mécanismes qui empêchent les enfants de passer du rond en carré puis du carré au rond, ce livre indique d'autres pistes et donne d'autres outils aux acteurs de l'éducations, professionnels et parents.

Ecoles --- Ecoliers --- Elementary school students --- Eleves du primaire --- Kinderen [School] --- Leerlingen van het lager onderwijs --- Primary school students --- Pupils --- Scholen --- Scholieren --- School children --- Schoolchildren --- Schoolkinderen --- Schools --- Famille et école --- Home and school --- Children --- Family --- Famille et école.

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This timely and relevant book focuses on the societal impact of the pandemic on children and the educational, social and psychological services that function to support them. It acknowledges the constant change and adaptation required in real time and provides the basis for a start to the discussion about the effects of COVID-19 on families and everyone involved with 'school life'. Essays include reflections on the impact of lockdown on children and the lessons to be learned, with contributions from children, parents, teachers, Educational Psychologists and Social Workers in the UK and worldwide.

Education --- COVID-19 Pandemic, 2020 --- -School children --- Elementary school students --- Primary school students --- Pupils --- School children --- Schoolchildren --- Children --- Students --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Epidemics --- Computer-assisted instruction --- Social aspects --- Psychology

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What would make anti-bullying initiatives more successful? This book offers a new approach to the problem of school bullying. The question of what constitutes a useful theory of bullying is considered and suggestions are made as to how priorities for future research might be identified. The integrated, systemic model of school bullying introduced in this book is based on four qualitative studies and incorporates theory from systemic thinking; cognitive, social, developmental and psychoanalytic psychology; sociology, socio-biology and ethology. The possible functions served by bullying behaviour are explored. Consideration is also given to the potential role of unconscious as well as conscious processes in bullying. The model suggests a number of causal processes within one-to-one relationships and peer groups, and highlights factors within individuals and schools that shape the form, intensity and duration of bullying behaviour in practice. The issue of 'difference' is also addressed, focusing on childhood deafness.

Bullying --- Bullying in schools --- School children --- School violence --- Prevention --- Conduct of life --- Bullying in schools. --- School violence. --- Violence en milieu scolaire --- Harcèlement --- Prevention. --- Conduct of life. --- Violence en milieu scolaire. --- Harcèlement. --- Student violence --- Violence in schools --- Violence --- School vandalism --- Students --- Elementary school students --- Primary school students --- Pupils --- Schoolchildren --- Children --- School bullying --- Schools --- Crimes against --- Education --- Health Sciences --- Psychiatry & Psychology --- Bullying - Prevention --- School children - Conduct of life

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Quelles sont les différences internes aux milieux populaires susceptibles de rendre raison des variations, parfois considérables, dans la scolarité d’enfants d’environ huit ans ? Qu’est-ce qui peut éclairer le fait qu’une partie de ceux qui ont la plus grande probabilité de redoublement à l’école élémentaire échappent à ce risque et même, dans certains cas singuliers particulièrement intéressants, occupent les meilleures places dans les classements scolaires ? Les phénomènes de dissonances et de consonances entre des configurations familiales populaires et l’univers scolaire constituent donc l’objet central de ce livre. Les "tableaux de famille" qui forment le corps principal de l’ouvrage permettent notamment de comprendre comment un capital culturel familial peut se transmettre ou, au contraire, ne parvient pas à trouver les conditions de sa transmission ; ou bien encore comment en l’absence de capital culturel ou en l’absence d’action expresse de transmission d’un capital culturel existant, les savoirs scolaires peuvent tout de même être appropriés par les enfants. Mais, en fin de compte, ce sont les notions mêmes de capital culturel, de transmission ou d’héritage qui, métaphores utiles lorsqu’on commente des tableaux croisant des variables, perdent de leur pertinence dès lors que, changeant d’échelle d’observation, on s’attache à la description et à l’analyse des modalités de la socialisation familiale ou scolaire, dans le cadre d’une anthropologie des relations d’interdépendance.

Elèves du primaire --- -School children --- Elementary school students --- Primary school students --- Schoolchildren --- -Family relationships --- Elèves du primaire --- Education --- School children --- Socialization --- #VCV monografie 1999 --- Child socialization --- Children --- Enculturation --- Social education --- Sociology --- Pupils --- Students --- Social aspects --- Family relationships --- France --- Pʻŭrangsŭ --- Frankrig --- Francja --- Frant︠s︡ii︠a︡ --- Prantsusmaa --- Francia (Republic) --- Tsarfat --- Tsorfat --- Franḳraykh --- Frankreich --- Fa-kuo --- Faguo --- Франция --- French Republic --- République française --- Peurancih --- Frankryk --- Franse Republiek --- Francland --- Frencisc Cynewīse --- فرنسا --- Faransā --- Franza --- Republica Franzesa --- Gallia (Republic) --- Hyãsia --- Phransiya --- Fransa --- Fransa Respublikası --- Franse --- Францыя --- Frantsyi︠a︡ --- Французская Рэспубліка --- Frantsuzskai︠a︡ Rėspublika --- Parancis --- Pransya --- Franis --- Francuska --- Republika Francuska --- Bro-C'hall --- Френска република --- Frenska republika --- França --- República Francesa --- Pransiya --- Republikang Pranses --- Γαλλία --- Gallia --- Γαλλική Δημοκρατία --- Gallikē Dēmokratia --- فرانسه --- Farānsah --- צרפת --- רפובליקה הצרפתית --- Republiḳah ha-Tsarfatit --- פראנקרייך --- 法国 --- 法蘭西共和國 --- Falanxi Gongheguo --- フランス --- Furansu --- フランス共和国 --- Furansu Kyōwakoku --- Francija --- Ranska --- Frankrike --- France (Provisional government, 1944-1946) --- Social conditions --- Socialization. --- Social aspects. --- Family relationships. --- Aspect social --- Relations familiales --- Fa-lan-hsi --- Falanxi --- Frankrijk --- Frant︠s︡ --- Frant︠s︡ Uls --- Франц --- Франц Улс --- 法蘭西 --- 프랑스 --- Education - Social aspects - France. --- School children - Family relationships - France --- Education - Social aspects --- School children - Family relationships --- School children - Family relationships - France. --- Education - Social aspects. --- School children - Family relationships. --- Enfants socialement défavorisés --- Famille --- Sociologie de l'éducation --- Échec scolaire --- Succès scolaire --- Socialisation --- Sociologie --- Enquêtes --- Conditions sociales --- 1945-....