Content components of the Convention of the Rights of the Child and folk pedagogy in function of pupils development

• Main Authors: Marinković Snežana S. (Author), Marinković Teodora Z. (Author), Zlatić Lidija Đ. (Author)
• Format: Book
• Published: University of Kragujevac - Faculty of Pedagogy, Užice, 2018-01-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 2560-550X; 2683-5649
• Keywords: pupil; school; folk pedagogy; socialization; convention of the; Education; L; Theory and practice of education; LB5-3640
• Source: Zbornik radova (Univerzitet u Kragujevcu. Pedagoški fakultet u Užicu), Vol 2018, Iss 20, Pp 31-46 (2018)

The content components of the curriculum of children's rights learning: knowledge, values, skills, indicate that the value aspect is dominant in education for the rights of the child. Teacher education is also value-colored and under the influence of personal and explicit theories about the development and learning of the child. Socialization, upbringing and education are based on intuitive theories about the nature of the child and childhood. These theories are partly personal attitudes, and partly a result of an archetypal, rooted cultural code. This paper discusses the image of childhood and child seen through Serbian folk pedagogy and the idea of child and childhood from the perspective of the Convention of the Rights of the Child. By the content analysis method we came to the socialization forms that carry a cultural product such as the Convention of the Rights of the Child and the forms we find in folk tales and proverbs. This paper points out pedagogical values of both models, their diversity, as well as the ability to implement the values that both models carry in school context and in initial education of teachers in Serbia.