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A concise autohistoric view of the scientific psychological activity in the Slovak Academy of Sciences during the socialist totalitarian regime, and following the rebirth of democracy. Dominant experimental-laboratory psychology was then followed by empiric-life psychology. Some of the main results from both research approaches are presented, as well as theoretical-methodological syntheses. At present, the author focuses on „oral psychology” because it helps in interpreting the real development of psychology in Czecho-Slovakia. We propose to complement the international symposiums „Child in need” with similar events in the context of „Child in cultivation”.
The theme of the paper is very topical in global and European context. It brings theoretical information on the concept of asocial model of early care in the Czech Republic and practical case studies and final reports related to the early care provision which demonstrate tangible activities within the system of the complex support and assistance to children with disability and their families. The author applies the theoretical-practical approach as she is of the opinion that „the practice without theory is as a blind person on the road and the theory without practice is as a cart without an axle”.
The aim of the paper is to extend theoretical information on the topic in the Czech Republic by individual examples of final reports related to the provision of social prevention of the early care in the Czech Republic. The overall aim of the paper is to justify topicality and eligibility of early care in its broad reference framework, including its practical impact. The theoretical basis of the paper is elaborated with respect to the analysis and comparison of Czech and foreign literature, legislation, methodology document and other relevant written resources. The practical level is elaborated with respect to 3 cases and final reports of the provider of an early care of the social prevention.
The early care in the Czech Republic represents a professional, modern and recognized system in European and global comparison and is legally anchored in the Act 108/2006 Coll. on social services. It aims on the minimization of child´s disability impact upon child´s development, especially the social inclusion of a child and a family and their capability to cope with limitating disability in natural environ, i.e. by the preservation of standard way of life. It represents a multi-dimensional model, overcoming limitation of sectoral division of the early care and facilitating complex assistance from a series of subject fields at the same time.
Services for families with an endangered child in early age are the background for social, educational and pedagogical inclusion of a child and the re-socialisation and re-inclusion of a family.
Early care is considered preventive, from the point of the prevention of the second disability (i.e. is effective), in the prevention of institutionalized and asylum care (i.e. is economical), in the prevention of segregation (i.e. is ethical).
Jolana Laznibatová, Dušan Fábik, Ivan Belica and Mária Balážová
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Carter, C., Kelly S. Flanagan, K. S., & Caballero, A. B. (2013). Spirituality and Peer Victimization in Early Adolescence: Associations within a Christian School Context,. Journal of
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Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments. American Psychologist, 53 (2), 205-220. Retrieved from http://www.coe.fau.edu/faculty/gbrigman/sss_articles/Masten,%20Coatsworth%2098.pdf
Masten, A. S., & Gewirtz, A. H. (2006). Resilience in Development: The Importance of Early Childhood. University of Minnesota. Retrieved from http://www.child-encyclopedia.com/documents/Masten-GewirtzANGxp.pdf