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1.
The patterns of cognitive play of 28 African-American and Euro-American preschool children with intellectual disabilities are reported. Fourteen children representing each group, matched on developmental age and family variables, were observed playing independently at home. Categorical and sequential play behaviors were coded from videotapes using a 15-second partial interval coding procedure. The pattern of African-American children's play was more reflective of their developmental age than the pattern of Euro-American children's play for their developmental age. Between group effects emerged for only 1 of 15 dependent variables included in the analyses: length of single scheme sequence. The results highlight children's strengths and challenge commonly held stereotypes. Recommendations for future research are provided.  相似文献   

2.
The purposes of the present study were to examine associations between risk factors and the cognitive performance from one to three years of age of children living in poverty, and to investigate the protective and/or promotive effects of EHS on children's cognitive skill performance. Analyses were conducted using data from the Early Head Start (EHS) Research and Evaluation Project, a prospective study of 3001 children and families living in poverty. There were four main findings. First, children's cognitive skill scores decreased significantly from one to three years of age in comparison to national norms. Second, children whose families were on government assistance, children whose mothers had less than a high school education, children who received lower levels of cognitive and language stimulation at home, and children who had higher levels of negative emotionality evidenced more rapid rates of decline. Third, children in families who received government assistance, children whose parents were unemployed, and children whose mothers had less than a high school education had lower cognitive skill scores at three years of age. Fourth, children who were enrolled in Early Head Start (EHS) had higher cognitive skill scores at three years of age than their peers who were not in EHS. Implications for policy and early education are discussed.  相似文献   

3.
A series of studies was conducted to examine the development of self-evaluation in children aged 1-5 years. Developmental changes in children's reactions to achievement-related outcomes were assessed in a variety of contexts, using different tasks and different criteria for success. The first study of 1-3-year-olds revealed an increased social orientation after the age of 21 months. Only children over this age were more likely to look up at the experimenter after they had produced an outcome themselves than after the same outcome had been produced by the experimenter. These older children were also more likely than younger children to call their mothers' attention to their achievements in a free-play situation. In a second study, on a task with visibly salient success versus failure outcomes, children aged 2-5 years responded to success with positive affect (e.g., smiling) and to failure with avoidance reactions (e.g., looking away from the experimenter). Praise enhanced children's positive affective reactions to success, but its effect was modest. In the final study, winning or losing on a competitive task was not understood by children below age 33 months and had no effect on their affective reactions to the task. In contrast, winning enhanced older children's pleasure in completing the task. Three stages are proposed in the development of self-evaluation. In the first stage, children experience joy in causality, but they lack the cognitive representational skills required for self-evaluation in a self-reflective sense, and they do not anticipate others' reactions to their performance. In the second stage, beginning before the age of 2 years, children anticipate adult reactions, seeking positive reactions to their successes and endeavoring to avoid negative reactions to failure. The proposed third stage involves a gradual internalization of external reactions, with children beginning to evaluate their performance and react emotionally to success and failure independently of their expectations of adult reactions. Although all studies focused on achievement outcomes, the development of self-evaluation in the moral domain may parallel this developmental sequence proposed for the achievement domain. It is also proposed that caretakers' reactions to rule violations might engender concerns about meeting adult expectations in achievement contexts.  相似文献   

4.
This study compares the ability of nonretarded autistic children (9-16 years of age) with the ability of normally developing children (9-14 years of age) to discriminate between various emotional states, to take the perspective of another regarding emotional states, and to respond affectively. The children's understanding of conservation was also assessed. While the children with autism did surprisingly well on the empathy-related measures, they performed less well than the normal children on these measures and on conservation. There was a closer association between cognitive abilities and affective understanding in the group of autistic children than in the control group.  相似文献   

5.
What are the longitudinal cognitive profiles of Hong Kong Chinese children with specific reading difficulties in Chinese only, in English only, or both? A total of 16 poor readers each of Chinese (PC) and English (PE) and 8 poor readers of both orthographies (PB) were compared to a control sample (C) of 16 children; all were drawn from a statistically representative sample of 154 Hong Kong Chinese children tested at ages 5 to 9 years. PE and PB children's mothers had lower education levels than did the other groups. With children's ages and mothers' education levels statistically controlled, the PE, PC, and PB groups were significantly lower than the C group on phonological awareness. The PB and PE groups also scored significantly lower than the others on English vocabulary across years, whereas the PC and PB groups were significantly poorer than the C and PE groups on morphological awareness across years. Finally, the PB group was significantly slower than the other groups on speed naming at every age tested, underscoring the potential importance of automaticity in reading across orthographies. Findings highlight the need to consider the issue of how to identify reading difficulties in a second language.  相似文献   

6.
儿童游戏的本质是儿童的主体性活动。儿童自愿参加并能从中获得愉快体验是儿童游戏的主要属性。儿童游戏能够提高儿童的自我效能感,进而促进儿童的全面发展。教师采取合适养护儿童游戏的策略,有利于发挥儿童游戏的价值。  相似文献   

7.
Dunn J  Hughes C 《Child development》2001,72(2):491-505
Relations between an early interest in violent fantasy and children's social understanding, antisocial and emotional behavior, and interactions with friends were investigated in 40 "hard-to-manage" preschoolers and 40 control children matched for gender, age, and school and ethnic background. Children were filmed alone in a room with a friend, and tested on a battery of cognitive tests, including false-belief, executive function, and emotion understanding tasks. Teachers reported on their friendship quality. At age 6 years, the children's understanding of the emotional consequences of antisocial and prosocial actions was studied. The hard-to-manage group showed higher rates of violent fantasy; across both groups combined, violent fantasy was related to poor executive control and language ability, frequent antisocial behavior, displays of anger and refusal to help a friend, poor communication and coordination of play, more conflict with a friend, and less empathic moral sensibility 2 years later. The usefulness of a focus on the content of children's pretend play-in particular, violent fantasy-as a window on children's preoccupations is considered.  相似文献   

8.
Children's (n = 1276) cognitive style was identified and their play was observed and recorded. Reliability and validity estimates were obtained on the measures and procedures. A repeated measures multivariate analysis of variance indicated significant results relating to the children's cognitive style and their play according to age. Also four significant interactions were found: (1) age and play behaviours; (2) play behaviours and cognitive style; (3) age and cognitive style; and (4) age, cognitive style and play behaviours. Significant differences were demonstrated between field dependent (FD) and field independent (FI) 3‐ to 5‐year‐old children's play behaviours in the physical, block, manipulative and dramatic forms of play. Most FD children displayed more play behaviours than did FI children. These results suggest that the FD and FI cognitive styles are providing a differential effect on the play behaviours of 3‐, 4‐, and 5‐year‐old children.  相似文献   

9.
This study primarily examined the effects of thematic fantasy play on the perspective-taking ability of preschool children. A secondary investigation addressed the effects of play on the spontaneous play behaviour of young children. Based on the pretest-posttest control group design, 54 children (mean age=5.0 years) from two intact classes (n=27) of a private kindergarten were administered measures representing three areas of perceptual, cognitive and affective perspective-taking. Results of analysis of covariance indicated that subjects in the thematic fantasy play condition performed significantly better than the control group on total and perceptual perspective-taking measures (p<.05). In addition, chi-square analysis indicated that changes in spontaneous play was significant for the experimental group (p<.05) Findings were discussed in terms of their practical implications for curriculum design and teacher training, and further research to ascertain the permanency of play effects was recommended.  相似文献   

10.
This study used a British cohort (n = ～13,000) to investigate the association between child care during infancy and later cognition while controlling for social selection and missing data. It was found that attending child care (informal or center based) at 9 months was positively associated with cognitive outcomes at age 3 years, but only for children of mothers with low education. These effects did not persist to ages 5 or 7 years. Early center‐based care was associated with better cognitive outcomes than informal care at ages 3 and 5 years, but not at 7 years. Effect sizes were larger among children whose mother had low education. Propensity score matching and multiple imputation revealed significant findings undetected using regression and complete‐case approaches.  相似文献   

11.
Eight hundred forty children (435 girls) enrolled in full-time, center-based child care participated in the study. Children ranged in age from 10 to 70 months. Sixty-six percent of the children were European American, the remainder African American. Children's play activities and cognitive activities as well as their relationships with caregivers were observed within the child care setting. The study tested the prediction that variation in children's cognitive activities could be directly and indirectly explained by child care quality, positive social interaction with teachers, and children's play activities and attachment security with their child care teachers. The prediction was examined and at least partially supported in eight subsamples of infant-toddler and preschool age European American and African American children in subsidized and nonsubsidized child care. Specifically, in seven of the eight subsamples, 15 to 30% of the variability in children's cognitive activities could be predicted from positive social interaction with teachers, attachment security, and participation in creative play activities.  相似文献   

12.
ABSTRACT The social behaviours of 2400 3‐, 4and 5‐year old children attending an early childhood programme were observed, recorded, and analysed, and their cognitive style assessed. Factors underlying the play of preschool children based on their cognitive style were identified. Sex and age were considered in these social factors. ThePlay Rating Scale was used to record young children's behaviours in four different forms of play (physical, block, manipulative, dramatic); while theGoodenough‐Harris Drawing Test was used to determine the children's cognitive style. Factor analysis indicated two dimensions of play behaviours for each group of children. These factors had strong loadings with a range of items. The factors indicated that field‐dependent children participated more in social play activities, whereas field‐independent children engaged more in nonsocial play activities. The study suggests practical and research implications in promoting educational play using the children's cognitive style.  相似文献   

13.
According to research on mental representation carried out in the Piaget tradition (Galifret-Granjon, 1981; Piaget & Inhelder, 1966), the cognitive processes of decentration in terms of the states (initial and final) and anticipation (of change and movement) form the basis of the reconstruction of a dynamic situation. Children centered primarily on the initial and final states have great difficulty creating a mental representation of a dynamic situation. This study, based on a socio-constructivist approach (Gamier, 1985), seeks to help children develop these two fundamental processes. The pedagogical analysis focuses first on the observation of children's behaviour while playing ball in a group and then on the graphic representation of their actions drawn by the children after each play session. We saw in the children's game definite changes stemming from decentration. We also noticed that the children were centering less on the states in their graphic production which became increasingly rich in codes.  相似文献   

14.
This study examined the relationship between paternal roles, regardless of residence, and the well-being of 175 3-year-old children from low income, African American families. There were no differences in children's cognition, receptive language, behavior, or home environment related to father presence. Fathers (or father figures) were identified in 73% of the families, and 64% participated in an interview and videotaped observation. The relationships between paternal roles (parenting satisfaction, economic support, nurturance during play, child care, and household responsibilities) and children's cognitive skills, receptive language, behavior, and home environment were examined. After controlling for maternal age, education, and parenting satisfaction, there were significant relationships between paternal roles and each index of children's well-being, suggesting that fathers' contributions were unique. Fathers who were satisfied with parenting, contributed financially to the family, and were nurturant during play had children with better cognitive and language competence; fathers who were satisfied with parenting and employed, had children with fewer behavior problems; and when fathers were living with the child, the home was more child-centered. Neither the biological relationship of the father nor the parents' marital status entered into the models. These findings support ecological theories linking paternal involvement with children's well-being and argue for the institution of family-oriented policies that promote positive father involvement.  相似文献   

15.
Inhibition was assessed in 144 Swedish children when they averaged 16 months of age using a composite measure tapping sociability toward strange adults, noninvolvement in peer play, and parental ratings of fearfulness. 91 children entered out-of-home care within 2 weeks of these initial assessments. Children were observed in this setting playing with peers; teachers and parents also rated children's adjustment to the out-of-home care settings. 1 and 2 years later, the children were assessed again, both at home and in the alternative care settings. Results showed that individual differences in inhibition were stable over the 2 years of the study. Inhibited children engaged in less high-quality peer play both at home and in the alternative care settings, and they were less able to play alone in their mothers' absence. On contemporaneous but not subsequent ratings, inhibited children had more difficulty adjusting to out-of-home care. Inhibition was not itself affected by out-of-home care experiences, and there were no sex differences in inhibition.  相似文献   

16.
幼儿教师在设计和组织实施体育游戏时,从目标的设立、内容的选择到活动的开展,都要遵循幼儿的身心特点,把运动、游戏、指导三者有机结合起来,最终达到最优的体育教学效果.具体来说,教师应设定明确且可调整的目标,应选择适宜而富有趣味的游戏内容与形式,应善于利用故事、器材、情景布置激发幼儿参与体育游戏的兴趣,应重视正式游戏前的热身环节.在游戏开展过程中,教师还应注意根据幼儿的年龄特点与游戏的复杂程度,运用恰当的语言讲解游戏内容与规则,注意在游戏过程中培养幼儿的自主性与规则意识,注意根据对幼儿游戏能力与过程的观察及时调整.此外,教师还应学会在适当的时候以适当的方式结束游戏,以维持幼儿体育游戏的兴趣.  相似文献   

17.
Conclusion When everything tastes like ice cream in the classroom, what a fantastic experience is in store for the children. The many valuable opportunities afforded in this play center help expand the child's world. Interraction between children sorting (the flavors or colors of pom poms), creative use of imaginations, and thought process opportunities are all a part of the learning that is taking place. This center naturally lends itself to role playing. The combination of props and materials encourages complex levels of dramatic play to evolve among the children. The play can range from simple dramatic play such as dipping ice cream and filling cups and cones to a more sophisticated level of dramatic play when children begin role play as ice cream attendants and customers. The ice cream parlor center is enjoyed by both boys and girls and is developmentally appropriate for children ranging in age from two to six years old. The ease in developing this center, the simple set up, the low cost, and the opportunities for child-initiated play make this center appealing to teachers who continually search for enriching experiences to offer their children. The reward the center brings the children far exceeds the efforts required by the teacher. Carolyn Bond is Director of 12 years, and Kay Gregory is Associate Director of 8 years at the children's Discovery Center in Plano, Texas.  相似文献   

18.
This longitudinal study investigates the differences in cognitive and socio‐emotional development and academic achievement between children educated in special education classes (N = 37) and regular classes (N = 37). The study is retrospective. The first measurement point was while children were attending play‐oriented kindergarten and no decision about their education had yet been made. The second measurement point followed after 2 years of schooling. Comparing carefully matched groups, no differences in executive functions (EFs) were found before beginning school. Children assigned to special education had poorer language, fine motor skills and a lower pre‐academic self‐concept, self‐regulatory skills and social integration. Notably, every fourth child in special education was an immigrant, 9% of whom later attended regular classes. After 2 years of schooling in either setting, the groups differed significantly in academic achievement, EFs, fine motor skills and cognitive self‐regulatory skills. However, it was not – as school officials had intended – that children in special education classes had caught up, except in regard to their academic self‐concept and social integration.  相似文献   

19.
The Playing Learning Child: Towards a pedagogy of early childhood   总被引：7，自引：2，他引：5  
From children's own perspective, play and learning are not always separate in practices during early years. The purpose of this article is, first, to scrutinise the background and character of early years education in terms of play and learning. Second, to elaborate the findings of several years of research about children's learning in preschool related to the curriculum of early years education and, finally, to propose a sustainable pedagogy for the future, which does not separate play from learning but draws upon the similarities in character in order to promote creativity in future generations. Introducing the notions of act and object of learning and play (by act we mean how children play and learn and with the object we mean what children play and learn) we will chisel out an alternative early childhood education approach, here called developmental pedagogy, based on recent research in the field of play and learning, but also related to earlier approaches to early education.  相似文献   

20.
奥尔夫教学法重视体验、多感官参与的方式,不但适应幼儿学习的特点,也有利于激发幼儿自然的情感,促进幼儿多种感官能力的发展.奥尔夫教学法是一种集语言、动作、乐器等多种形式于一体的综合性艺术教学,将其应用在幼儿园戏曲活动中,有利于幼儿领悟戏曲唱腔艺术、体会戏曲舞蹈艺术、体验戏曲奏乐艺术.在应用过程中,将奥尔夫教学法渗透到幼儿...  相似文献   

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