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1.
Chris Fradkin Gelson V. Weschenfelder Maria Angela Mattar Yunes 《Pastoral Care in Education》2017,35(2):137-144
Since the early 1940s, superheroes have been used by educators and clinicians to instill community and confidence; resiliency and courage; tolerance and sharing among children. Through superhero play, the early childhood classroom has become a laboratory filled with capes and costumes. In the therapist’s milieu, the empowered superhero provides a model for children to aspire to. But both of these environments – the classroom and the counselor’s office – use the fully powered superhero. While the literature attests to health benefits provided through use of the empowered superhero, this article draws attention to a resource often overlooked: the pre-empowered, pre-cloak superhero. As many popular superheroes (~86%) were orphaned or abandoned, prior to acquiring superpowers, the article focuses on the adversities they share with these two specific groups of vulnerable children. With orphaned and abandoned children as the treatment group of focus, the article proposes environments for pre-cloak interventions. In addition, the article proposes a dual-stage program, which would combine pre-cloak interventions with superhero play. For the educator and clinician, possibility awaits through this expansion of the superhero palette. 相似文献
2.
Sarah E. Rose Richard P. Jolley Esther Burkitt 《The International Journal of Art & Design Education》2006,25(3):341-349
In this article we argue that research into children's drawings should consider the context in which drawing occurs and that it is crucial to investigate the attitudes and practices of teachers, parents and children themselves that shape children's drawing experience and the drawings which they produce. We review the findings of seven empirical studies reporting data collected through direct observations, interviews and questionnaires from the three main players (teachers, parents and children) on the attitudes and practices shaping children's drawing. Issues covered include teachers' perceptions of the purposes and importance of drawing, support offered by teachers, parents and children for children's drawing endeavours, and possible factors that may lead to an age‐related decline in the amount of drawing children choose to do. We end the review by reporting some preliminary findings from our own large‐scale interview and survey study of 270 5–14 year old children, their parents and teachers, that provides a comprehensive assessment of attitudes and practices influencing children's drawing experience at home and at school. The findings provide further insight into the aforementioned issues, particularly children's, teachers' and parent's explanations of why children's drawing behaviour might decline with age. It is hoped that by reporting these preliminary findings some additional understanding of the context in which children produce their drawings can be gained and new areas for debate opened up. 相似文献
3.
Sue Cox 《The International Journal of Art & Design Education》2005,24(2):115-125
In this article I present some ideas, based on qualitative research into young children's drawing, related to the developing discourse on young children's thinking and meaning making. I question the relationship between perception and conception and the nature of representation, challenging traditional ideas around stage theory and shifting the focus from the drawings themselves to the process of drawing, and thus to the children's own purposes. I analyse examples of my observations (made in naturalistic settings within a nursery classroom) to reveal the range of representational purposes and meaning in children's drawing activity. My analysis shows that, rather than being developmentally determined, the way children configure their drawings is purposeful; children can recognise the power of drawing to represent, and that they themselves can be in control of this. I explore aspects of the process, including transformation and talk to show the importance of understanding drawing in its specific contexts. I show how children's drawing activity is illuminated by the way in which it occurs and the other activities linked to it, presenting drawing as part of children's broader, intentional, meaning‐making activity. As an aspect of the interactive, communicative practices through which children's thinking develops, representation is a constructive, self‐directed, intentional process of thinking in action, through which children bring shape and order to their experience, rather than a developing ability to make visual reference to objects in the world. I suggest that in playing with the process, children are actively defining reality rather than passively reflecting a given reality. 相似文献
4.
《Early childhood research quarterly》1998,13(1):67-86
Although including children with developmental disabilities in preschool classes has become increasingly common, little is known about how experiences in an inclusive classroom affect young children's development. In Study 1, 36 typically developing children (mean age = 55.2 months) attending an inclusive, university-based early childhood program were interviewed about their knowledge of and attitudes toward children with disabilities. Parents answered questions about: (a) expectations for their children's prosocial behaviors and (b) their own beliefs about interacting with children with disabilities. Parents' beliefs and children's attitudes toward children with disabilities were positively related to the frequency of children's actual contacts with classmates with disabilities during free play time. In Study 2, the beliefs and behaviors of 20 children from an inclusive university-based early childhood program and 18 children from an inclusive community-based program were compared. There was no difference between the two programs in the amount of contact typically developing children had with classmates with disabilities. 相似文献
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《Early education and development》2013,24(2):181-191
This study investigated deaf children's "security of attachment" relationships with their hearing parents and the relationship of parental attitudes toward deafness. Subjects included 30 deaf children and their hearing parents. The children ranged in age from 20 to 60 months. Instruments used included the Attachment Q-Set, the Attitudes to Deafness Scale, and parental interviews. As a group there were no differences between security of attachment scores of deaf children toward either of their parents; however, there were marked differences within individual dyads of mother–child/father–child relationships. In addition, negative correlations were found between parents' attitudes towards deafness scores and their deaf children's security of attachment scores. Implications for the field include the importance of inclusion of fathers in attachment studies and fathers' active participation in early intervention programs. The relationship between parental attitudes toward their children's disability (deafness) and attachment relationship provides further evidence for the critical role of early intervention in the development of children with special needs. 相似文献
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The relationship between children's attitudes toward older people and older people's perception of children's attitudes toward them were examined using the Attitude Perception Questionnaire. Results were analyzed for 52 fifth‐ and sixth‐grade children and 52 older adults, and comparisons made on the basis of age, sex and amount of intergenerational contact. Older adults perceptions of children's attitudes toward them were more negative than the children's actual attitudes. Implications for persons involved in planning and implementing intergenerational programs are discussed. 相似文献
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We explored 30 Black Kindergarten‐2nd grade students' spoken narratives around pages of their science journals that the children selected as best for showing them as scientists. Because in all narratives, space–time relationships play an important role not only in situating but also in constituting them, we focused on such relationships using Bakhtin's (1981) construct of chronotopes. Our chronotopical analysis aimed at fleshing out the temporal and spatial features that were present in the children's journal pages, and in the children's ways of talking both about these features and about being scientists. Our goal was to better understand ways in which African‐American children identify with science and scientists in particular contexts: an interview with an adult who had visited their class throughout that year and a class where they were offered various opportunities to engage with science. Using six cases that maximized the variety of understandings we could develop vis‐à‐vis our research question, we show how the children's narratives were filled with differing space–time relationships in which the children found ways to showcase their agency. Thus, we provide insights into how the children authored relationships with science and scientists, negotiated the past with the present and possible future, and contextualized their narratives within various time‐spaces that had meaning for them. Moreover, multiple people populated the children's chronotopes and became intertwined with the space–time relationships that underlined their conceptions of themselves vis‐à‐vis science and scientists. Despite the varied conceptions of science and scientists that the children portrayed, their narratives communicated a high level of confidence in being able to do science and be scientists, and initiative in learning. The children's narratives were filled with hope, “able‐ness,” knowledge, affect, and possibility. These findings point to several considerations for practice. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 568–596, 2012 相似文献
9.
Karin Ehrlén 《International Journal of Science Education》2013,35(1):41-57
Drawings are often used to obtain an idea of children's conceptions. Doing so takes for granted an unambiguous relation between conceptions and their representations in drawings. This study was undertaken to gain knowledge of the relation between children's conceptions and their representation of these conceptions in drawings. A theory of contextualization was the basis for finding out how children related their contextualization of conceptions in conceptual frameworks to their contextualization of drawings in pictorial convention. Eighteen children were interviewed in a semi‐structured method while they were drawing the Earth. Audio‐recorded interviews, drawings, and notes were analysed to find the cognitive and cultural intentions behind the drawings. Also, even children who demonstrated alternative conceptions of the Earth in the interviews still followed cultural conventions in their drawings. Thus, these alternative conceptions could not be deduced from the drawings. The results indicate that children's drawings can be used to grasp children's conceptions only by considering the meaning the children themselves give to their own drawings. 相似文献
10.
《Ethnography and Education》2013,8(2):231-246
This paper asks what and how some children tell others about themselves and the life they live at home and in school. Drawing on data collected through ethnographic observations, interviews and children's written texts about themselves, the article illustrates the meanings children create and attach to their everyday experience of interactions with adults and other children. Family, friends, pets, school and leisure activities occupy much space in the children's writings. Some of the texts include the placement of self in a positive interpersonal context both at home and at school, with a focus on the importance of these relationships for the children. Some others contain children's negative feelings at home or towards the school. These children blame themselves for their negative feelings in their texts. At the same time, they write about not having a voice when it comes to important decisions concerning their life. They can tell/write it as it is, but they cannot participate in decision-making when it comes to problematic situations. 相似文献
11.
Carol Seefeldt Richard K. Jantz Kathy Serock Alice Galper 《Educational gerontology》2013,39(3):301-310
The CATE (Children's Attitudes Toward the Elderly) was administered to 180 children, 20 at each level from age 3 to age 11. Results suggest that children at all age levels have limited knowledge of and contact with older people. Few children gave positive responses about growing old themselves; most did not perceive being old as positive. Attitudes of children toward the elderly suggest a mixture of positive feelings of affect and either stereotypic or negative attitudes about the physical aspects of age. It was determined that children's concepts of age increase in accuracy as they increase in age. Educational implications include providing accurate information about the elderly and actual contact with older people, enabling children to assess their perceptions of the aging process and how aging affects them, and exposing children to an unbiased look at the attributes, behaviors, and characteristics of the elderly in a wide variety of roles in order to avoid or extinguish the formation of stereotypic, negative attitudes. 相似文献
12.
May Ling D. Halim Diane N. Ruble Catherine S. Tamis‐LeMonda Patrick E. Shrout David M. Amodio 《Child development》2017,88(3):882-899
This study examined factors that predicted children's gender intergroup attitudes at age 5 and the implications of these attitudes for intergroup behavior. Ethnically diverse children from low‐income backgrounds (N = 246; Mexican‐, Chinese‐, Dominican‐, and African American) were assessed at ages 4 and 5. On average, children reported positive same‐gender and negative other‐gender attitudes. Positive same‐gender attitudes were associated with knowledge of gender stereotypes. In contrast, positive other‐gender attitudes were associated with flexibility in gender cognitions (stereotype flexibility, gender consistency). Other‐gender attitudes predicted gender‐biased behavior. These patterns were observed in all ethnic groups. These findings suggest that early learning about gender categories shape young children's gender attitudes and that these gender attitudes already have consequences for children's intergroup behavior at age 5. 相似文献
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Mature readers draw on a complex web of previous experiences when interpreting written and visual texts. Yet very little is known about how preschool children, who cannot yet read, make connections between texts. This study explores how 13 4‐year‐old children made intertextual connections during shared reading with their mothers (seven children) and their preschool teachers (six children). The findings indicate that very young children actively draw on their knowledge of other texts, and their personal lived experiences, to reflect on the meanings they encounter in unfamiliar picture books. The functions served by the children's intertexts ranged from the simple pleasure of recognition to more sophisticated comparisons between texts in terms of theme and plot. The extent to which the adults were able to integrate the children's intertexts into the discussions varied. An awareness of the important role played by intertextuality in children's interpretations of texts may provide early childhood professionals with a framework within which to plan systematically for the language and literacy development of young children in their care. 相似文献
15.
《The Journal of educational research》2012,105(6):360-370
Abstract The authors examined the degree to which parents' negative self-feelings affect the relationship between their educational attainment and the educational expectations they have for their adolescent children, as perceived by their children. In turn, they investigated the degree to which parents' negative self-feelings affect the relationship between their educational expectations for their adolescent children and the current academic achievement of those children. Results provide preliminary indications that parents' expectations for their children and the transmission of those expectations may be modified by how parents feel about themselves. Those modifying effects are explained in terms of both parents' and students' motivations and behaviors. 相似文献
16.
Children's Intrinsic Motivation to Provide Help Themselves After Accidentally Harming Others 
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下载免费PDF全文 Little is known about the flexibility of children's prosocial motivation. Here, 2‐ and 3‐year‐old children's (n = 128) internal arousal, as measured via changes in pupil dilation, was increased after they accidentally harmed a victim but were unable to repair the harm. If they were able to repair (or if they themselves did not cause the harm and the help was provided by someone else) their arousal subsided. This suggests that children are especially motivated to help those whom they have harmed, perhaps out of a sense of guilt and a desire to reconcile with them. Young children care not only about the well‐being of others but also about the relationship they have with those who depend on their help. 相似文献
17.
Although the majority of families that experience intimate partner violence (IPV) have more than one child, most research to date has focused upon a single child within these families. A significant body of research has indicated siblings play an important role in children's adjustment and well-being. To address this gap, the three main goals of the present study were to compare the adjustment of older and younger siblings exposed to IPV, to describe and compare the quality of these sibling relationships from multiple perspectives, and to investigate how sibling adjustment and relationship quality influence children's adjustment. Forty-seven sibling pairs and their mothers were recruited from the community. Mothers self-reported on their violent experiences using the Conflict Tactics Scale, and also estimated the length of time their children were exposed to IPV. Mothers and children completed assessments of child adjustment and the quality of sibling relationships. Observers also assessed the quality of sibling interaction. Results indicated that adjustment between siblings was highly inter-related. On average, mothers reported sibling relationships as less positive but also as less hostile than did siblings themselves. Higher levels of sibling hostility, lower levels of sibling warmth and higher levels of disengagement each significantly predicted child adjustment; however, these effects were predicated upon the adjustment of the other sibling. The sibling relationships of children exposed to IPV made a difference in their individual adjustment, and their adjustment issues influenced how they feel about and interacted with their sibling. Sibling hostility played a stronger role in adjustment issues than sibling warmth. The nature of sibling influences and the direction of future research were discussed. 相似文献
18.
Pat Hoodless 《Curriculum Journal》2013,24(4):335-350
This article summarizes a small-scale investigation into 10- and 11-year-old children's perceptions of how the attitudes and values of different times in the past are reflected in historical writing for children. The research involved observation, reading and discussion of historical stories written at different times in the past about a particular period and character in the distant past, familiar to the children from their history lessons. The study investigated how children interacted with these texts in order to derive meaning from them. This article analyses the strategies children used and how they began to unpack the complex, multiple layers of meaning in ‘history stories’ by first examining the material properties of their texts. It considers how these material properties influenced the children's understanding of the texts' contents. It also seeks to discover whether young children are capable of comprehending the broader meanings of texts, beyond a literal reading of them, and how they explore texts critically in terms of their ideology. Findings suggest that able readers between the ages of 10 and 11 are indeed able to understand how ideologies are transmitted in such texts written for children, how these ideologies are conveyed to the child reader, and how they differ from the values and attitudes of the present. 相似文献
19.
This study investigated the contents of children's attitudes toward the elderly and compared these attitudes with the children's attitudes toward young people. The Children's Views on Aging (CVOA) questionnaire was administered to 256 latency‐aged (8‐10 year‐old) children. The children were white and black, male and female, and came from both rural and urban backgrounds. The children's responses to the CVOA were analyzed quantitatively using chi‐square and t‐tests. The results showed that children had some negative perceptions of the aging process, but positive views of the older person. Comparison of the children's attitudes toward older people and young people showed that the children's attitudes were more negative toward older people in the potency dimension of attitude but more positive toward older people in the evaluative dimension. The findings suggest that children's attitudes toward aging are complex and diverse. Important implications for educational practice are discussed. This study formed part of Ronald Marks’ doctoral dissertation submitted to the Graduate Faculty of the School of Social Work, University of Pittsburgh, 1980. 相似文献
20.
Mobilising capitals? Migrant children's negotiation of their everyday lives in school 总被引：1，自引：1，他引：0
Dympna Devine 《British Journal of Sociology of Education》2009,30(5):521-535
This paper considers how first‐generation immigrant children contribute to processes of capital accumulation through their negotiation and positioning in Irish schools. Drawing on the concepts of social and cultural capital, as well as inter‐generational analyses of children's role in the structuring of everyday life, the paper highlights migrant children's strategic orientation to their primary schooling, positioning themselves in order to maximise the exchange value from their education. Social class, gender and ethnic/migrant status were identified as significant to the strategies adopted, and how children coped with their positioning as ethnic ‘other’ in school. 相似文献