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1.
Twenty‐two primary school children, aged 6–12 years, who were experiencing significant reading difficulties, were allocated to one of two parent‐instruction treatment conditions according to the parent’s preference. The treatments were based upon learning‐theory principles, and were aimed at teaching the parents optimal ways of helping their child learn to read. One condition involved the parent and child being seen individually by the therapist twice a week over five weeks. The other condition involved the parents meeting as a group for three weekly sessions, and then as a group with their children for the final two sessions. The same learning‐theory principles were taught in both treatment conditions. Seven children who were awaiting treatment provided waiting‐list control data over a five‐week period. Outcome measures of the children’s reading level and reading self‐concept, and the parents’ stress levels during reading‐time showed significant improvements for those in the individual treatment condition, and this improvement was maintained at a follow‐up after two months. While there were some gains for those in the group treatment condition, these were not maintained by the two‐month follow‐up. 相似文献
2.
Cynthia L. Schultz Noel C. Schultz Elizabeth J. Bruce Kosmas X. Smyrnios Lindsay B. Carey Christa L. Carey 《International Journal of Disability, Development & Education》1993,40(3):205-216
The pressures frequently encountered by the parents of children with chronic conditions and the concomitant impact on family life have been well‐documented. Family‐focussed interventions have been advocated to address parents’ difficulties. The present evaluation study was undertaken to ascertain long‐term outcomes of the psychoeducational support program, Caring for Parent Caregivers. The aim of the program is to empower the individual and thereby strengthen family resources. Quantitative and qualitative analytical procedures, which included the written evaluations of treatment subjects, were employed to examine program effectiveness. For the fathers and mothers of children with disabilities, psychological health and well‐being was assessed on the General Health Questionnaire, using a pretest and follow‐up control group design. Results showed a statistically significant difference between groups, 12 months after treatment, with program participants displaying less emotional distress than control group subjects. The positive direction of behavioural and attitudinal outcomes, which emerged from evaluation of the small group intervention, were similar for both mothers and fathers. Overall satisfaction with the program was very high, with useful recommendations for program development and for future research and practice being identified. 相似文献
3.
Developmental education for parents of delayed infants: effects on parental motivation and children's development 总被引：1，自引：0，他引：1
This study compared the effectiveness of developmental education for parents with parent education in child management and with a no-education control condition in motivating parents to participate in home treatment programs for developmentally delayed infants. 39 delayed infants, matched for age and severity of delay, and their families were randomly assigned to the 3 treatment groups. The subsequent differential effectiveness of home treatment programs, in terms of the infants' developmental gains, was then examined. Results indicated that the children in the developmental education group gained a greater number of skills, and their parents participated more in the assigned home treatment programs than did parents in the other 2 groups. At follow-up approximately 1 year later, parents who received developmental education continued to participate more than the other parents in their child's treatment program. Developmental education appears to enable parents to discriminate small developmental gains, facilitating the intrinsic motivation involved in working with their children. 相似文献
4.
《Journal of moral education》2012,41(3):186-191
Abstract The present study compares Israeli adolescents from Eastern, i.e., African‐Asiatic descent and Western, i.e., European‐American descent, with respect to locus of control (LOC) and moral judgement. It was assumed that the differential patterns of socialization that characterize the two ethnic groups, would be reflected by the subjects’ LOC and moral judgement. It was hypothesized that more internal LOC orientation and more relativistic moral judgement would be associated with Western than with Eastern patterns of socialization. The results confirmed the general hypothesis. Israeli adolescents of Eastern descent were found to be more externally oriented and their moral judgement to be more realistic than adolescents of Western descent. No relationship between LOC and moral judgement within each of the origin groups was found. The results are discussed in terms of socialization patterns and child‐rearing practices. 相似文献
5.
《Journal of moral education》2012,41(3):371-375
Abstract Although moral development of children has long been ascribed predominantly to the effects of parenting, there has been little systematic examination of the specific nature of this relation. In this paper, we identify four foundational components of children's moral development (social orientation, self‐control, compliance, self‐esteem) and four central aspects of moral functioning (empathy, conscience, moral reasoning, altruism). The parenting roots of each of these eight psychological characteristics are examined, and five core parenting processes (induction, nurturance, demandingness, modelling, democratic family process) that are related empirically to the development of these eight child characteristics are identified and discussed. Finally, we consider the implications of our analysis for teaching parents to influence positively their children's moral development. 相似文献
6.
《Journal of moral education》2012,41(3):217-224
Abstract This paper describes a study which examined the relationship between Just Community participation and teachers’ moral judgement. At the pre‐test stage, the teachers attributed resolution for their dilemmas to an assistant principal or administrator. Analysis of the teachers’ moral development after participation in the Just Community shows that the treatment group changed but that the comparison group did not. The study suggests that a teacher may make judgements of responsibility for moral action when s/he has experienced moral growth through participation in an on‐the‐job moral education programme which requires the discussion and resolution of real‐life on‐line moral dilemmas to fulfil the responsibilities of the perceived job role. 相似文献
7.
Family Interactions and the Development of Moral Reasoning 总被引：2，自引：1，他引：1
The study examined parents' role in their children's moral reasoning development. Parents' level of moral reasoning and interaction styles used in discussion of moral issues with their child were used to predict the child's moral development over a subsequent 2-year interval. Participants were 63 family triads (mother, father, and child) with children drawn from grades 1, 4, 7, and 10. They individually responded to a moral reasoning interview and then, as a family, discussed both a hypothetical and real-life moral dilemma. Children were reinterviewed 2 years later. Results indicated that parents did accommodate to their child's level of moral reasoning when in actual dialogue. Distinct differences in interaction styles were found between the 2 contexts (hypothetical vs. real-life dilemma discussion) and between parents and children. Children's moral development was best predicted by a parental discussion style that involved Socratic questioning and supportive interactions, combined with the presentation of higher-level moral reasoning. Implications of these findings for the understanding of parents' role in children's moral development are discussed. 相似文献
8.
9.
Research findings in the last decade indicated that although situation comedies were most popular with children, most children did not fully understand the moral of stories or the messages conveyed. Psychologists expressed concern that an adequate comprehension of messages in this genre may require complex intellectual operations which young viewers were not capable of. A broadcast presenting deceitful behaviour in a situation comedy, tested among 314 9‐12 year old children in Israel, had no immediate effect on the perception of children vis‐à‐vis norms of behaviour in their surroundings. The degree of understanding increased with age as did the level of children's critical approach and moral judgement of deceitful behaviour in the broadcast. Young viewers regarded negative behaviour presented on the screen as wrong. Evaluations of such behaviours on TV were independent of children's perception regarding the norms of behaviour in their real life environment. The study revealed that even at the age of 9, Israeli children display a high degree of understanding of motives and effects presented in a situation comedy. Sympathy for TV characters was not based on the characters’ moral/immoral behaviour, but rather on their entertaining appearance and quality of acting. 相似文献
10.
The purpose of this study was to compare the effectiveness of parents and teachers as instructors of a personal safety program. Sixty-one low-income preschool children were pretested and participated in either a homebased program, a school-based program, or a control program. Children were posttested on knowledge and skill gains. No significant differences were found between groups of children taught by teachers or parents, and children in both of these groups demonstrated greater knowledge about sexual abuse and higher levels of personal safety skills compared with controls. Knowledge and skill gains were maintained at the two-month follow-up. No program-related increases in negative behaviors were reported by teachers, nor were the treatment children perceived by their parents as more fearful subsequent to participation. These results suggest that parents are as effective as teachers at teaching skills in personal safety to preschool-age children, and that the programs can be implemented safely and effectively both at home and at school. 相似文献
11.
The purpose of this study was to compare teachers and parents as instructors of a personal safety program. One hundred seventy-two Head Start preschoolers were randomly assigned to a personal safety program taught by their teachers, parents, both teachers and parents, or to a general safety control program. Following program participation, children taught the personal safety program by their teachers, parents, or both, demonstrated greater knowledge about sexual abuse and higher levels of personal safety skills compared with those in the control group. Gains in knowledge and skills were maintained at the 5-month follow up. Children taught by their parents showed greater improvements in recognizing inappropriate-touch requests and in their personal safety skills compared with children taught by their teachers, and children who received the program both at home and school were better able to recognize appropriate-touch requests and to demonstrate higher levels of personal safety skills compared with children taught only at school. The emotional costs associated with participating in the program were minimal, and both parents and children rated the program positively. The advantages of home-based instruction for young children are discussed and suggestions for future research are offered. 相似文献
12.
会计人员的职业判断在整个会计规范体系的执行过程中居于最直接、最主动的核心地位，但会计职业判断也会引发道德风险。对于会计职业判断道德风险的发生原因，过去的讨论一般都局限于会计人员自身道德素质的分析。本则从制度环境与道德风险的一般关系原理出发，结合我国企业会计的具体制度环境，论述了会计制度环境导致会计职业判断道德风险的现实性，并且在揭示问题成因的基础上，给出道德风险控制的具体对策。 相似文献
13.
赵利兵 《宁波教育学院学报》2006,8(5):68-70
雅戈尔小学提出“小留学”制,即以学生双方的家庭作为实践活动的基地,安排各种实践活动,改变独生子女的教养方式,帮助孩子形成健康的人格和良好的心理品德。“小留学”制,作为一种新的德育模式,具有制度化、生活化、社会化等特点。学校要重点在家长、学生方面采取有效措施,促进“小留学”制的形成及巩固。五年实践表明,“小留学”制取得了较好的成效。 相似文献
14.
《Early childhood research quarterly》1998,13(2):263-290
The effects of an interactive shared-reading intervention were evaluated with 3-to 4-year-old children from low-income families who attended subsidized child care. The children entered the program with oral language skills that were significantly below age-level as measured by standardized tests. Children were pretested and randomly assigned to 1 of 4 conditions: (a) no treatment control, (b) a school condition in which children were read to by their teachers in small groups, (c) a home condition in which children were read to by their parents, and (d) a combined school plus home condition. Parents and teachers were trained in a specific form of interactive reading via an instructional videotape. The intervention was conducted for 6 weeks, after which children were posttested on standardized measures of oral language, and language samples were obtained during a shared-reading assessment. Significant effects of the reading intervention were obtained at posttest and were largest for children in conditions involving home reading. 相似文献
15.
后现代主义是源于对西方现代社会的批判而产生和发展的社会文化思潮,但其理论主张的极端批判性特征却导致后现代主义陷入自身矛盾的泥潭。大学生正处于道德认知和道德判断力养成的关键阶段,在后现代主义消极影响下,大学生的道德判断力出现令人担忧的问题。避免后现代思潮的消极影响,提升大学生道德判断力,有待于各方面共同努力。 相似文献
16.
This study was designed to assess the effectiveness of a multifocused (child‐, teacher‐ and parent‐focused) prevention program for Romanian preschoolers, targeting social–emotional competence development, as well as reduction of behavior problems. Fourteen classrooms were randomly assigned to the intervention and control conditions. Subsequent hierarchical linear analyses indicated that intervention‐group children performed better on experimental tasks measuring emotion knowledge and social problem‐solving strategies, and received higher assessments by their teachers and parents on measures of social–emotional competencies and externalizing problems. These results indicate that a prevention program combining intervention strategies for both high‐ and low‐risk children is effective across a wide range of adaptive and maladaptive behaviors. Moreover, a short four‐session parent group training employed to attract parent participation elicited an acceptable overall attendance rate (54%), indicating the sustainability of parent intervention in the context of community‐based interventions. 相似文献
17.
Holen K. Hirsh Melissa K. Richmond Fred C. Pampel Shelby S. Jones Anthony C. Molieri Josephine Jones 《Early education and development》2019,30(2):216-237
Research Findings. A randomized controlled trial evaluated the impact of Motheread/Fatheread Colorado (MFC), an early childhood literacy intervention, on parent reading behaviors and their preschool-aged children’s literacy skills. Parents in the experimental condition participated in MFC; control parents did not. Dependent variables included measures of parental behavior supportive of reading in the home, and parent- and teacher-reported child literacy outcomes. Parents in the intervention group reported spending significantly more time reading with their children and a significantly greater use of interactive reading skills than parents in the control condition. Children in the intervention group scored significantly higher than children in the control group on parent-reported language and reading skills immediately following the intervention. There was no significant difference in immediate post-intervention teacher reports of child literacy skills. However, up to 15-months after program completion, children in the intervention condition had greater gains in teacher-reported language skills than children in the control condition. Results suggest that MFC is a promising intervention for changing the home literacy environment and children’s literacy outcomes. Practice/Policy. Motheread/Fatheread may be a good fit for organizations interested in implementing interventions aimed at improving home literacy for preschool-aged children. 相似文献
18.
Karen L. Bierman Celene E. Domitrovich Robert L. Nix Scott D. Gest Janet A. Welsh Mark T. Greenberg Clancy Blair Keith E. Nelson Sukhdeep Gill 《Child development》2008,79(6):1802-1817
Forty‐four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI—Research‐based, Developmentally Informed) or “usual practice” conditions. The intervention involved brief lessons, “hands‐on” extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social‐emotional competencies and (b) language development and emergent literacy skills. Take‐home materials were provided to parents to enhance skill development at home. Multimethod assessments of three hundred and fifty‐six 4‐year‐old children tracked their progress over the course of the 1‐year program. Results revealed significant differences favoring children in the enriched intervention classrooms on measures of vocabulary, emergent literacy, emotional understanding, social problem solving, social behavior, and learning engagement. Implications are discussed for developmental models of school readiness and for early educational programs and policies. 相似文献
19.
Tevhide Kargin 《International Journal of Disability, Development & Education》2004,51(4):401-418
The purpose of this study was to investigate the effectiveness of a family‐focused early intervention program developed to meet the needs of children with hearing loss and their parents. The participants were 12 children with severe and profound hearing loss who lived in a rural area of Turkey. They did not have any additional disabilities. Their ages ranged between 0 to 4 years. These children and their families had not participated in any intervention program before this research was designed. The 12 participants and their families were assigned to either an experimental or a comparison group. The data was collected before and after the implementation of the program, using three instruments; a preliminary information form for parents, a Scale of Parental Needs and an observation form to evaluate verbal communication. After the implementation of the intervention program, statistically significant differences were found between the experimental and comparison groups regarding their verbal communication. 相似文献
20.
留守儿童道德成长问题的心理社会分析 总被引：17，自引：0，他引：17
家庭教育的缺席是导致留守儿童道德成长问题的主要原因,作为影响这一过程的心理社会因素,亲子关系的失谐、父母榜样作用的缺失和父母监控机制的弱化影响了留守儿童道德观念的获得,道德情感的发展以及道德行为的养成。解决留守儿童道德发展问题的现实途径在于充分利用农村现有的教育资源,扩展农村学校的道德教育与心理辅导功能。 相似文献