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1.
Research Findings: This study examined how characteristics of parents, providers, and children contribute to the quality of parent–provider relationships in infant and toddler classrooms. Parents (n = 192) and providers (n = 95) from 14 child care centers in a large metropolitan area participated by completing questionnaires about the nature of their relationships and communication, as well as other aspects of the child care experience. Although the study did not examine causal relations between variables, characteristics of parent–provider relationships were correlated with parents’ anxiety about placing their children in care, with providers’ knowledge of child development, and with whether parents and providers had worked together in the past. Parents’ views of their relationships with providers were more positive when they had worked with them before and when they were less anxious about placing their children in care. Providers who had worked with parents before had less favorable views of their relationships when parents were more anxious about placing their children in care; however, this was not the case when providers and parents were in more recent relationships. Providers who had never worked with parents before viewed relationships more positively when they had more knowledge of child development. The opposite was true for providers who had worked with parents before. Providers with more knowledge of child development reported communicating more frequently with parents. Providers reported communicating more frequently with parents of children with easier temperaments. Practice or Policy: Implications for transition practices in early care and education settings, in-service training, and teacher education programs are discussed. 相似文献
2.
Martin J. Wasserberg 《Journal of Experimental Education》2013,81(4):502-517
This study investigated whether a diagnostic testing condition leads to stereotype threat effects for African American children (n = 198) at an urban elementary school. Results indicated that presenting a reading test as diagnostic of abilities hindered the performance of African American children aware of racial stereotypes but not of those unaware of such stereotypes. For stereotype-aware children, the effect of stereotype threat on performance was moderated by level of domain identification such that the effects were most pronounced among children placing greater value on achievement. In addition, domain identification contributed to greater anxiety and lower self-efficacy, suggesting that it is a primary vulnerability factor for stereotype threat effects. Implications for educational equity are discussed, as well as suggestions for developing interventions capable of attenuating stereotype threat effects among children. 相似文献
3.
本研究选择一个多动症儿童的家庭作为研究对象 ,主要通过现场观察和非正式交谈的研究方法收集个案资料 ,描述多动症儿童的行为障碍对父母生活质量的影响、对家庭亲子关系和谐发展的影响 ,以及在这种影响下父母产生的心理反应。本文认为 ,为了帮助行为障碍儿童 ,教育工作者必须关注两个方面 :其一 ,针对行为障碍儿童的具体情况为其制订个别教育计划 ;其二 ,关注行为障碍儿童父母的心理状态和特殊需要 ,开展对父母的教育。 相似文献
4.
The purpose of the present study was to investigate the effect of activity with an educational electronic book (e-book), as compared with adult reading of the printed version of the same book, on the vocabulary, phonological awareness as well as concept about print of preschool children at risk for learning disabilities. The study involved the participation of 110 children aged 5?C7. All participants were identified as having developmental delays placing them at risk for learning disabilities. The sample was randomly assigned to three groups: activity with the e-book, listening to the book??s printed version read by an adult (reading-as-usual) and a control group. The findings indicated that the children exposed to the e-book displayed significantly higher emergent literacy improvement (vocabulary and phonological awareness) when compared with the children who participated in the other two groups. These findings and their implications are discussed. 相似文献
5.
《Early childhood research quarterly》2006,21(3):360-373
This study investigated the role of word knowledge and spontaneous labeling of familiar objects in free sorting object categorization by 16–23-month-old children. General vocabulary was related to categorization on particular tasks involving both familiar and unfamiliar objects. Object labeling was associated with categorization when familiar objects of a given kind were identical. Spontaneous object labeling was also the only predictor of non-familiar object categorization, beyond the effects of age and vocabulary. The pattern of results suggests that spontaneous object labeling during free sorting is a reflection of the child's heightened involvement in the challenge of category discovery, thus perhaps facilitating object categorization. The findings reinforce the importance of teachers engaging toddlers in interactive object naming and world learning, as well as encouraging self-narration. 相似文献
6.
Lucy Cragg 《教育心理学》2006,26(1):55-72
This study investigated written language production in 10‐year‐old children with impaired reading comprehension. Despite fluent and accurate reading, these children are poor at understanding what they read. Participants completed a spelling test, and were asked to write an extended narrative, prompted by a series of pictures. Poor comprehenders showed age‐appropriate spelling skills, and their narratives did not differ from those produced by control children in terms of length or syntactic complexity. However, their narratives captured less of the story content, and contained a less sophisticated story structure. These findings are discussed within a framework that sees weaknesses in aspects of oral language placing constraints on aspects of written language production. 相似文献
7.
The effects on vocabulary acquisition of child-initiated versus adult-initiated instances of adult labeling were studied. 16 monolingual, English-speaking preschool children were exposed to a Spanish-speaking adult. In order to have access to toys placed out of their reach, children had to request the toys in Spanish. For the experimental group, adult labeling occurred when the children expressed interest in the toy. Control group children were yoked temporally to experimental group children for the purpose of adult labeling. Thus, adult labeling for the control group was randomly related to the children's expressions of interest. Although both groups of children learned some Spanish words, children in the experimental group produced significantly more Spanish words during the training sessions and showed superior performance on posttraining tests of Spanish production. Levels of comprehension of the Spanish words were equivalent for both groups. Results are interpreted in the context of the literature on "incidental teaching" and are viewed as demonstrating the critical role in language acquisition of the timing of exposure to language models. 相似文献
8.
Howard M. Knoff 《Psychology in the schools》1985,22(4):410-418
Four hundred regular and special educators from New York (a categorical labeling state) and Massachusetts (a noncategorical labeling state) were surveyed on their mainstreaming attitudes and perceptions of handicapped exceptional children. Among the topics investigated were educators' attitudes toward the effects on these children of different educational placements, their reactions to integrating these children into regular classrooms, their knowledge of their special education responsibilities, and their inclusions in their building-level special education processes. Results, implications, and future research directions are discussed, so that services to handicapped exceptional children can be improved and implemented. 相似文献
9.
Masten CL Guyer AE Hodgdon HB McClure EB Charney DS Ernst M Kaufman J Pine DS Monk CS 《Child abuse & neglect》2008,32(1):139-153
OBJECTIVE: The purpose of this study is to examine processing of facial emotions in a sample of maltreated children showing high rates of post-traumatic stress disorder (PTSD). Maltreatment during childhood has been associated independently with both atypical processing of emotion and the development of PTSD. However, research has provided little evidence indicating how high rates of PTSD might relate to maltreated children's processing of emotions. METHOD: Participants' reaction time and labeling of emotions were measured using a morphed facial emotion identification task. Participants included a diverse sample of maltreated children with and without PTSD and controls ranging in age from 8 to 15 years. Maltreated children had been removed from their homes and placed in state custody following experiences of maltreatment. Diagnoses of PTSD and other disorders were determined through combination of parent, child, and teacher reports. RESULTS: Maltreated children displayed faster reaction times than controls when labeling emotional facial expressions, and this result was most pronounced for fearful faces. Relative to children who were not maltreated, maltreated children both with and without PTSD showed enhanced response times when identifying fearful faces. There was no group difference in labeling of emotions when identifying different facial emotions. CONCLUSIONS: Maltreated children show heightened ability to identify fearful faces, evidenced by faster reaction times relative to controls. This association between maltreatment and atypical processing of emotion is independent of PTSD diagnosis. 相似文献
10.
Doreen Lupaschuk Carolyn Yewchuk 《International journal for the advancement of counseling》1998,20(4):301-318
Occupational aspirations of school children are undergoing changes as more men and women enter nontraditional spheres of work. Nevertheless, Papageorgiou (1982) reported that the overwhelming majority of a sample of upper elementary through high school students in Colorado regarded traditional gender roles as their only choice, and gender role stereotyping as placing serious limitations on career choices, particularly for females. In this article, we describe a replication of Papageorgiou's study in a western Canadian school district, with similar results. Gender-role stereotyping still appears to dominate the occupational aspirations of the majority of school children. Implications are drawn for counsellors interested in promoting career aspirations based on abilities and interests rather than gender-role stereotypes. 相似文献
11.
David Murphy Mary Oliver Sanam Pourhabib Michael Adkins Jeremy Hodgen 《British Educational Research Journal》2020,46(6):1300-1320
It has been proposed that boarding schools in England can be used to provide a stable education and care environment for vulnerable children in need, and the government is expanding their use. However, for vulnerable children to be placed in boarding schools, social workers will need to be willing to contemplate boarding as a viable care option. In this study we interviewed N = 21 social care practitioners including directors, senior and middle managers, frontline social workers, social worker-academics and family support workers who work with vulnerable children. Using thematic analysis of the transcribed interviews, seven major themes identified a range of issues and concerns held by social care workers about placing vulnerable children in boarding schools. We present these themes and consider the issues that will have to be addressed prior to changes in policy and practice. The study concludes that many of those within the social work profession are unlikely to consider boarding as an intervention for children in need. Further research in this area is a matter of urgency. 相似文献
12.
This qualitative study aims to analyse the effects of the practice of tracking as the means of placing students in secondary schools on educational inequality in Turkey in light of a set of qualitative data collected through in-depth interviews. Findings indicate that the tracking of all students into different high schools based on their scores on the national high school entrance examination since 2014 poses new obstacles for the academic success of low-achieving poor children due to various unintended consequences posed by the school environments. The study has implications for other educational systems that track students based on exam scores. 相似文献
13.
Nancy A. Jennings Steven D. Hooker Deborah L. Linebarger 《Learning, Media and Technology》2009,34(3):229-242
Research on children’s television suggests that preschool programs can facilitate literacy and language development. In 1998 Whitehurst and Lonigan described two interdependent sets of skills involved in literacy acquisition: ‘outside‐in’ or oral language skills and ‘inside‐out’ or code‐related skills. Outside‐in skills support children’s interpretation or understanding of print by placing written language into context through oral language. Inside‐out skills focus on those skills involved in the translation of print into sounds and sounds into print. This study describes the production techniques of Between the Lions that contributed to preschooler’s observed behaviors from the outside‐in and the inside‐out. 相似文献
14.
This study was designed to examine the effects of adults' labeling and use of social groups on preschool children's intergroup attitudes. Children (N=87, aged 3-5) attending day care were given measures of classification skill and self-esteem and assigned to membership in a novel ("red" or "blue") social group. In experimental classrooms, teachers used the color groups to label children and organize the classroom. In control classrooms, teachers ignored the color groups. After 3 weeks, children completed multiple measures of intergroup attitudes. Results indicated that children in both types of classrooms developed ingroup-biased attitudes. As expected, children in experimental classrooms showed greater ingroup bias on some measures than children in control classrooms. 相似文献
15.
Kinematic measures of children's reaching were found to reflect stable differences in skill level for planning for future actions. Thirty-five toddlers (18-21 months) were engaged in building block towers (precise task) and in placing blocks into an open container (imprecise task). Sixteen children were retested on the same tasks a year later. Longer deceleration as the hand approached the block for pickup was found in the tower task compared with the imprecise task, indicating planning for the second movement. More skillful toddlers who could build high towers had a longer deceleration phase when placing blocks on the tower than toddlers who built low towers. Kinematic differences between the groups remained a year later when all children could build high towers. 相似文献
16.
Dave W. Putwain Liz Connors Kevin Woods Laura J. Nicholson 《Pastoral Care in Education》2013,31(4):289-302
The Standard Assessment Tests (SATs) taken by pupils in their final year of primary schooling in England have been widely criticised for placing children under too pressure and contributing to an increase in test-related stress and anxiety. In this exploratory study we set out to explore the experiences of forthcoming SATs in a small sample of children using an appraisal model of stress and to reflect on whether these criticisms are justified. Results from focus groups with pupils and interviews with class and head teachers suggested that there was diversity in pupils’ experiences their tests. The pressures associated with SATs did not necessarily lead to negative outcomes and some children described SATs in more positive ways, as challenging rather than threatening. Self-worth judgements played a central role in individual-level appraisal and may also provide a useful link to discourses surrounding the value of academic credentials. 相似文献
17.
M Weinraub L P Clemens A Sockloff T Ethridge E Gracely B Myers 《Child development》1984,55(4):1493-1503
The onset and development of preschoolers' awareness of sex role stereotypes, gender labeling, gender identity, and sex-typed toy preference were explored in 26-, 31-, and 36-month-old children. Gender labeling, gender identity, sex-typed toy preferences, and awareness of adult sex role differences were observed in significantly more 26-month-old children than would have been expected by chance. Verbal gender labeling was observed in a majority of 26-month-olds, while verbal and nonverbal gender identity were observed in a majority of 31-month-olds. Nonverbal gender labeling and awareness of adult sex role differences were observed in a majority of children by 36 months. No evidence of awareness of sex differences in children's toys was found in the majority of children at any age. Awareness of sex role differences in children's toys was not related to awareness of adult sex role differences. Brighter children were more aware of adult sex role differences. Sex-typed toy preference was not related to awareness of sex role differences but was related to gender identity. Predictors of sex role development included the mothers' employment, and the father's personality traits, attitudes toward women, and sex-typed activities in the home. Implications for theories of early sex role development are discussed. 相似文献
18.
Young children find meaning in the drawings they create that may not be apparent to an adult observer. The purpose of this study is to access the children’s views using a drawing change task. Seventy‐three pre‐schoolers were asked to draw a person and then draw a person with a belly button. It was anticipated that tadpole (no separate body) drawers would include a body to accommodate this new feature. Instead belly buttons were included without modifications to the figure suggesting that in the children’s view tadpole figures are not as deficient as they might appear. When placing a belly button on a figure drawn by someone else 40% of tadpole drawers responded differently compared to their own. Possible explanations considered are the effect of active involvement in creating a drawing, the respect for another’s drawing intention, and lack of awareness of differences due to working memory limitations. 相似文献
19.
Augustina H. Reyes 《Peabody Journal of Education》2013,88(4):443-468
In August 2005, Hurricane Katrina displaced the largest number of public school children ever affected by any disaster. Approximately 370,000 children, including 15,000 Latino/Hispanic children from Louisiana, were scattered throughout the 48 U.S. states (Landrieu, 2010; Louisiana Department of Education, 2004). Although much of the media attention, policy, and research have focused on the effects of race—primarily Black/White—in New Orleans disaster relief, Latino immigrant children were the silenced, invisible victims of the evacuation, policy, relief, and recovery services. The largely unreported immigrant evacuation from Louisiana was along a silent underground railroad of sorts, using a network of relatives and countrymen whenever they could (Plocek, 2006). The findings of this article illustrate the theoretical implications and consequences of identifying immigrant children as racially White. This study documents the intersections of local, state, and federal policy regarding schools and recovery relief showing that access to disaster relief and recovery were framed in context of immigration status often placing citizen children in at-risk conditions. Children have become the victims of anti-immigrant sentiment rising from the much symbolic and actual harassment that constitute the daily, shadow lives of the undocumented population. 相似文献
20.
L Aptekar 《Child abuse & neglect》1989,13(3):427-437
Psychological characteristics of 56 Colombian male street children, aged 7 to 16, were examined from participant observations and results of three psychological tests given the children. The Kohs Block Design measured their intelligence; and the Human Figure Drawing and the Bender Gestalt measured emotional and neurological functioning. The test data showed the sample to be relatively healthy, intelligent, and emotionally intact. The children's relatively good scores on the tests may be understood by placing their abandonment in a cultural perspective, which includes the children's strong peer support system, their access to adult benefactors, and the fact that the children were developing in an orderly fashion from matrifocal families. The premise is made that by understanding the children more accurately more appropriate help may be given. 相似文献