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1.
同伴交往是幼儿社会学习的重要内容。混龄走班游戏有助于创设一种无结构小组活动形式,有利于促进不同年龄幼儿在游戏过程中的自由结伴、协同合作与交往沟通。为探究此种无结构小组对幼儿同伴交往行为的具体影响,本研究采取观察法与访谈法,对实施混龄走班游戏的H市B园进行研究,结果发现,在B园实施混龄走班游戏之后,由于幼儿在这一游戏模式下能够组成无结构小组,所以他们更偏向于选择积极的同伴交往策略,在交往方式的选择上也呈现出多样化的特点,幼儿的游戏体验以正面和积极的体验为主,不同年龄、不同性别幼儿之间能够形成交往默契与协同合作意识,促使交往多朝着成功的方向发展。社会网络分析结果进一步表明班级幼儿没有形成以某些幼儿为中心的社交活动模式,相反,每个幼儿都能在同伴交往中找准自己的位置,积极参与到各种活动中,形成了多个相对独立的团聚子群,同时又通过群体共享成员紧密联系在一起。幼儿园应创设具有无结构小组特征的游戏环境,激发幼儿的交往热情,正确发挥教师的引导作用,提升幼儿的交往水平。 相似文献
2.
Empirical data on the development of interaction, communication, and language in deafblind children is very rare. To fill this gap, a case study was conducted in which the interaction between a teacher and a deafblind boy age 3 years 4 months was analyzed. Sequential analysis of their interaction confirmed some general clinical impressions about interaction with deafblind children, and provided the basis for suggestions on how the interaction pattern might be changed. 相似文献
3.
运动活动中积极和谐的师幼互动具有的意义是:可以促进教师转变教育观念,优化教师的教育行为,改善师幼关系,提高运动活动质量,培养幼儿勇敢、不怕困难、乐观、自信等品质,增进师幼关系的亲密度。教师要从营造环境、创设条件、发挥作用、提升质量四个方面入手,构建和谐师幼互动,促进幼儿运动区游戏开展。 相似文献
4.
符号互动论是西方社会学界研究微观层面的一种理论。随迁农民工子女作为流动劳动力的派生部分,在城市接受教育的人数也在逐年攀升,运用符号互动理论解读随迁农民工子女社会融合教育,以全新的视角探析目前影响随迁农民工子女社会融合的原因,对于加强随迁子女的社会融合,促进城乡儿童共同成长有着重要意义。 相似文献
5.
欧阳新梅 《青岛大学师范学院学报》2010,27(2):9-12
幼儿园语言教育是学前教育的重要内容,对于学前儿童的语言发展具有重要意义。在中介理论的视角下考察幼儿园的语言教育,可以从教育过程中的师幼以及幼幼互动、幼儿园语言教育途径和幼儿园语言教育形式等三个方面进行思考,为幼儿园的语言教育活动提供参考。 相似文献
6.
小学高年级留守儿童创造性思维与创造性人格的调查与分析 总被引：1，自引：0，他引：1
选取254名小学五、六年级学生为被试,采用创造性思维、创造性人格测验,考察了留守儿童与非留守儿童在创造性思维、创造性人格上的差异,结果发现：留守儿童与非留守儿童的创造性思维、创造性人格得分差异不显著;在创造性思维总分及流畅性、独创性维度上,被试类别与年级的交互作用显著;对创造性思维总分而言,还存在着性别与年级的显著交互作用;在创造性人格的好奇性维度上,六年级儿童显著高于五年级儿童;留守儿童创造性人格对于其创造性思维有着显著的影响,其中的挑战性、想象性、冒险性与创造性思维的相关较高。 相似文献
7.
从幼儿长远的发展来看,交往能力的培养是非常重要的一个方面,也是我国幼儿园教育的目标之一。幼儿交往主动性相对较差是我们这个日托、寄宿混合幼儿园普遍存在的一个问题,而在黄昏时段幼儿的情绪波动最大,在交往方面存在的问题尤为突出。本课题采用行动研究法,通过改善黄昏时段幼儿园的活动和环境,来改善幼儿的在园情绪和交往的主动性,从而提高幼儿在日常生活中的交往主动性。研究结果显示:幼儿在与客人、教师、同伴等不同群体交往方面的主动性都有了显著的提高,在矛盾冲突的主动解决等方面也有了一定程度的改善。 相似文献
8.
The purpose of this study was to examine: (a) the role of teacher talk in promoting peer interaction, (b) the adequacy of
social IEP objectives to reflect children’s social functioning and guide provision of teacher talk, and (c) differences in
children’s peer interaction and teacher talk in inclusive and segregated settings. Thirty children with disabilities and their
teachers participated. Overall, we observed low rates of teacher talk thought to support peer interaction; however, when teachers
verbally facilitated peer interaction, children were observed interacting more frequently with peers. Children’s social IEPs
accurately reflected their current level of social functioning. However, the social IEPs appeared to fail to influence teacher
intervention. Finally, children with disabilities in inclusive settings interacted with peers more than children in segregated
settings, even though there was no significant difference in amount of teacher talk in the two settings. 相似文献
9.
《Journal of moral education》2012,41(2):211-217
Abstract This paper examines religious affiliation and commitment of teenagers as a function of the quality of mother‐child interaction and the mothers’ religious commitment, as an illustration of the principle that transmission of parental norms and values to their children is facilitated or inhibited by the quality of their interaction. We expected that in cases where mother‐child interaction was good, parents would be better able to impose their own values upon their children, resulting in a lower disaffiliation and higher religious commitment in high quality of family‐interaction families. This expectation was tested using data from 223 British adolescent‐mother pairs, by means of logistic and ordinary regression analysis. The results largely supported the hypotheses, exemplifying how mothers in their role of moral agents may profit from good mother‐child relationships. 相似文献
10.
Refugee children are often admitted into schools having experienced traumatic events. The impact of trauma on children has been well documented and these children frequently have complex needs. The Devon Behaviour Support Team (BST) has offered Art Workshops to schools to support children with social, emotional and behavioural difficulties and refugees in their transition into schools in England. Self‐esteem and social interaction were measured by observations and qualitative assessment techniques over a period of six months for six refugee children from four Art Workshops. The results of the study show overall positive development in the children's confidence and reflect their increasing skills in social interaction within the classroom. The study also highlights the refugee children's attitudes to the art process and their responses to materials and requests. 相似文献
11.
Sarah Roseberry Kathy Hirsh-Pasek Julia Parish-Morris Roberta M. Golinkoff 《Child development》2009,80(5):1360-1375
The availability of educational programming aimed at infants and toddlers is increasing, yet the effect of video on language acquisition remains unclear. Three studies of 96 children aged 30–42 months investigated their ability to learn verbs from video. Study 1 asked whether children could learn verbs from video when supported by live social interaction. Study 2 tested whether children could learn verbs from video alone. Study 3 clarified whether the benefits of social interaction remained when the experimenter was shown on a video screen rather than in person. Results suggest that younger children only learn verbs from video with live social interaction whereas older children can learn verbs from video alone. Implications for verb learning and educational media are discussed. 相似文献
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13.
《Early childhood research quarterly》1996,11(3):405-424
This study investigated the instructional strategies mothers used when interacting with their child on a concept-learning task and the effect of this interaction on subsequent independent child performance. Also investigated was whether mothers' behaviors and perceptions differed depending on the child's age, task difficulty, or the child's needs for assistance. Sixty 3- and 5-year-old children participated in a three-phase sequence of tasks that required the matching of opposite concepts. The pretest and posttest phases were identical for all children, but during the second phase half the children completed the tasks with their mothers and half continued to work independently. During each phase, children received both an easy and a difficult version of the task. Children who interacted with their mothers matched more concepts correctly on the posttest and gave more correct explanations for their matches than children who worked independently. Mothers of 3-year-olds provided more assistance than mothers of 5-year-olds, and mothers provided higher levels of assistance on the difficult task than on the easy task. Most mothers were sensitive to their child's needs in that the instructional strategies they adopted throughout the interaction were appropriately modified in response to their child's successes and failures. There was some evidence that individual differences in maternal sensitivity were related to variations in children's independent performance. Mothers' perceptions of the task, of their child's needs for assistance, and of their own role in the interaction were related to their overt behaviors. Intervention programs aimed at fostering parents' skills in interacting with their children should emphasize the importance of scaffolded instruction tuned to the child's capabilities. 相似文献
14.
角色游戏是幼儿运用想象,通过语言、表情、动作等表现出自己对生活中角色的认识和体验,是创造性想象活动过程。幼儿在中班年龄段,其游戏水平明显进步,对游戏主题确定、角色分配、游戏计划的制订等都有自己的想法。在这一阶段,教师与幼儿的互动处在一个比较微妙的状态,常常会出现一些不利于教师、幼儿进行良好互动的因素,教师如何找出这些因素以及解决的措施,成为提高中班幼儿角色游戏水平的关键。 相似文献
15.
赵洁 《南昌教育学院学报》2012,(8):146+149
认知发展的社会文化理论的核心观点认为"发展在社会交互中产生",它强调和重视社会文化环境对学习的影响,认为学习在社会交互作用中发生,知识是在社会性的协商与合作和个体独立思考等因素相互作用的基础上建构起来的。幼儿同伴合作学习的价值主要是:有助于建立良好的人际互动,激励幼儿的探索欲望等。 相似文献
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17.
听力正常家庭和聋人家庭中聋童心理理论的发展 总被引：3，自引：0，他引：3
聋童能否正确理解他人心理状态直接影响其正常的社会交往。已有研究表明,听力正常家庭中的聋童心理理论水平低于正常儿童,但随其语言发展和年龄增长而逐步提升。聋人家庭中的聋童心理理论处于正常水平,并随年龄增长而成熟。尽管存在心理表征能力发展的迟滞,听力正常家庭中的聋童能在一定程度上理解图片对于现实的错误表征。研究结果提示正常的社交情境可能与聋童的心理理论发展有关。 相似文献
18.
Daniela-Eva Jauck María del Rosario Maita Florencia Mareovich 《Infancia y Aprendizaje》2015,38(3):617-646
This study explores how mothers naturally guide their children in the use of a symbolic object, a scale model. Nineteen mothers, along with their two-and-a-half-year-old children, participated. The children had to find a toy hidden in a small room by using a scale model that represented it. It was found that mothers used three kinds of strategies: model-room correspondence, life experience and the names of the objects; with correspondence being the preferred strategy. The mothers were very responsive to their children, offering feedback in order to evaluate both their correct and incorrect searches. The corrective feedback affected the children’s performance when mothers had previously used strategies like correspondence and experience, but not in the case of name. In general terms, the results illustrate how mothers naturally guide the cultural knowledge of their children, structuring the interaction in a particular way and providing teaching and correction strategies in line with the responses of their children and the characteristics of the task. 相似文献
19.
Developmental changes in the pattern of family conversations and talk about feelings were examined in a longitudinal study of 50 families observed at home when the second-born children were 33 and 47 months old. Significant increases were noted in the total amount of talk and the frequency of talk about feelings between sibling pairs as well as decreases in the amount of mother-child conversation and references to feelings. Differences in whose feelings were discussed and in the context of references to feelings were found for mother-child and sibling-child dyads. Developmental changes in the children's use of feeling state language co-occurred with the increase in interaction between children and their siblings. The findings contrast the "complementary" nature of mother-child interaction and the "reciprocal" nature of child-sibling interaction and support the argument that the quality of particular relationships influences the use children make of their communicative competence. 相似文献
20.
王喜海 《宁波大学学报(教育科学版)》2013,(2):41-44
童年体验提供了一个认识儿童世界的有效途径。通过考察童年体验发现:儿童生而就是生活者、游戏者和学习者,其生活、游戏和学习之间相互交融,并由此构成多维交叠的儿童世界。 相似文献