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1.
Mothers' Concepts of Young Children's Areas of Personal Freedom 总被引：2，自引：0，他引：2
White suburban working- to upper-middle-class mothers ( N = 40) of children ages 5 and 7 were interviewed regarding their concepts of children's areas of personal discretion, autonomy, and individuality. Mothers treated standardized moral, conventional, and prudential items as issues that mothers should control, while standardized personal items were treated as up to the child. In open-ended interviews, mothers reported setting limits around issues of safety, family conventions, and daily routines but permitted children to make decisions about food, recreational activities, clothes, and playmates. Mothers viewed mother-child conflict as occurring over these same issues and viewed children's choices as helping them to develop autonomy and competence. Mothers viewed their roles as educators and nurturers and valued the development of individuality in their children, which was thought to emerge in infancy or toddlerhood. Few age differences were observed, but gender differences were found in the ways mothers characterized boys and girls' resistances to parental authority and in the content of mother-child disputes. Results were interpreted in terms of the emergence of the personal domain in children. 相似文献
2.
Activity Settings and Daily Routines in Preschool Classrooms: Diverse Experiences in Early Learning Settings for Low-Income Children 总被引：2，自引：0，他引：2
Fuligni AS Howes C Huang Y Hong SS Lara-Cinisomo S 《Early childhood research quarterly》2012,27(2):198-209
This paper examines activity settings and daily classroom routines experienced by 3- and 4-year-old low-income children in public center-based preschool programs, private center-based programs, and family child care homes. Two daily routine profiles were identified using a time-sampling coding procedure: a High Free-Choice pattern in which children spent a majority of their day engaged in child-directed free-choice activity settings combined with relatively low amounts of teacher-directed activity, and a Structured-Balanced pattern in which children spent relatively equal proportions of their day engaged in child-directed free-choice activity settings and teacher-directed small- and whole-group activities. Daily routine profiles were associated with program type and curriculum use but not with measures of process quality. Children in Structured-Balanced classrooms had more opportunities to engage in language and literacy and math activities, whereas children in High Free-Choice classrooms had more opportunities for gross motor and fantasy play. Being in a Structured-Balanced classroom was associated with children's language scores but profiles were not associated with measures of children's math reasoning or socio-emotional behavior. Consideration of teachers' structuring of daily routines represents a valuable way to understand nuances in the provision of learning experiences for young children in the context of current views about developmentally appropriate practice and school readiness. 相似文献
3.
Twenty-one dual-earner families whose preschool-aged children entered day care before 6 months of age and 19 dual-earner families whose preschool-aged children entered day care during the second year of life filled out questionnaires on the nature of their children's caregiving environment; their perceptions of the effects of day care on parent-child interaction and children's development; their overall job satisfaction; social support networks; and personal well-being, marital stress, and companionship. Mothers and fathers reported high levels of satisfaction with the caregiving environment and the effects of day care. Parental perceptions of the effects of day care on parent-child interaction and children's development did not differ as a function of time of entry into day care. Parental perceptions of selected parent-child variables were associated with job satisfaction, social support, and the marital measures. Parental perceptions of parent-child interaction were related to their perceptions of the effects of day care on children's social and cognitive skills. Mothers and fathers differed in these perceptions. There was some support for a conceptual link between marital variables and children's functioning in day care. 相似文献
4.
Leah K. Wildenger Laura Lee McIntyre Barbara H. Fiese Tanya L. Eckert 《Early Childhood Education Journal》2008,36(1):69-74
Routines are an important feature of family life and functioning in families with young children. Common daily routines such
as dinnertime, bedtime, and waking activities are powerful organizers of family behavior and may be instrumental to children
and families during times of transition, such as elementary school entry. Daily routines were examined in 132 families with
children entering kindergarten. Although the majority of families reported regular daily routines for their children, parents
anticipated that their child’s daily routines would substantially shift upon kindergarten entry, including changes in children’s
sleep habits. Significant changes in child and family routines have been implicated in adjustment difficulties during kindergarten
transition. Results of this investigation are discussed in terms of aligning family daily routines with kindergarten expectations.
Furthermore, educational professionals in early childhood education and elementary school can partner with families to promote
seamless kindergarten transitions for all children. 相似文献
5.
Family Context and Gender Role Socialization in Middle Childhood: Comparing Girls to Boys and Sisters to Brothers 总被引：1，自引：0，他引：1
We studied the extent of sex-typing across different areas of child functioning (personality, interests, activities) in middle childhood as a function of the traditionality of parents' gender role attitudes and the sex composition of the sibling dyad. Participants included 200 firstborn children ( mean = 10.4 years old), their secondborn siblings ( mean = 7.7 years old) and their mothers and fathers. Family members were interviewed in their homes about their attitudes and personal characteristics and completed a series of seven evening telephone interviews about their daily activities. We measured children's attitudes, personality characteristics, and interests in sex-typed leisure activities (e.g., sports, handicrafts) as well as time spent in sex-typed leisure activities and household tasks (e.g., washing dishes, home repairs) and with same and opposite sex companions (i.e., parents, peers). Analyses revealed that sex-typing was most evident in children's interests and activities. Further, comparisons of girls versus boys and sisters versus brothers revealed that differences in children's sex-typing as a function of fathers' attitudes and sibling sex constellation were most apparent for children's activities. A notable exception was sex-typed peer involvement; time spent with same versus opposite sex peers was impervious to context effects. Analyses focused on children's sex-typing as a function of mothers' attitudes generally were nonsignificant. 相似文献
6.
7.
Michael J. Guralnick Robert T. Connor Brian Neville Mary A. Hammond 《Early education and development》2002,13(1):59-80
Mothers' perspectives of children's peer-related social development were obtained from matched groups of young children with developmental delays, communicative disorders, and typically developing children. Structured interviews elicited information on numerous issues including mothers' views of the importance of children's social skills development, rationales with respect to why children succeed or had difficulties on specific social tasks, and the socialization strategies mothers employ to promote children's peer-related social development. Mothers also reported on their efforts to arrange play with peers for their child and the degree to which they monitored that play. Results indicated that mothers rated children's social development as highly important, offered primarily internal rationales (e.g., traits, dispositions) for success or difficulties in achieving social tasks, and endorsed moderate and low power socialization strategies. Differences across the three groups were minimal. Mothers arranged play with peers least often for children with developmental delays and communication disorders, but monitored play more extensively for children with delays. These finding were discussed in terms of mothers adopting a developmental orientation to understand children's social development and their implications for maternal participation in peer competence intervention programs. 相似文献
8.
OBJECTIVE: Several components of a social information processing model of child physical abuse were tested. Abusive and comparison mothers' evaluations of children's transgressions, choices of disciplinary techniques, expectations for children's compliance following discipline, and appraisals of the appropriateness of disciplinary choice were examined in a no-cry and a crying-infant condition. METHOD: Thirty physically abusive and 30 matched comparison mothers were individually matched on ethnic background, age, education, marital status, number of children, and cognitive ability. Mothers were asked to respond to questions related to vignettes describing children engaging in moral, conventional, and personal transgressions. RESULTS: As predicted, abusive, relative to comparison, mothers evaluated conventional and personal, but not moral, transgressions as more wrong, used more power assertion (physical and verbal force), expected less compliance from their own children, and appraised their own disciplinary responses as less appropriate. In contrast to expectations, there were no group by cry condition interaction effects on any of the study measures. CONCLUSIONS: The findings provide additional support for the view that abusive, relative to comparison, mothers are different in their evaluations and expectations of their own children's behaviors and that they more frequently select aversive disciplinary techniques. However, given the lack of an expected differential impact of a stressful condition on the cognitions and disciplinary choices in abusive mothers, additional research is needed. 相似文献
9.
Indonesian Children's Play with Their Mothers and Older Siblings 总被引：3，自引：0，他引：3
30 Indonesian children were observed and videotaped on 2 separate occasions while playing with toys to promote imaginative play with their mothers and older siblings. Play episodes were examined for level of play with objects, mutual involvement in social and cooperative social pretend play, maternal and sibling play behaviors, and thematic content. Mothers were interviewed about children's play. Results showed that level of object play and mutual involvement in cooperative social pretend play increased with age. Pretend play with objects and cooperative social pretend play were more frequent with older siblings than with mothers. Older siblings were more actively involved in play activities than were mothers. Siblings joined their younger partners' play activities and made comments and suggestions for pretend play. The findings suggest that older siblings can be effective facilitators of pretend play with young children. The results also show how the sociocultural context shapes children's early play behavior with different partners. 相似文献
10.
11.
Two studies examined preschool teacher and child interactions regarding personal, moral, and social-conventional issues in the classroom and the development of personal concepts in young children. In Study 1, 20 preschool classrooms, 10 with 3-year-olds and 10 with 4-year-olds, were observed to assess children's and teachers' interactions regarding personal, moral, social-conventional, and mixed events. Teachers used more direct messages regarding moral and social-conventional events than personal and mixed events. Teachers offered children choices, but they rarely negotiated personal events with children. Children responded with personal choice assertions when adults offered them choices, but adults did not differ in the frequency that they negated or affirmed children's assertions of personal choice. In Study 2, 120 preschool children, nearly evenly divided between males and females at 3, 4, and 5 years of age, were interviewed regarding their conceptions of personal events in the classroom and home. With age, children judged that they should retain control over personal decisions in both contexts. In both judgments and social interactions, teachers and children identified a personal domain in which children can and should make choices about how to structure their activities and assert their independence in the classroom. 相似文献
12.
Mothers' use of cognitive state verbs in picture-book reading and the development of children's understanding of mind: a longitudinal study 总被引：2，自引：0，他引：2
Mothers read stories to their children (N=41) aged between 3.3 years and 5.11 years old, and children then completed two false-belief tasks. One year later, mothers read a story to 37 of those children who were also given four tasks to assess their advanced understanding of mental states. Mothers' early use of cognitive verbs in picture-book reading correlated with their children's later understanding of mental states. Some pragmatic aspects of maternal input correlated with children's later outcomes. Two different factors in mothers' cognitive discourse were identified, suggesting a zone of proximal development in children's understanding of mental states. 相似文献
13.
A multiple case‐study design was used to explore the spontaneous play of three toddlers with disabilities as it emerged in the course of everyday activity in the home. Children were observed at home playing independently and with their mothers. Data consist of videotaped naturalistic observations in the children’s homes and mothers’ perspectives of their child’s play obtained in semi‐structured interviews. There was a great deal of similarity in the playful behaviour of toddlers and their mothers. Toddlers were active players throughout all daily routines and their play reflected their developmental level. Mothers actively supported their children’s initiative and engagement in play and they spoke of play as a highly valued behaviour. Some qualitative differences were noted in child and mother–child play, which seemed to relate to the nature of the child’s disability and developmental level. Further study of the play of young children with disabilities in naturalistic settings and ways that mothers and other caregivers value and support child play is recommended. 相似文献
14.
在幼儿园教育活动中,自由与常规是辩证统一的。幼儿的自由不是一种无限扩张的绝对自由,而是在一定纪律、常规之内的自由,良好的常规会给幼儿带来更多的自由,有利于幼儿自由地、富有个性地成长。幼儿园教育应该是自由教育,它具备自主选择性和心灵自由性与平等合作性,注重培养幼儿的责任感。 相似文献
15.
Research is scarce on young children with hearing impairments growing up in urban environments. A qualitative study was used to explore and describe the perspectives and practices of these children's parents. An ethnographic approach enabled documentation of parents' routines, daily activities, thoughts (perceptions), and behaviors (practices). In-depth interviews and observations were the primary data sources. Data collection occurred within a 6-month period. Research questions focused on efforts parents make independently and with others (e.g., educational staff, family members) to facilitate and support their child's efforts to communicate and acquire language. Nine parents, two grandparents, and six staff members disclosed their perspectives and practices. While similarities and differences arose, universal perspectives and practices emerged among the parents that are discussed as prevailing themes. Results suggest that the parents' struggle, systemic barriers, and the urban environment are the greatest challenges facing families. Addressing these challenges will contribute to establishment of truly equitable and effective interventions for urban children, whether deaf or hard of hearing, their parents, and other family members. 相似文献
16.
Jaipaul L. Roopnarine 《Early education and development》1990,1(3):205-216
Dual-earner mothers and fathers whose children were enrolled in day care for at least two years were asked to rate the care environment, assess its effects on children's development and parent-child relations, and to provide assessments of marital stress, job satisfaction, and emotional support. Mothers and fathers did not differ significantly on any of the measures. A path model failed to provide support for the contention that personal well- being mediates influences from the broader social context on the parent-child relationship of day care children; however, it did show that the parent-child relationship may buffer certain influences from the broader social context on children's developmental status. The data are discussed with respect to the need to examine day care issues from an interrelated systems perspective. 相似文献
17.
Sally A. Koblinsky Amy L. Gordon Elaine A. Anderson 《Early education and development》2000,11(3):321-338
This study examined the social competence and mental health of homeless and permanently housed preschool children enrolled in the Head Start program. Mothers and Head Start teachers rated the social skills and behavior problems of 38 homeless and 46 housed preschoolers twice during the school year. The researchers compared the behavior of the homeless and housed preschoolers soon after they entered Head Start, as well as changes in children's behavior six months after their initial assessment. Both parents and teachers reported that homeless children exhibited more behavioral problems than housed children at the beginning of the study, but perceived no significant differences in the two groups' social skills. Mothers reported significant declines in homeless children's compliance relative to their housed peers at the conclusion of the study, while teachers noted significant declines in homeless children's compliance and expressive skills. Both mothers and teachers reported that homeless children exhibited significantly greater increases in behavior problems than their housed peers over the study period. Findings indicate the need for Head Start and other early childhood programs to develop interventions designed to moderate the negative effect of homelessness on young children's social-emotional development. 相似文献
18.
Maternal rearing behavior was examined in relation to children's reparation for transgressions and altruism as bystanders to distress in others. The children were 1 1/2-2 1/2 years old. Mothers were trained in techniques of observing. They recorded their child's reactions and their own behaviors in everyday encounters with expressions of distress in others (sorrow, discomfort, pain). Distress was also simulated by mothers and investigators. Mothers' empathic caregiving was rated during home visits. Mothers' affectively delivered explanations regarding the distresses their children had caused to others were associated with children's reparations for transgressions. Such explanations were also associated with children's altruism when they were bystanders to another's distress. Empathic caregiving by mothers was positively associated with children's reparation and altruism. Findings are discussed in relation to theories of altruism, conscience, and child rearing. 相似文献
19.
Wang Q 《Child development》2006,77(6):1794-1809
The relations of maternal reminiscing style and child self-concept to children's shared and independent autobiographical memories were examined in a sample of 189 three-year-olds and their mothers from Chinese families in China, first-generation Chinese immigrant families in the United States, and European American families. Mothers shared memories with their children and completed questionnaires; children recounted autobiographical events and described themselves with a researcher. Independent of culture, gender, child age, and language skills, maternal elaborations and evaluations were associated with children's shared memory reports, and maternal evaluations and child agentic self-focus were associated with children's independent memory reports. Maternal style and child self-concept further mediated cultural influences on children's memory. The findings provide insight into the social-cultural construction of autobiographical memory. 相似文献
20.
The relations between the quality of mothers' and fathers' friendships and that of their children's friendships was examined. One hundred twenty-five fourth-grade children (9 year olds) completed the Friendship Quality Questionnaire. Observational measures of the target children playing with their self-selected friend were also collected. Mothers and fathers separately completed the Friendship Quality Questionnaire about their best friend. Results indicated that children's self-reports and observational measures of friendship quality were not highly correlated for girls, but were moderately associated for boys. The quality of mothers' and fathers' friendships was related to the quality of children's friendships, but the nature of the relations with children's friendships differed for girls and boys. The implications of these findings for the socialization of friendship patterns and the assessment of children's friendships were noted. 相似文献