共查询到20条相似文献，搜索用时 15 毫秒
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Powers Walter L. Hawkins-Edwards Vali 《International journal for the advancement of counseling》1985,8(3):223-227
International Journal for the Advancement of Counselling - 相似文献
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John B. Fotheringham Dorothy Creal 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1974,20(3):355-373
Conclusion In summary, this article has emphasized the stressful effect of a handicapped child on the family. The effect of the family on the child's achievement is emphasized as many handicapped children would not become disabled or their disability lessened by appropriate parental behavior. Because of the importance of the family as a teaching environment, for the preschool child in particular, three home-oriented programs are out-lined as possible models that others might find useful. These programs attempt to capitalize on the mother's continued contact with the child and her ability to supply a one-to-one teaching arrangement during the time when the child is most susceptible to change. Such programs also increase mother-child communication and enhance her sense of having some control over the child's development, and her self-image as a competent parent, in addition to making the parents aware of community resources and fostering contact with appropriate services. These parent programs for handicapped children should not be seen as a substitute for other child-oriented preschool programs but as part of a co-ordinated approach to the education of the preschool handicapped child.
Benachteiligte Kinder Und Benachteiligte Familien
Enfants Handicapes Et Familles handicapees相似文献
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Teaching and teachers’ families 总被引：1，自引：0，他引：1
Steve Dinham 《The Australian Educational Researcher》1997,24(2):59-88
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Judith E. Stroud James C. Stroud Lynn M. Staley 《Early Childhood Education Journal》1997,24(4):229-234
The number of adopted children in early childhood classrooms continues to rise each year; teachers need knowledge of adoption
issues in order to face the unique challenges and meet the special needs of these children and their adoptive parents. This
article provides “adoption awareness” for early childhood educators and offers practical suggestions for working with adoptive
parents and their children. A list of adoption resources and consultants is included, along with a collection of suggested
adoption books for young children. 相似文献
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The high‐tech environment of the Special Care Baby Unit (SCBU) may seem a million miles away from the classroom, but the baby who has been born prematurely, wired up in an incubator in the former, will in five years' time be a learner in the other. The journeys through our education system of children who have survived premature birth to become learners are causing teachers, psychologists, therapists and carers to explore innovative learning pathways, new psychological and therapeutic interventions, and creative care approaches to meet their needs. While much is known about the serious physical and sensory problems of preterm babies, less is known about their psychological, educational and socio‐emotional difficulties. This article attempts to identify key targets for holistic intervention with families of premature infants. An approach used at the Champion Early Intervention Centre (Burwood Hospital, Christchurch, New Zealand) is described, from which practitioners of school‐aged children can draw teaching and learning implications. 相似文献
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Patsy Allen 《Early Childhood Education Journal》1992,19(4):36-37
Patsy Allen has taught in and directed preschool, secondary, and college early childhood education programs. Currently, she is writing, consulting, and practicing her parenting skills with her three children in Friona, Texas. 相似文献
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Linda Nielsen 《Educational Psychology Review》1993,5(2):177-199
Nielsen summarizes the research on the impact of parents' divorce and remarriage on elementary- and secondary-school students. By pointing out the shortcomings and discrepancies in the existing research, the author dispels several stereotypes often held by school personnel about students whose parents are divorced or remarried. Specifically, this article addresses the following questions: What factors affect grades and behavior after a divorce? How are children's attitudes toward divorce and family members assessed? In what ways can schools facilitate students' adjustment and academic performance after their parents divorce or remarry? 相似文献
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Kevin Marjoribanks 《Studies in Educational Evaluation》1980,6(3):253-264
Investigations of children's learning contexts have typically shown that, in relation to family environments, school measures have weak associations with children's achievements. Much of the research is restricted, however, by an inadequate conceptualization of both contexts or, if one of the environments is assessed by proximal social-psychological variables, then the other is generally defined by gross social indicators. In the present study a selective evaluation of prior environmental investigations is presented. Then two analyses are considered which attempt to overcome some of the restrictions of previous research. In the two studies regression surfaces are plotted to examine relations between school environments and children's achievements at different family environment levels, with both environments defined by proximal social-psychological variables. 相似文献
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《Early childhood research quarterly》1998,13(1):125-150
Widespread interest in the concept of inclusion for young children with disabilities has been focused primarily on inclusion in day care and classroom settings. While these contexts provide important opportunities for inclusion, many other community contexts are also important. Interviews with families of children with and without disabilities were analyzed to identify factors that facilitated or served as barriers to children's inclusion in community settings. These factors are described in terms of their application to children with and without disabilities and the extent to which they were reflected in communities of varying size and various income levels. Results are interpreted with respect to an ecological model and are discussed in terms of their implications for intervention. 相似文献
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Motivational development in low-income adolescents has been insufficiently studied, due to the difficulties involved in accessing the target population. Nevertheless, previous research suggests that some specific developmental patterns might be particular to this group. On the basis of Self-Determination Theory (SDT) and using latent growth modeling (LGM), we investigated the trajectories of intrinsic and extrinsic motivations in low-income students during adolescence, and we identified the role of parents, teachers, and classmates in determining these trajectories. The participants were 228 adolescents (Mage = 12.8; SDage = 1.74; 43.4% girls; 17.1% immigrants) officially certified by the Italian government as being below the poverty threshold. Data was collected by means of a four-wave research design over a period of two years.Our findings revealed a significant drop in levels of identified regulation over time, while all other forms of motivation, including intrinsic motivation, remained stable during the period considered. Low-income students therefore appear to experience a specific form of motivational decline during adolescence, so that they perceive studying as being less and less meaningful in relation to their goals, values and identities. This decline is even more pronounced for second-generation and male low-income adolescents.However, parents and teachers were significant predictors of identified regulation at each point in time, suggesting that their support for autonomy fosters identified regulation throughout adolescence. As regards the role of classmates, peer acceptance appears to support identified regulation, while having many friendships seems to have a negative impact on this kind of motivation. 相似文献
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马红光 《河北师范大学学报(哲学社会科学版)》2012,35(4):50-55
家庭对老人的支持包括物质支持、行为支持和情感支持。"支持"的实质是家庭为赡养老人需要投入时间和经济资源。基于福利分析模型,时间—经济投入的多少决定着老年人的福利水平,投入量与家庭的社会经济特征有密切关系。从现实出发,家庭支持是保障和提高农村老人福利的重要途径,同时提高农村老人的福利也需要社会养老保险的支持,二者是一种功能互补的关系。 相似文献
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《Early childhood research quarterly》1987,2(3):245-254
From a developmental perspective, hothousing is a matter of concern, for it is based on a conception of the preschool child's future which is too narrow to include the complex creative and social needs these children will face. The idea that children must be prepared for a technologically dominant future may be responsible for a mandate for hothousing. Preschool children need a “Back to Basics” preschool program which focuses on broad psychological goals and a developmental base rather than the limited achievement goals usually associated with such programs. Outside of the school, parents influence the preschool child's attitudes about intellectual growth, individuality and belonging, and coping with change. Parents and schools should provide complementary systems to deal with the challenging developmental needs of preschoolers. 相似文献
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《Early childhood research quarterly》1986,1(1):47-67
These two studies attempted to determine (1) whether negative evaluations of parents by day care staff should be viewed as a problem in the relationship between caregivers and families and (2) whether children experience day care differently as a function of staff attitudes about the caregiving abilities of their parents. Study I involved two groups of mothers whose childrearing abilities were held in either high or low esteem by the day care staff. Data were gathered using a six-part structured interview that focused on six areas hypothesized to differentiate the two groups; Study 2 focused on whether the children of the two groups of mothers had different experiences in the day care center. Observations of the children's behavior and its context were made in the center. Results of the study revealed that, while the subjective impressions of day care were similar for mothers regardless of caregiver evaluation of them, the objective reality of day care for mothers—as represented by demographic characteristics, conformity to center rules and procedures, childrearing values and beliefs, and communication with center staff—was different. For children, the day care experience appeared to be related more to maternal characteristics than to caregiver attitudes toward the parent. 相似文献
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北朝时期，在社会政治、经济条件影响下，大家庭广泛存在，并且在居住方式、人际关系、家内伦常及经济管理等方面都形成了自己的特点。与此同时，也恰恰是从北魏开始，在庶民当中，这种家庭形态也在各种外部力量的侵蚀下逐渐走向瓦解。 相似文献