共查询到20条相似文献，搜索用时 250 毫秒
1.
Ana Schaller Lisa Oglesby Rocha David Barshinger 《Early Childhood Education Journal》2007,34(5):351-356
A study of Mexican immigrant mothers of young children in the AVANCE-Dallas early childhood intervention program demonstrates
that low-educational parents often exhibit ambitious attitudes about educational achievement for their children. Though they
lack an extensive academic background, which places their children at risk for low education, their positive attitude manifested
in daily pro-educational behaviors overcomes their low education level because they both motivate their children to pursue
academic success and participate in their children’s learning. The best way to capitalize on immigrant parents’ educational
drive for their children is to partner with them—either through an intervention program or through early childhood educators’
interaction with parents—by showing them how their participation in their children’s learning through concrete activities
(such as regular mother–child conversation, daily reading, and playtime activities that teach developmental skills) may increase
their chances of achieving academic success. 相似文献
2.
Audrey M. Pottinger Angela Gordon Stair Sharon Williams Brown 《International journal for the advancement of counseling》2008,30(1):15-24
This paper presents research findings on childrens’ responses to migratory separation and later reunion in Caribbean families
and the needs of these families when parents migrate and leave their children behind. Implications of this type of separation
on children, parents and surrogate caregivers are discussed. The challenges that counsellors in both the ‘sending’ and host
countries face working with this population are also examined and suggestions made for psychosocial intervention and guidelines
for counselling in both societies. The need for culturally competent counsellors to work with the growing population of immigrants
in North America and Europe is indicated. 相似文献
3.
Martin Guhn 《Journal of Educational Change》2009,10(4):337-363
Past educational reforms were commonly found to be of limited success, due to the fact that schools alone cannot overcome
the developmental challenges that poverty and ethno-cultural segregation impose upon many children. However, there are reports
of some reform programs that have frequently been successful in low-achieving, poverty-ridden, and ethno-culturally segregated
schools. In this paper, two such successful school reform programs—School Development Program; Child Development Project—were examined in order to identify processes linked to their frequent success, with a focus on the implementation and sustainability
of these programs. The analysis was theoretically guided by Bronfenbrenner’s bio-ecological theory of human development. A web of interdependent processes, related to relationship building, autonomy, resistance to change, competence, leadership, team support, and school-family-community partnerships, was identified. These findings are discussed in regard to a conceptual and practical shift in school reform: (a) towards
schools as caring communities that address universal human needs in culturally appropriate ways, with accountability tied
to providing continuity and support to empowered students; and (b) away from schools that universally focus on narrow, externally
imposed, and discriminatory outcome goals. 相似文献
4.
Donald Simpson 《International Journal of Early Years Education》2013,21(1):85-96
Within developed countries child poverty is a social problem with significant negative effects. With a backdrop of austerity, the UK's first child poverty strategy was released in 2011. Pervaded by neo-liberal ideology this strategy identifies preschool services as key to remediating the negative effects of child poverty on children and families as a means to ‘unlock social mobility’. Drawing on interviews with preschool practitioners working in the poorest region of England, this article provides a rare, close-up insight into how they have responded to assumptions about their role within the policy discussions and debates about child poverty. Findings reveal how those interviewed have internalised the UK Coalition government's discursive formation of child poverty and social justice. Their narratives also indicate how, alongside the child poverty strategy, ‘policy technology’ accompanying the emergence of related reforms to the preschool sector in England and financial cuts are regulative and restrictive to practitioners' thinking and actions. Although only small scale, this research identifies challenges which will potentially prevent practitioners from creating the conditions necessary to address the effects of child poverty and ensure the Coalition government's vision of social justice in England. 相似文献
5.
Donald Simpson Eunice Lumsden Rory McDowall Clark 《Early Years: An International Journal of Research and Development》2015,35(1):96-109
The global rise of a neoliberal ‘new politics of parenting’ discursively constructs parents in poverty as the reason for, and remedy to, child poverty. This allows for Early Childhood Education and Care (ECEC) to become a key policy lever by using human technologies to intervene in and regulate the lives of parents and children in poverty. The article explores the uptake of this policy locally through interviews with 30 ECEC practitioners in three locations across England. The interviews suggested that the neoliberal discursive formation of child poverty as a problem of the poor themselves had symbolic power and was a view shared by most of the interviewees. This appeared to restrict their thinking and action, shaping a limited engagement with parents in poverty. Delivering curricular requirements was seen to further delimit practitioners’ practices with children in poverty by reducing their poverty sensitivity. Although this is a small study, its findings may be of value in questioning neoliberal logics, and their implications are considered critically. 相似文献
6.
Previous research has suggested that teachers' attitudes are crucial to the success of inclusion programs for children with special needs. In the present study, the impact of special needs category (intellectual disabilities versus emotional and behavioural problems) and student teachers' training (being trained to work with either younger or older children) on their attitudes towards inclusion were explored. Ninety three student teachers completed a new measure of attitudes towards inclusion: the Impact of Inclusion Questionnaire (IIQ). Results showed that student teachers were more negative about the impact of children with emotional and behavioural problems on other children, teachers, and the school environment than they were about children with intellectual disabilities. There was little support for the effects of training background or student teachers' previous experience of special needs on their attitudes. Implications for inclusion programs and future research are briefly discussed. 相似文献
7.
Culturally diverse as they are, Asian-American children and youth share quite a few features among themselves. Most of them
are children of foreign-born parents who came to America during the post-1965 immigration waves. As they grow up in culturally
isolated environment, they are often faced with identity crisis. The society’s racial exclusion makes them feel like “forever
foreigners,” while at home or community their American frame of reference is often in conflict with parents’ traditional values.
As a result, they develop a flexible concept of identification. In fact, they are a part of but also apart from the American
mainstream culture. 相似文献
8.
John Parry 《International Journal of Early Years Education》2015,23(4):352-364
This paper reports on a small-scale study of the social interactions between six children labelled with special educational needs and their peers in their respective early years settings. Data from play observations, photographs and staff interviews is used to examine the dynamics of the connections that they make with other children. The position of these six children as active agents in making decisions about their peer interactions is highlighted and the ways that this agency is expressed is analysed. By focusing on the personal strategies that the children use to make social connections the findings contribute to the developing understanding of children's relationships within inclusive early years settings. In particular compatible play interests and personalities are identified as significant factors that attract children to one another in this case study. It also emerged that recurrent playmates did not feature consistently in the social exchanges involving this group of children. This factor is considered in the context of it being indicative of the social connections that children labelled with special educational needs pursue. Suggestions for further investigation are proposed and key practice messages offered around developing awareness and facilitation of social connections between children. 相似文献
9.
Tabatabai Minou 《Asia Pacific Education Review》2006,7(2):229-235
After war and armed conflicts, the child victims of these events need protection and reintegration. In reality, the physical
and psychic consequences of wars on children persist for some time after the war. In this regard, we must prepare the reintegration
of these children into society. To reintegrate these children, we must think of both a general course of rehabilitation followed
by special rehabilitation according to the child’s needs. In this respect, initially, we must initiate psychosocial help to
restore the psychological and social development of children and to mitigate the harmful effects of wars. We noted that the
content of psychosocial assistance for the child victims of war depends primarily on their particular needs and cultures and
their traditions. General rehabilitation must thus rest on the capacity of the children to overcome the difficult conditions
in the aftermath of wars. In this regard, the communities, the families, the schools, the teachers and the children themselves
must take part in the process of curing these children and their support. Here, we can use certain possible models of creative
therapy. For example, the cultural media such as arts of interpretation and arts visual as well as the accounts of the children
themselves, the creative word can decrease the psychological problems of the child victims of war and facilitate their rehabilitation
in the community. 相似文献
10.
11.
Tracy Smith 《British Journal of Sociology of Education》1997,18(2):243-256
There is considerable conflict between Romani Gypsy child socialisation and education processes and mainstream education practices. In Romani communities children are encouraged to show initiative and independence at an early age. They learn by participating in the communities’ economic activities and observing adult verbal and non‐verbal communication skills. In mainstream education, by comparison, they learn in an enclosed classroom where they are rarely able to initiate or create their own learning experiences. Due to the increasing demands of industrialised societies, literacy is vital for Romani people. However, education systems are at present failing to meet the needs of these children. Structural inequalities such as poverty and racism, coupled with differing viewpoints on the benefits of education, continue to contribute to the low participation rates of Romani children in mainstream schools. 相似文献
12.
Teachers' Attitudes Towards Mainstreaming and Their Pupils' Perceptions of Their Classroom Learning Environment 总被引：1，自引：0，他引：1
In spite of the widespread adoption of policies on mainstreaming, and more recently on inclusive education for children and
young people with special educational needs, little is actually known about the relationship between what teachers think about
such policies and the type of learning environments that they provide. In this study in New Zealand, a sample of regular primary
school teachers (N= 63) were categorised according to ‘high’, ‘moderate’ or ‘low’ scores on a scale which measures their views on mainstreaming
policies and practices. The pupils (N= 1729) of these teachers also completed a scale measuring perceptions of their classroom learning environments. Children
taught by teachers who espoused highly positive attitudes towards mainstreaming were found to have significantly higher levels
of classroom satisfaction and marginally lower levels of classroom friction than children taught by teachers with less positive
attitudes. Implications of these findings are discussed for further research on the role of teacher attitudes in the successful
inclusion of children and young people with special needs and for policies on the implementation of effective inclusive practice.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
13.
14.
Frederick D. Harper Jacqueline A. Harper Aaron B. Stills 《International journal for the advancement of counseling》2003,25(1):11-25
This article addresses how Maslow's hierarchy of basic human needs can be used as a framework for cross-cultural counseling with children in crisis; that is, children of the world who are unable to fulfill adequately their basic human needs because of extreme circumstances such as natural disaster, violence, various forms of child abuse, extreme poverty, lack of school and community resources, and emotional abandonment. Assessment of child needs is discussed and counseling strategies are presented; strategies that include supportive counseling techniques, crisis intervention techniques, program development, delivery of social services and resources, referral to helping agencies, and counselor consultation with parents and other significant adults in the lives of children. 相似文献
15.
Denise Vaillant 《Prospects》2011,41(3):385-398
This article analyzes the current challenges facing inclusive education in Latin America and explores some possible solutions.
The author suggests that teachers play a key role in providing education that is inclusive for all. In Latin America, today,
however, inclusive education often does not respond to the needs of children and young people, and teachers often finish their
professional training without acquiring the skills they need to work with children and young people living in difficult circumstances.
Teachers also need incentives to work in remote or difficult geographical areas, and they benefit from national efforts to
improve their status, including awards for innovative work. Much remains to be done, but the training of teachers for a more
inclusive education system is gradually being incorporated as part of the educational policy agenda in Latin America. 相似文献
16.
人文关怀:治理大学校园贫困的新理念 总被引：2，自引：0，他引：2
贫困生是大学校园里的弱势群体,他们面临着经济、心理、能力上多重贫困的困扰,人文关怀是治理大学校园贫困、解决高校贫困生问题的新理念。对贫困大学生的人文关怀,需要走出认识误区,构建起经济关怀、精神关怀、学业关怀和能力关怀四位一体的立体型结构体系。 相似文献
17.
Tiedao Zhang Zhao Minxia 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,36(1):261-286
Lack of access to basic education leads to diminished individual and national capabilities, therewith furthering cycles of
poverty. An equitable education system meeting basic learning needs represents not only a human right, but also a means for
reducing poverty, promoting productivity, and sustaining development. The Government of China – the most populous developing
nation, the majority of whose citizens live in rural areas – has been committed to universalizing nine-year compulsory education
among school-aged children and eliminating illiteracy among youths and adults aged 15–45. This study examines lessons learned
from China’s efforts in these areas. It also reports on current challenges and trends in a new national initiative for achieving
high-quality universal basic education by the year 2007. 相似文献
18.
In this interpretive study of children’s social interactions in a family child care setting, children were seen to spend a
significant portion of their time playing, watching others play, and distracted by video games. When children were focused
on video games, their interactions with one another were disjointed, rushed, and ineffective. Because children’s interactions
are considered to be important learning opportunities, the prevalence of video games in child care settings and the implications
of their use should be studied more closely. 相似文献
19.
Jonathan Boston provides an insightful analysis of the emergence and persistence of child poverty in New Zealand (Boston, 2014, Educational Philosophy and Theory). His remarks on why child poverty matters are brief but, as he reports, “[t]here is a large and robust body of research on the harmful consequences of child poverty” (Boston 2014, pp. 10–11). One cost he does not explicitly mention is the increased risk of maltreatment faced by children living in poverty. Given the clear correlation between risk of abuse and poverty, Boston’s recommendations might be expected to go some way to addressing New Zealand’s appalling child maltreatment statistics. However, Boston himself identifies both fiscal and political barriers to the implementation of his proposed strategy. “Fundamentally”, he observes, “without adequate multi-party agreement, it will be hard to reduce child poverty on a durable basis” and “[c]urrently, such agreement is lacking” (Boston, 2014, p. 21). Even if we accept Boston’s strategies for child-poverty reduction, then, it is prudent to consider other responses to the consequences of child poverty. Significant and controversial aspects of New Zealand’s 2013 White Paper for Vulnerable Children can be read in this light, and one of them – the proposal to use predictive risk modeling (PRM) to identify children at risk of maltreatment – is the focus of this commentary. 相似文献
20.
The purpose of this article is to present many of the obstacles presented by poverty in the fulfillment of the basic needs of children. Each of the 5 basic needs identified by Maslow are addressed with regard to children reared in poverty. The article concludes by reiterating the need to do more to ensure that the basic needs of all American children are met. 相似文献