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1.
Spanking is one of the most common forms of child discipline used by parents around the world. Research on children in high-income countries has shown that parental spanking is associated with adverse child outcomes, yet less is known about how spanking is related to child well-being in low- and middle-income countries. This study uses data from 215,885 children in 62 countries from the fourth and fifth rounds of UNICEF’s Multiple Indicator Cluster Surveys (MICS) to examine the relationship between spanking and child well-being. In this large international sample which includes data from nearly one-third of the world’s countries, 43% of children were spanked, or resided in a household where another child was spanked, in the past month. Results from multilevel models show that reports of spanking of children in the household were associated with lower scores on a 3-item socioemotional development index among 3- and 4-year-old children. Country-level results from the multilevel model showed 59 countries (95%) had a negative relationship between spanking and socioemotional development and 3 countries (5%) had a null relationship. Spanking was not associated with higher socioemotional development for children in any country. While the cross-sectional association between spanking and socioemotional development is small, findings suggest that spanking may be harmful for children on a more global scale than was previously known. 相似文献
2.
MIT 开放课件在国际社会引起积极的反响与回应,欧洲与北美各国积极行动起来,亚洲各国在推进开放教育资源运动中如何发展和促进开放教育资源的共建共享,有效地应用并创建具有多元文化特征的开放教育资源,推进教育公平和终身学习目标的实现,如何在政府政策支持下采取联合行动,扫除阻碍OER开发与应用的屏障,并尝试在本国发展各类OER项目,将有助于我们思考中国OER发展的方向,并从国外OER实践探索中得到启示. 相似文献
3.
The Multiple Indicator Cluster Survey was used to provide information on feeding practices, caregiving, discipline and violence, and the home environment for young children across 28 countries. The findings from the series of studies in this Special Section are the first of their kind because they provide information on the most proximal context for development of the youngest children in the majority world using one of the only data sets to study these contexts across countries. Using the framework of the Convention on the Rights of the Child, in particular the Rights to Survival, Development and Protection, findings are explained with implications for international and national-level social policies. Implications are also discussed, with respect to policy makers and the larger international community, who have the obligation to uphold these rights. 相似文献
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5.
Lyle V. Jones 《Educational Measurement》1994,13(2):28-30
What are the similarities and differences among the testing practices and tests that have been described in the preceding articles? How do the situations in these countries compare to what we are experiencing in the US.? 相似文献
6.
In this review essay we critically examine issues raised by authors whose work is published
in the two Special Issues of JMTE (Part 1, 13.5 and Part 2, 13.6) on Mathematics Teacher and Mathematics Teacher Educator
Change—Insight through theoretical perspectives. While the authors have drawn on a wide range of theories and approaches,
we have chosen to view their articles through
a single socio-cultural lens to explore responses to the two questions that motivated these Special Issues: (1) How are opportunities
created for teachers to change themselves? (2) What do (university-based)
researchers learn from working with teachers? 相似文献
7.
经济全球化的影响越来越大。毋庸质疑，对发展中国家来说，经济全球化是一把双刃剑，有积极影响也有消极影响。如何面对经济全球化带来的机遇和挑战?首先，必须全面、正确、理性地认识经济全球化。对于中国而言，必须加大改革的力度，充分利用“后发性优势”。 相似文献
8.
Icarbord Tshabangu 《Educational Research for Policy and Practice》2018,17(1):69-82
The developing world has continually faced tremendous challenges in providing social security and safety nets for its vast populations culminating in wider educational inequalities and extreme poverty. It is not uncommon in Sub-Saharan Africa to find rapacious wealth in the hands of a few co-existing with mass poverty. As a consequence, the majority of children in education have continually experienced low attainment levels and poor prospects in life. This paper discusses interrelationships between child poverty and educational inequalities since these aspects are critical to child development and social mobility and are poignant for developing nations if they are to re-align their economies competitively at a global level. The paper used an analytic review of existing survey data and literature on contemporary contexts in Sub-Saharan Africa, focusing on establishing understanding on child poverty and its impacts on children’s education and well being. In using data from the World Bank and United Nations agencies, the paper has been able to ascertain poverty indices affecting children; inadequate education investment levels; educational inequalities and how these have negatively impacted childhood education and development. Indications are that child poverty and educational inequalities continue to exist despite rising education investments in some countries. The paper posits strategies that developing nations may apply to improve childhood experiences and harness human capital, despite challenging levels of poverty. 相似文献
9.
A. G. Watts 《International journal for the advancement of counseling》1978,1(2):97-105
Formal careers guidance services are a product of economic and social development. In relatively primitive societies, allocation to adult roles is determined largely by the family, caste or class into which one is born. As the society becomes more complex, these systems start to break down, and careers guidance services are needed to lubricate—and, perhaps, catalyse (Daws, 1977)—increasing levels of social and occupational mobility. How then is the role of careers guidance evolving in those Third World countries that are trying so to accelerate the pace of economic and social development that they will be able to catch up with the living standards attained by the Western world? How far are they being influenced by the approaches to careers guidance that have evolved in such countries as the USA and Britain? How applicable are these approaches to cultures that in many ways are very different? An opportunity to examine these questions in the context of one developing country—Malaysia—was afforded by a visit carried out in February-March 1977. This article outlines some impressions of the careers guidance system that seems to be emerging there. 相似文献
10.
Teachers’ perceptions of the inclusion of marginalised groups 总被引：1，自引：0，他引：1
This paper is based on the concept of inclusion as a process of recognising and minimising the barriers to learning and participation of all children, with teachers as the key players in implementing inclusion in practice. There are two key questions: (1) How do teachers rank different groups of marginalised children? (2) How do teachers see their own role, the role of the marginalised and other children, and their parents in the inclusion process? The groups included in the research were children with special needs, migrants from former Yugoslavia, Roma/Gypsies and children from poor families. In the latter group, it also looked at their counterparts, the children of wealthy parents. Research carried out on a representative sample of primary school teachers in Slovenia showed that children with special needs are among all surveyed groups of children those seen as the most helpless. For these children, teachers are also most likely to lower learning and discipline standards, while at the same time feeling the least qualified to teach them and seeing them also as having the lowest abilities. In the teachers’ opinion, parents of other children have the greatest reservations when their child associates with a Roma/Gypsy child, and teachers also put the least trust in Roma/Gypsy parents. 相似文献
11.
When parents pick their children up from day care or preschool, one of the first questions that is typically asked of their child is “What did you do in school today?” At an open house parents usually ask teachers, “How is my child doing in your class?” “Is my child learning new things?” “Has my child improved any since the beginning of the school year, and in what ways?” Or think of the child who turns in a product and asks, “What do you think of this, Teacher?” or “Did you like my work today?” 相似文献
12.
Children referred to child welfare have higher-than-average rates of physical, mental, and developmental health conditions, yet coordinating medical care to address their complex needs is challenging. This study investigates complex health characteristics of child welfare-involved children to inform evolving patient-centered medical homes that incorporate multidisciplinary care and social health determinants. Study questions include: (1) To what degree do child welfare-involved children present with complex physical, behavioral, and developmental conditions? (2) How does the clustering of complex health concerns vary according to developmental stage? (3) What demographic factors relate to complex health concerns? Data are from 5873 children (birth to 18) who participated in the National Survey of Child and Adolescent Well-being II. Latent class analyses were conducted for children in four developmental groups (infants, preschool-age, elementary school-age, and adolescents), including up to 11 indicators from standardized health measures. For all developmental groups, the best fitting model indicated a complex health concern class and a class with fewer health concerns. Multivariate logistic regressions revealed that membership in the complex health concerns class was associated with: increased age, poverty, poor caregiver health, out-of-home placement, gender, and race/ethnicity; although some developmental differences in predictors were observed. Results suggest that for younger children, preventive approaches and integration of developmental specialists in primary care is needed, while school-age children and adolescents demonstrate greater need for integrated behavioral health. All developmental groups would benefit from multidisciplinary teams that address complex health issues related to environmental risks common among children involved in child welfare. 相似文献
13.
How do children understand situations in which the targets of moral transgressions do not complain about the way they are treated? One-hundred and twenty participants aged 5, 7, 10, 13, and 16 years were interviewed about hypothetical situations in which one child ("transgressor") made an apparently unfair demand of another child ("victim"), who then responded by either resisting, complying, or subverting. In general, 5-year-olds judged compliance positively and resistance negatively and 7- to 16-year-olds judged resistance positively and compliance negatively; all but 16-year-olds judged subversion negatively. Most participants judged the transgressor's actions negatively, regardless of how the victim had responded. The findings are discussed in terms of their implications for children's developing understandings of victimization. 相似文献
14.
Elly Singer 《International Journal of Early Years Education》1996,4(2):28-40
The twentieth century has known many splendid examples of professional care and education for young children. But in spite of that, research shows that the practice often does not coincide with our ideals. In this paper basic concepts and their historical roots, that form the foundations of professional care and education of young children are analysed: could these concepts possibly impede contact between teachers/caregivers and children? The concepts of ‘natural development’, ‘develop‐mentally appropriate curriculum’ and ‘child centredness’ are criticised. The drawbacks of a separate children's world (child care centres) are explored. Based on Vygotsky's sociocultural approach the author pleads for scaffolding by giving learning through social looking and participation in adult‐activities a place in child care centres. Besides that, teachers have to value peer‐relationships and to acknowledge that young children do not only play but also want to work and learn together. 相似文献
15.
《British Educational Research Journal》2004,30(2):213-225
How do young people who identify as lesbian, gay or bisexual (lgb) experience secondary schooling? How do they feel that questions of sexuality are dealt with in the curriculum and do they find this treatment helpful? This article presents the findings of a project that replicated Trenchard and Warren's 1984 study, Something to tell you. The findings are analysed and some suggestions are made as to changes in lgb‐identifying people's experiences of schooling from 1984 to 2001. Finally, the article considers these changes in relation to the question of the ‘effect’ of Section 28 of the Local Government Act 1988. 相似文献
16.
论幼儿教育中平等的师幼关系 总被引：1，自引：0，他引：1
常畅 《湖南第一师范学报》2006,6(3):60-62
师幼关系是教育过程中最基本的、最重要的人际关系。但在实际教育过程中,教师与幼儿往往处于一种不平等的地位,这种师幼关系直接影响着幼儿的发展,影响着教育效果。平等的师幼关系是指师幼双方基于对人格、地位及主体权利的尊重,在合作意向上的交往关系。平等的师幼关系对幼儿认知、情感、社会性、心理健康有着积极的影响。在创建平等的师幼关系的过程中所应注意五个方面的问题。 相似文献
17.
Willem E. Frankenhuis Denny Borsboom Daniel Nettle Glenn I. Roisman 《Child development》2023,94(6):1425-1431
Here we introduce a Special Section of Child Development entitled “Formalizing Theories of Child Development.” This Special Section features five papers that use mathematical models to advance our understanding of central questions in the study of child development. This landmark collection is timely: it signifies growing awareness that rigorous empirical bricks are not enough; we need solid theory to build the house. By stating theory in mathematical terms, formal models make concepts, assumptions, and reasoning more explicit than verbal theory does. This increases falsifiability, promotes cumulative science, and enables integration with mathematical theory in allied disciplines. The Special Section contributions cover a range of topics: the developmental origins of counting, interactions between mathematics and language development, visual exploration and word learning in infancy, referent identification by toddlers, and the emergence of typical and atypical development. All are written in an accessible manner and for a broad audience. 相似文献
18.
Cognitive and socioemotional caregiving in developing countries 总被引：1，自引：0，他引：1
Enriching caregiving practices foster the course and outcome of child development. This study examined 2 developmentally significant domains of positive caregiving-cognitive and socioemotional-in more than 127,000 families with under-5 year children from 28 developing countries. Mothers varied widely in cognitive and socioemotional caregiving and engaged in more socioemotional than cognitive activities. More than half of mothers played with their children and took them outside, but only a third or fewer read books and told stories to their children. The GDP of countries related to caregiving after controlling for life expectancy and education. The majority of mothers report that they do not leave their under-5s alone. Policy and intervention recommendations are elaborated. 相似文献
19.
Cheryl Jakab 《Research in Science Education》2013,43(4):1307-1325
This paper reports on 6–11-year-old children’s ‘sayings and doings’ (Harré 2002) as they explore molecule artefacts in dialectical-interactive teaching interviews (Fleer, Cultural Studies of Science Education 3:781–786, 2008; Hedegaard et al. 2008). This sociocultural study was designed to explore children’s everyday awareness of and meaning-making with cultural molecular artefacts. Our everyday world is populated with an ever increasing range of molecular or nanoworld words, symbols, images, and games. What do children today say about these artefacts that are used to represent molecular world entities? What are the material and social resources that can influence a child’s everyday and developing scientific ideas about ‘molecules’? How do children interact with these cognitive tools when given expert assistance? What meaning-making is afforded when children are socially and materially assisted in using molecular tools in early chemical and nanoworld thinking? Tool-dependent discursive studies show that provision of cultural artefacts can assist and direct developmental thinking across many domains of science (Schoultz et al., Human Development 44:103–118, 2001; Siegal 2008). Young children’s use of molecular artefacts as cognitive tools has not received much attention to date (Jakab 2009a, b). This study shows 6–11-year-old children expressing everyday ideas of molecular artefacts and raising their own questions about the artefacts. They are seen beginning to domesticate (Erneling 2010) the words, symbols, and images to their own purposes when given the opportunity to interact with such artefacts in supported activity. Discursive analysis supports the notion that using ‘molecules’ as cultural tools can help young children to begin ‘putting on molecular spectacles’ (Kind 2004). Playing with an interactive game (ICT) is shown to be particularly helpful in assisting children’s early meaning-making with representations of molecules, atoms, and their chemical symbols. 相似文献
20.
Sorel Cahan 《Educational Measurement》2000,19(3):26-32
How does schooling affect the development of intelligence in children? How should the amount of schooling be considered when developing norms for turning intelligence test performance into IQ scores? 相似文献