首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Relations between attendance in stable high-quality day-care programs and grade school behavior and performance were determined using 2 longitudinal data sets. The first sample included grade school children who had received stable, full-time infant day-care and preschool day-care until they reached school age in the same high-quality day-care center. In this sample the amount of time (months) spent in full-time center care was positively related to the number of friends and extracurricular activities of the children. In addition, more time in the center was positively related to parents' ratings of the children's emotional well-being, leadership, popularity, attractiveness, and assertiveness and negatively related to aggressivity. Study 2 sampled sixth graders who had also received varying amounts (months) of stable full-time day-care, but this group attended a variety of quality day-care centers. In this sample the amount of time in day-care was related to the teachers' ratings of their emotional well-being, attractiveness, and assertiveness. In addition, children with more time in high-quality day-care showed more physical affection during peer interactions, were more often assigned to the gifted program, and received higher math grades.  相似文献   

2.
Concerns about the effect of school entrance age have generally focused on academic achievement. The effect of school entrance age on the social acceptance and self-perceptions of kindergarten and 1st-grade students was examined in two studies. In Study 1, the social acceptance and competence of 476 children was assessed in kindergarten and first grade through peer nominations and ratings, teacher ratings, and report card grades. In Study 2, a subgroup of 116 students was interviewed in kindergarten and first grade to assess their perceptions of their school adjustment, loneliness at school, cognitive and physical competence, and peer and maternal acceptance. Few differences were found related to school entrance age. Teachers' ratings and peer nominations generally described initial social problems for the youngest children which were overcome by first grade. There were no differences in self-reported school adjustment, loneliness, perceptions of competence, or acceptance related to school entry age.  相似文献   

3.
A sample of 236 predominantly middle class 8-year-olds from a state with minimal child care standards were examined for possible differences associated with earlier child care histories. In comparison to children in part-time child care (less than 30 hours a week) or exclusive maternal care, children with more extensive child care experiences since infancy were rated by teachers and parents as having more poor peer relationships, work habits, and emotional health, and as being more difficult to discipline. In this minimal standard environment, extensive infant care was also associated with more negative nominations from classmates, poorer academic and conduct report card grades, and lower standardized test scores. In stepwise regressions that included family social class, parents' marital status, family size, number of family moves, child gender, childbirth order, and current after school care, children's extensive experience in infant care was the single best predictor (in a negative direction) of ratings by parents, teachers, and peers, and of report card grades and standardized test scores. Child care history continued to be a significant negative predictor of child outcomes in full regression models that incorporated child and family variables. These results are in marked contrast with Andersson's (1989) findings of positive social and cognitive development associated with early, extensive child care in Sweden (a country characterized by high child care standards and opportunities for paid parental leave during early infancy).  相似文献   

4.
Six sociometric measures were evaluated on a sample of 85 four-year-olds from three preschool and day care centers. Stability, intercorrelations, and accuracy of classifying rejected children were compared for measures of social preference, social impact, peer ratings, alternative status, and positive and negative nominations. Test-retest correlations were moderately high and quite similar for all measures except social impact. Children were classified as rejected or not rejected based on Z scores of −.50 on all measures except for negative nominations, which employed a Z of +.50. In comparison with the commonly used social preference measure, accurate classifications were obtained using negative nominations, peer ratings, and alternative status. Positive nominations were somewhat less accurate in identifying rejected children, and social impact was a poor index of social status. Results suggest that both nominations and peer ratings can be assessed reliably with preschool children and that the two sociometric techniques measure similar aspects of social status. The alternative status measure was demonstrated to be a reliable and accurate technique for identifying rejected children in the preschool years. Implications for social skills intervention are discussed.  相似文献   

5.
Abstract

This study focused on academic and social correlates of collaborator preferences of African American and White sixth-graders in mathematics classrooms in fall and spring. Students’ appraisals of emotional risk were examined as a moderator. Nomination procedures identified collaborator preferences, group affiliations, and social centrality; students self-reported engagement and emotional risk; school records provided achievement scores. Results indicated students preferred group affiliates, but not exclusively, as collaborators. Students with greater centrality, achievement, and engagement received more nominations. In the fall, high achievers received more nominations when appraisals of risk were high; whereas, engaged students whose appraisals of risk were low received more nominations. Results are interpreted in relation to coordinating social and academic factors in peer collaboration.  相似文献   

6.
This study examined 3 familial factors—parental surveillance of homework, parental reactions to grades, and general family style—in relation to children's motivational orientation and academic performance. Family, parent, and child measures were obtained in the home from 93 fifth graders and their parents. Teachers provided a measure of classroom motivational orientation, and grades and achievement scores were obtained from school records. Higher parental surveillance of homework, parental reactions to grades that included negative control, uninvolvement, or extrinsic reward, and over- and undercontrolling family styles were found to be related to an extrinsic motivational orientation and to lower academic performance. On the other hand, parental encouragement in response to grades children received was associated with an intrinsic motivational orientation, and autonomy-supporting family styles were associated with intrinsic motivation and higher academic performance. In addition, socioeconomic level was a significant predictor of motivational orientation and academic performance.  相似文献   

7.
This study examined the peer nominations of 213 children in Kindergarten (90), 3rd grade (58), and 5th grade (65) to examine their perceptions of peers who received pull-out services for unique needs. Using Coie, Dodge, and Coppotelli’s[1982. “Dimensions and Types of Social Status: A Cross-age Perspective.” Developmental Psychology 18 (4): 557–570] protocol for assessing sociometric status in children, the results revealed that peer perceptions of most liked (ML) and least liked (LL) in the classroom were associated with pull-out status, with those students who did not receive pull-out services receiving more nominations as ML than their peers who did leave the classroom for pull-out services. Social impact scores for children who received pull-out services were not significantly different from those of children who did not receive pull-out services, but significant differences were revealed for social preference scores. Implications and avenues for future research are discussed.  相似文献   

8.
The impact of day-care participation during the first 3 years of life on the cognitive functioning of school age children was examined. 867 5- and 6-year-old children from the National Longitudinal Survey of Youth who completed the 1986 assessment were included in the sample. The dependent measures were scores on the Peabody Individual Achievement Test (PIAT) subtests of mathematics and reading recognition. In addition to day-care participation, the impact of the pattern of day-care was examined by analyzing the effect of the number of years in day-care, the timing of initiation of day-care, and type of day-care arrangement. After controlling for confounding factors, there were significant interactions between all 3 measures of day-care patterning and family income for reading recognition performance. This association was further examined by exploring the interaction between the pattern of day-care participation and the quality of the home environment. Initiation of day-care attendance before the first birthday was associated with higher reading recognition scores for children from impoverished home environments and with lower scores for children from more optimal environments. In addition, a significant interaction between the type of day-care arrangement and the quality of the home environment emerged for mathematics performance. Center-based care in particular was associated with higher mathematics scores for impoverished children and with lower mathematics scores for children from more stimulating home environments. These findings are discussed in the context of developmental risk.  相似文献   

9.
The central question addressed in this study was: What factors are associated with individual differences in academic motivation among first-grade students who were born to low-income adolescent mothers? Data from a 7-year longitudinal study were used to address the question. First-grade teachers assessed academic motivation for 89 children at the end of the school year. We tested a model that children’s experiences in the home prior to school entry influence the developmental trajectories of the children; experiences in the home are likely to influence the cognitive abilities children have when they enter school. More competent children are likely to be more successful on school-related tasks, which in turn, should influence level of motivation in the early elementary grades. The results of a path analysis were consistent with this model. Parenting practices and quality of the home environment during the early childhood period were predictive of children’s receptive language skills at age 4.5 years and achievement in the fall semester of first grade; achievement test scores were, in turn, predictive of academic motivation at the end of first grade. We also expected parental support for achievement after school entry to be related to individual differences in academic motivation, but this hypothesis was not supported.  相似文献   

10.
We study the effects of preschool attendance on children’s schooling and cognitive skills in Kenya and Tanzania. We use a within-household estimator and data from nationally representative surveys of school-age children’s literacy and numeracy skills, which include retrospective information on preschool attendance. In both countries, school entry rules are not strictly enforced, and children who attend preschool often start primary school late. At ages 7–9, these children have thus attended fewer school grades than their same-aged peers without pre-primary education. However, they catch up over time: at ages 13–16, children who went to preschool have attended about the same number of school grades and score about 0.10 standard deviations higher on standardized tests in both countries. They are also 3 (5) percentage points more likely to achieve basic literacy and numeracy in Kenya (Tanzania).  相似文献   

11.
The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different identification criteria (i.e. intelligence test and teacher assessment), and whether the relationship between students’ giftedness and the indicators of their social adjustment was moderated by gender. A total of 404 Slovenian elementary school students (191 males; 47%, 213 females; 53%) participated in the study; among them 85 (21%) were identified as gifted. No significant differences were found between gifted and non-gifted students in positive sociometric nominations and social preference; gifted students received less negative nominations and had lower social impact, but were assessed as more socially accepted by their teachers. Gifted students reported higher academic and general but not peer relations self-concept. No differences in social acceptance and self-concept were found between the groups of gifted students identified with regard to different identification criteria. In addition, we found significant interaction effects between gender and giftedness for peer relations self-concept. The results indicate the importance of investigating individual differences among gifted students in future studies.  相似文献   

12.
Thirteen 6-year-old children who had been physically abused by their parents were assessed in school for language development, educational attainments and social adjustment, and compared with children from some of the same school classes who served as a comparison group. All the abused children had attended the Family Centre of the National Society for the Prevention of Cruelty to Children (NSPCC) in Manchester before starting school, and they and their parents had received social work support and supervision from the special unit team. Ten of the 13 abused children had made measurable progress in reading. There were no significant differences between the groups in language development or number skills, but the abused group did contain more high (maladjusted) scores on the Bristol Social Adjustment Guide. Monitoring educational progress and social adjustment in school would seem to be a useful method of following the progress of such children. Most of the children in this group are so far making progress within the ordinary school system despite the disturbances which have affected their home life.  相似文献   

13.
The aim of this study was to explore the within-group effects of mother-infant attachment and day-care on children's social and emotional adaptation at 42 months and in the early school years. For this high-risk sample, the effects of day-care depended on the quality of mother-infant attachment. Day-care appeared to have a negative effect for secure children but had a positive influence for insecure children. For the secure group, children in day-care were more negative and avoidant at 42 months, and they were more externalizing and aggressive in kindergarten compared to the home-reared group. In contrast, day-care children who were insecurely attached were less withdrawn and more agentic. Overall, day-care children were rated higher on externalizing behavior in kindergarten than home-reared children, but no differences were found in the later school years. The sequelae of attachment indicated that security of attachment during infancy differentially predicted later adaptation for day-care and home-reared children. Attachment was related to later adaptation for home-reared children but did not predict later adaptation for day-care children.  相似文献   

14.
Are teachers aware of how well each of their students is embedded in the sympathy-based peer network of the classroom? In this research, we asked students of 39 classes (N = 821) from different types of schools and grades to nominate the three peers they liked most within their class. At the same time, the 39 classroom teachers were asked to reproduce the nominations they thought every single student would undertake. Using the Jaccard coefficient, we compared the similarity of the social networks that emerged from students’ and the respective teacher’s nominations. Results showed that on average, teachers identified 30.1% of the peer nominations correctly. Elementary school teachers were better attuned to their students’ sympathy relations than secondary school teachers. Teachers’ accuracy in identifying peer relations was predicted by the extent to which they intentionally observed peer interactions in the classroom and by their beliefs whether teachers are accountable for the quality of peer relationships in the classroom. Future studies should further investigate whether students profit in their social and academic development from their teacher being highly accurate in the perception of the classroom’s sympathy peer network.  相似文献   

15.
Parents (n = 709) were surveyed about involvement in their child's homework. A factor analysis revealed three dimensions of homework involvement similar to those found in more general studies of parenting style. These dimensions are autonomy support, direct involvement, and elimination of distractions. A fourth dimension, parental interference, differentiated itself from autonomy support for students in higher grades. Two-thirds of parents reported some negative or inappropriate form of involvement. Parenting style for homework was then related to student and family characteristics and student schooling outcomes. Results indicated parents with students in higher grade levels reported giving students more homework autonomy and less involvement of all other types. Parents in poorer families reported less support for autonomy and more interference. Parents reported less elimination of distractions when an adult was not at home after school and, for elementary school students, when there were more than one child living in the home. Elementary school parents of males reported more direct involvement in homework, while high school parents of females reported more direct involvement. More parental support for autonomy was associated with higher standardized test scores, higher class grades, and more homework completed. More positive parent involvement was associated with lower test scores and lower class grades, especially for elementary school students. Student attitudes toward homework were unrelated to parenting style for homework. Stage–environment fit theory and conceptions of families as varying in resources to support children are used to explain the findings and draw implications for parent behavior and educational practice.  相似文献   

16.
Public school aggression among children with varying day-care experience   总被引：1，自引：0，他引：1  
59 children with varying amounts and types of day-care experience were followed over their first 2 or 3 years of public schooling. Schoolteachers rated aggressiveness of several types and in several situations by these children, and also supplied information about managing the children, about children's use of strategies to avoid conflict, and about several associated skills and behaviors. Multivariate analyses indicated that children who had attended a cognitively oriented day-care program beginning in infancy were more aggressive than all other groups of children who had attended day care. Aggression among these children, however, declined over time, the children were not considered difficult to manage, and they were well liked by teachers. It was speculated that the increased aggressiveness among children attending cognitively oriented day care may have been caused by several problems of adaptation to the school setting.  相似文献   

17.
14 3-6-year-old children with a history of physical abuse and a closely matched comparison group of 14 nonabused children, all of whom had been in day-care for more than a year, participated in this investigation. Behavior observations, teacher reports, and peer sociometric ratings were used to evaluate children's peer interactions. It was found that abused children initiated fewer positive interactions with peers and exhibited a higher proportion of negative behavior than nonabused comparison children. Peers viewed abused children as less well liked. Further, peers were less likely to reciprocate the initiations of abused children, although they approached abused children as often as they approached comparison children. Teachers viewed abused children as more behaviorally disturbed. Overall, results indicated that abused children experience disturbed social interactions outside the home environment, despite involvement in a day-care setting that provides alternative peer and adult role models.  相似文献   

18.
The experiences of 150 children in after-school programs were examined in relation to performance in first grade. Three aspects of program experiences (emotional climate, quality of peer interactions, and program curriculum) were associated with the children's concurrent adjustment at school, controlling for family selection factors. Staff positivity in the after-school programs was associated with boys displaying fewer internalizing and externalizing problems, whereas staff negativity was related to boys obtaining poorer grades in reading and math. Program flexibility was associated with boys having better social skills. More frequent negative interactions with peers in the programs were related to more internalizing and externalizing problems, and poorer social skills at school. Boys who attended programs offering a larger number of different activities had more internalizing and externalizing problems, and poorer grades in reading and math. After-school experiences also were related to girls' behaviors, but associations were less apparent for girls than boys.  相似文献   

19.
Using data from a nationally representative sample, this study examined Head Start children's school outcome differences by the end of Kindergarten between children who attended Head Start program for two years and the ones who attended for one year. Propensity scores were used to match children who experienced different durations of the program on a series of demographic characteristics in order to achieve a precise estimation of the effects of program duration. The results showed that in comparison to a demographically comparable group of children who attended the Head Start program for one year, the children who experienced two years of intervention services had statistically significantly higher performance on all six academic and social outcome measures by the end of Kindergarten, which included PPVT, Woodcock–Johnson Reading Skills, Woodcock–Johnson Math Reasoning Skills, teacher-reported composite academic skills, preschool learning behaviors, and social skills. Policy and practice implications are discussed.  相似文献   

20.
The purposes of the present study were to examine associations between risk factors and the cognitive performance from one to three years of age of children living in poverty, and to investigate the protective and/or promotive effects of EHS on children's cognitive skill performance. Analyses were conducted using data from the Early Head Start (EHS) Research and Evaluation Project, a prospective study of 3001 children and families living in poverty. There were four main findings. First, children's cognitive skill scores decreased significantly from one to three years of age in comparison to national norms. Second, children whose families were on government assistance, children whose mothers had less than a high school education, children who received lower levels of cognitive and language stimulation at home, and children who had higher levels of negative emotionality evidenced more rapid rates of decline. Third, children in families who received government assistance, children whose parents were unemployed, and children whose mothers had less than a high school education had lower cognitive skill scores at three years of age. Fourth, children who were enrolled in Early Head Start (EHS) had higher cognitive skill scores at three years of age than their peers who were not in EHS. Implications for policy and early education are discussed.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号