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1.
This study was conducted with a sample of 93 Head Start children and their mothers. It examined the contribution of family variables (i.e., parenting style, home literacy activities, maternal school involvement, and maternal expectations) to children's preacademic competence as defined by four criteria: (a) performance on a standardized achievement battery; (b) teachers' ratings of children's cognitive competence; (c) children's self-ratings of competence; and (d) maternal reports of children's early school adjustment. In exploring these relationships the study controlled for the influence of variables (i.e., child and maternal cognitive variables, child sex, as well as risk due to daily stress) that have been suggested to influence directly, or indirectly, maternal involvement and child competence. Hierarchical regression analyses indicated that educational expectations, home literacy variables, and school involvement were predictive of children's competence even after accounting for the effects of maternal education, child IQ, and daily stress. Specifically, maternal educational expectations were predictive of preacademic achievement and teacher-rated competence. Maternal engagement in educational activities at home was predictive of children's self-efficacy beliefs and school adjustment. Maternal school involvement was also predictive of school adjustment.  相似文献   

2.
National and state child care policies are shaped in part by studies of child care quality. The majority of these studies focus on variables that influence child outcomes. Katz suggests that this is but one of four perspectives on child care quality, and that parents, children, and child care staff have perspectives on child care quality that have not been adequately addressed. This article reviews the variables, measures, and studies associated with each of these four perspectives. The authors argue that given the preponderance of studies conducted from the professional/researcher perspective, more effort should be directed to studying child care quality from parents' children's, and child care staff members' viewpoints.  相似文献   

3.
OBJECTIVE: The present study investigated variables associated with delay of disclosure of child sexual abuse and tested a model of time to disclosure. METHOD: Data were obtained for 218 alleged child sexual abuse victims whose cases had been referred to District Attorneys' Offices. Five variables were posited to influence the delay between an abusive event and children's disclosure of that event to a reporting adult: child's age, gender, type of abuse experienced (intrafamilial or extrafamilial), perceived responsibility for the abuse, and fear of negative consequences of disclosure. These variables were used to create a model of factors influencing children's disclosure of sexual abuse. RESULTS: Results indicated that age, type of abuse, fear of negative consequences, and perceived responsibility all contributed to predicting time to disclosure. There was significant support for the model, suggesting that children who were older, came from incestuous families, felt greater responsibility for the abuse, and feared negative consequences of disclosure took longer to disclose. CONCLUSIONS: Children's cognitive appraisal of others' tolerance of disclosure of child sexual abuse, and their own perceptions of responsibility for the abuse, are crucial to the decision to disclose. When evaluating children for possible sexual abuse, developmental, cognitive, and socio-emotional factors need to be taken into consideration.  相似文献   

4.
We investigated risk factors in a population-based sample of alcoholic (father) and comparison families with 3-year-old sons. Alcoholic and comparison parents did not differ in socioeconomic status (SES), education, years married, family size, or cognitive functioning. Anti-social behavior and depression were significantly greater in alcoholic parents. High risk children were more impulsive than comparison children, but there were no differences in developmental age, IQ, or behavior problems. A higher percentage of high-risk children were rated in the extreme clinical range for behavior problems than were comparison children. For alcoholic families, mothers' ratings of their children's total behavior problems, externalizing behavior problems, and internalizing behavior problems were predicted by mothers' lifetime alcohol problems, current depression, and family SES. Father variables failed to predict children's behavior problems. Maternal variables were stronger predictors of their 3-year-old sons' problem behaviors than were paternal variables.  相似文献   

5.
Preschool-age children's experiences within the mixed-age setting of family child care homes and the influences of these experiences on development were examined. Development variables included social and cognitive play, and receptive and expressive language. Consistent with Vygotsky's developmental theory, children's interactions with mixed-age peers were more powerful predictors of development than the mere availability of mixed-age peers. Interactions with older peers were associated with more complex cognitive play behaviors. Interactions with younger and same-age peers were associated with less complex social and cognitive play and lower receptive language scores. Characteristics of the child care setting appeared to moderate children's behavior in the mixed-age environment. Children in higher quality family child care homes with responsive caregivers were less likely to interact with younger children. No evidence was found of different developmental outcomes across developmental domains for older versus younger children.  相似文献   

6.
In addition to the variables manipulated in this research, children's performance may have been affected by individual and group differences among the participants. This Appendix is a report of analyses of two child variables that might have influenced their performance. First, to determine whether initial differences in facility with language by children in the different delay conditions may have influenced the patterns obtained, we compared children's levels of productive vocabulary at the time of enrollment in the study. Second, we report analyses designed to determine whether there were any differences in performance associatedd with child gender. Although with regard to child gender, some effects obtained, in no case did the findings present substantive qualifications to the major patterns described in the body of the text.  相似文献   

7.
Participants were 45 mostly African-American or Latino young children (25 boys, 20 girls, mean age = 56.4 months), with about half recruited from a mental health facility and half from preschool settings. Children were administered two separate interviews examining their affectively-charged moral narratives regarding acts of victimization (Moral MSSB) and their attachment-related narratives (SAT). In addition, children's teachers or therapists completed assessments of the attachment-like aspects of their relationships with children (STRS), and a measure of children's behavior problems and competencies (C-TRF). Overall, after controlling for child age, gender, SES, and expressive language ability, children with more externalizing problems were more likely to describe aggressive themes, and less likely to mention adult aid or taking responsibility for transgressions in their moral narratives. In addition, more positive attachments (both the SAT and STRS) were associated with fewer externalizing problems. More than half of the total variance in children's externalizing scores could be predicted from a combination of the attachment and Moral MSSB variables. These findings have implications for understanding the affective origins of young children's externalizing behavior problems involving both peers and adults.  相似文献   

8.
近十年留守学前儿童教育问题研究综述   总被引：1，自引：0，他引：1  
留守学前儿童的教育问题正在逐步受到各界的高度重视。近年来,学者就留守学前儿童的自身发展与生存现状、家庭教育状况、周遭的社会生态系统、政府在留守学前儿童教育方面应担当的责任等视角进行现状描述,并运用儿童心理学的理论阐述留守学前儿童可能面临的发展问题。  相似文献   

9.
Social and Emotional Competence in Children of Depressed Mothers   总被引：3，自引：0，他引：3  
The relations between maternal unipolar major depression and children's self-concept, self-control, and peer relationships were studied in a middle-class, predominantly white sample of 96 families. Each family included a target child between the ages of 5 and 10. Depressed mothers varied on whether or not the child's father also had a psychiatric disorder. Well mothers all had spouses with no psychiatric disorders. Analyses controlled for marital status, age, and sex of child. Children completed measures of self-concept and peer relations skills; teachers completed measures of self-control and a rating of popularity with peers. Results supported the multiple risk factor model in that fathers' psychiatric status and parents' marital status explained much of the variability in children's social and emotional competence. Maternal depression alone, in the context of a well husband/father, was only related to children having been rated by their teachers as less popular. Results are discussed in terms of possible mechanisms by which maternal depression may interact with paternal psychopathology and divorce in relation to children's social and emotional competence. The findings may further indicate that older children are more vulnerable to these multiple risk factors than younger children.  相似文献   

10.
A large literature has documented the influence of child care on young children's development, but few studies have examined low-income children in community care arrangements. Using data from Welfare, Children, and Families: A Three-City Study (N = 204), this study examined the influence of child care quality and the extent of care on low-income children's (ages 2-4 years) cognitive and socioemotional development over time. Higher levels of child care quality were modestly associated with improvements in children's socioemotional development, and extensive hours in child care were linked to increases in children's quantitative skills and decreases in behavior problems. Analyses suggest that child care quality may be particularly salient for subgroups of children from low-income families.  相似文献   

11.
This is a follow-up study of an earlier one in which positive effects of early day-care experience were found on children's cognitive and socioemotional competence at age 8. 128 children were followed from their first year of life. At 8 and 13 years of age, 92% and 89% of the children, respectively, remained in the study. Most children could be classified according to age at first entry into day-care. Cognitive and socioemotional competence was rated by the children's classroom teachers. Hierarchical regression and path analyses were used in the statistical treatment of the data. It was possible to trace independent positive effects of age of entry into day-care as far as age 13. Children entering center care or family day-care before age 1 generally performed better in school when 8 and 13 years old and received more positive ratings from their teachers on several socioemotional variables. The path analyses indicated the following causal model: family characteristics, such as type of family, family's socioemotional status, and mother's educational level, influence the time of first entry into day-care. This variable, in turn, has consequences for children's competence at 8 and/or 13 years of age even after controlling for home background, child gender, and intelligence, which, of course, have their own effects. The effect of socioeconomic status was often mediated through age of entry into day-care.  相似文献   

12.
To explore relations between maternal disciplinary styles, children's expectations of the outcomes of social strategies, and children's peer status, 144 mothers and their first- (N = 59) and fourth- (N = 85) grade children (ages = 70-86 months and 116-129 months, respectively) participated in home interviews prior to the beginning of the school year. Measures of children's sociometric status were obtained in classrooms after the school year began. Results indicated that children of mothers who were more power assertive in their disciplinary styles tended to be less accepted by peers and tended to expect successful outcomes for unfriendly-assertive methods for resolving peer conflict (e.g., threatening to hit another child). In addition, children who expected unfriendly-assertive strategies to lead to self-oriented gains were less accepted by peers. Moreover, maternal disciplinary styles and outcome expectations for unfriendly-assertive strategies were found to make separate and independent contribution to peer status.  相似文献   

13.
The United Nations Convention on the Rights of the Child (UNCRC) is presented and understood as the primary reference point regarding questions of children's rights. However, the UNCRC is not a neutral instrument deployed to meet the rights of children: it embodies a specific perception of the child, childhood and citizenship. The interpretation of the UNCRC from the point of view of children's legal status emphasises the autonomy of children; the focus is on the rights that children possess. Conversely, the social-political interpretation of the UNCRC addresses the question of how the rights of children can be realised. It is suggested that distinguishing between these interpretations is essential with regard to questions of pedagogy and education.  相似文献   

14.
When do children distinguish a person's subjective identity from their outward bodily characteristics? As adults this distinction is evident in our commonsense recognition that a hypothetical brain transplant would entail a transplant of the mind or self. 4 studies were conducted to examine children's judgments about hypothetical body part transplants, including transplants of the brain, heart, mouth, and face. The results showed that during the elementary school years children are acquiring a firm understanding of the brain as the primary locus of psychological attributes and identity. The early school years, between the ages of 5 and 7 years, appeared to be a transitional phase, with performance being variable and subject to task conditions. While children this age readily imagined the consequences of transplants between themselves and another character of categorically different status (i.e., a pig or baby), they had great difficulty with proposed transplants between themselves and another child of the same status. Knowledge about categorical differences appeared to provide a needed framework for children's budding thinking about psychological differences.  相似文献   

15.
Notwithstanding the constant debate in the scientific and policy literature on the precise meaning of school readiness, research consistently demonstrates a wide variation between groups of children resulting in a gap at school entry. Recently, the teacher-completed Early Development Instrument (EDI), a new measure of children's school readiness in 5 developmental areas, was developed, tested, and implemented in Canada. EDI results confirmed the existence of a school entry gap. In this article, we explore factors in 5 areas of risk: socioeconomic status, family structure, child health, parent health, and parent involvement in literacy development. In a series of logistic regressions, we demonstrate that variables in all 5 areas, as well as age and gender, contribute to the gap. Child's suboptimal health, male gender, and coming from a family with low income contribute most strongly to the vulnerability at school entry. As the purpose of a tool like the EDI is primarily to assist in population-level reporting on children's school readiness, the results of our study provide additional and much-needed evidence on the instrument's sensitivity at the individual level, thus paving the way for its use in interpreting children's school readiness in the context of their lives and the communities in which they live.  相似文献   

16.
Marital conflict was examined as a predictor of the quality and quantity of sleep in a sample of healthy 8- to 9-year-olds. Parents and children reported on marital conflict, the quantity and quality of children's sleep were examined through an actigraph worn for 7 consecutive nights, and child sleepiness was derived from child and mother reports. Increased marital conflict was associated with disruptions in the quantity and quality of children's sleep as well as subjective sleepiness, even after controlling for child age, ethnic group membership, socioeconomic status, sex, and body mass index. The results support the sensitization hypothesis in that exposure to marital conflict may influence an important facet of children's biological regulation, namely sleep.  相似文献   

17.
A reliable measure of children's skills in discriminating intention cues in others was developed for this investigation in order to test the hypothesis that intention-cue detection skill is related to social competence in children. Videotapes were prepared in which one child provoked another child. The intention of the first child varied across videotapes. The subject's task was to discriminate among types of intentions. Care was taken to ensure that scores on this measure were not confounded by a child's verbal capacity or general discrimination skill. This instrument was administered to 176 children in kindergarten, second grade, and fourth grade, who were identified by sociometric measures as having a peer status as popular, average, socially rejected, or socially neglected. Scores on this measure were found to increase as a function of increasing age, and normal children (popular and average) were found to score more highly than deviant children (neglected and rejected). The errors by deviant children tended to consist of erroneous labels of prosocial intentions as hostile. Also, children's statements about their probable behavioral responses to provocations by peers were found to vary as a function of subjects' perceptions of the intention of the peer causing the provocation, not as a function of the actual intention portrayed by the peer. Sociometric status differences in these responses were also found. These findings were consistent with a hypothesis of a developmental lag among socially deviant children in the acquisition of intention-cue detection skills.  相似文献   

18.
OBJECTIVES: The study examined the associations between the decisions of child protection officers to remove children at risk from home and a) the features of the children's parents and b) the quality of life the parents make it possible for their children to have. METHOD: 194 child protection workers completed a parental features questionnaire, child injury questionnaire, and Shye's Systemic Quality of Life Questionnaire on two children, one removed from home, the other remained. RESULTS: Parental cooperation with the worker, relationship with the child, addiction, and cleanliness were related to both the decision and the assessment of enabling quality of life. Parents' poverty, criminality, psychological problems, and cognitive impairment were related only to the workers assessment of parents enabling quality of life. Family status was related only to the decision. While injury to the child was associated with the decision, it added virtually nothing to the explanation of the decision beyond parental features and enabling. CONCLUSIONS: The variables related to the workers' assessment of the parents' enabling overlapped only partially with those related to the decision. The parents' features and enabling made only a modest contribution to explaining the workers' decisions. The findings suggest that the quality of life measure used in this study encompasses injury.  相似文献   

19.
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   

20.
The Effects of Systemic Family Violence on Children's Mental Health   总被引：15，自引：0，他引：15  
This study examines the link between different forms of family aggression and children's symptoms of psychopathology. The goal of the study was to understand what forms children's problems might take in violent homes and whether close ties within the family (to the mother or a sibling) buffered children. Interviews with 365 mothers and 1 of their children between the ages of 6 and 12 about abuse in the home, support and closeness within the nuclear family, and mother's and children's mental health formed the basis of this study. Families were recruited from battered women's shelters and the community. We found that different forms of abuse in the home were highly interrelated and that children of battered women were at risk for child abuse. Domestic violence predicted children's general psychopathology, but we uncovered little evidence for the presence of specific sorts of disorders as a result of family dysfunction. Although mothers experiencing conjugal violence were more likely to have mental health problems, their mental health did not mediate the children's response to family conflict. Finally, there was less sibling and parental warmth in families marked by aggression, although when it was present, family social support failed to buffer children. Although the general pattern of results was consistent across respondents (mother and child), there was low agreement on symptoms of child psychopathology.  相似文献   

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