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1.
Behavioural and emotional problems occur more frequently in children with learning problems than in a cross-section of the general population, both at home and at school. While behaviour problems reportedly are a key obstructive factor impeding inclusive education, children with both behavioural and learning disabilities carry a high risk of social exclusion and school dropout when they are in mainstream environments. Meta-analyses indicated only a moderate impact of social skills training. To see what kind of intervention programme would be effective in modifying cognitive as well as socio-emotional behaviour and at the same time focusing on contextual interaction and intervention, a pilot study has been carried out in Belgium with 11–13-year-old students with learning disability and behaviour problems in special schools. A total of 24 children in the experimental group were matched against a control group of 24. Children in the experimental group, after having received 14 lessons of FIE (Feuerstein's Instrumental Enrichment Programme), showed a marked increase in some cognitive functions (hypothetical thinking, perception and understanding of humour) but not in others. A significant effect on socio-emotional behaviour could not be shown quantitatively, but was evident from qualitative interviewing. The mediating attitude of the teachers was a key influencing factor in producing lasting changes. Programmes such as FIE, provided they address children as well as teachers in a comprehensive way, focusing on cognitive as well as socio-emotional behavioural changes, may become powerful instruments to help children as well as teachers in a highly differentiated inclusive school environment.  相似文献   

2.
From an ecological perspective, this paper presents selective findings based on practitioner action research which is deliberately written in the first person. The focus is the transition from nursery playground to the school playground of 13 nursery children, all 4-years-old. The paper outlines the first 4-week cycle of action of a 13-week intervention programme. The programme aimed at promoting social and emotional development so that the children became more adaptive to challenges in the new context of the school playground. The findings reveal that process and connectivity of the programme promoted a sense of belonging in which the children reciprocally nurtured each other, acknowledged and recognised feelings and formed friendships so that when they started school they became more resilient within the school playground. The findings also highlight areas of vulnerability which need to be addressed concerning school routines and very young children.  相似文献   

3.
This article explores the effects of participation during kindergarten in Zippy’s Friends, a 24-week school-based programme to help young people better cope with everyday adversities, on their adaptation to first grade. The experimental group consisted of 140 children in the first year of primary school who had participated in the Zippy’s Friends programme the preceding year when they attended a kindergarten in a different school. Results show that, compared to a control group of 106 children, participation in Zippy’s Friends is related to better adaptation to the transition from kindergarten to first grade. The experimental group was higher in behavioral and emotional adaptation to school, had more positive reactions to the new school environment and used more appropriate and more diversified coping strategies, when compared with the control group. The discussion explores why Zippy’s Friends may be related to better adaptation to transition from kindergarten to first grade.  相似文献   

4.
Within the development studies framework, empowerment involves increasing individual agency vis-à-vis the formal and informal opportunity structure. The Open Society Foundation's Early Childhood Programme developed the Getting Ready for School programme specifically for parents of preschool-age children to use at home in the year before school to build early math and literacy skills in their children. In Tajikistan, parents met on a regular basis with teachers in their local schools to learn activities to use with their children at home. Focus group reports indicated that parents gained knowledge and self-confidence as a result of programme participation, considered foundational aspects of the empowerment process. Responses also demonstrated that parents displayed characteristics of empowerment as they used programme activities and skills not only with their six-year-old child, but with siblings, extended family members and community children. They also shared the skills they learned with family members and neighbours.  相似文献   

5.
Livija Knaflic 《Literacy》2005,39(2):81-84
Different research on literacy demonstrates that the family has an important impact on literacy in general and it seems that there may be an inter‐generational transfer of literacy level and reading habits within families. In order to compensate for lack of encouragement of reading at home, different initiatives have been developed involving work with children and adults, because of their stronger influence on the whole family. The more effective methods are those that include members of the same family, especially parents and children. The Slovenian Institute for Adult Education has developed a family literacy programme for parents and their children called ‘Read and Write Together’. This is aimed at parents with a low standard of education who have children in the initial years of elementary school. At that time, parents are very motivated to help their children to succeed at school, but their own basic skills need some refreshment before they are able to help their children. The school programme involves two teachers, 50 hours of organised schoolwork and 25 hours of planned homework.  相似文献   

6.
Year after year, the interest in early learning of the state language by non-Estonian children has increased. In Estonia, the course has been directed that non-Estonian learners have to reach functional bilingualism by the time they leave basic school and thus to become competitive in labour and education markets in Estonia. The objective of the present study is to explain – based on the teachers’ assessments – meeting the objectives of the curriculum at the end of the kindergarten period and at the first stage of basic school by the children having participated in the early language immersion programme. The method of this study was a questionnaire. The results of this study showed that the children having been taught by the language immersion methods were well prepared for school, and their knowledge, linguistic skills and the capacity of self-expression were appropriate for their age in both languages.  相似文献   

7.
The purpose of this study was to examine the effect of a rhythmic gymnastics programme on the dynamic balance ability of a group of children with deafness. The sample consisted of 29 children with deafness. The subjects met the same criteria in terms of age, aetiology, hearing level, intelligence, school placement and socioeconomic status, and in this way, they were assigned to two groups of 12 and 17 children, for the control and experimental groups respectively. The experimental group received a 16-week rhythmic gymnastic programme at a frequency of three lessons per week, for 40 minutes, whereas the control group adhered to its regular school routine. The methods of data collection included pre-/post-test measurements of the dynamic balance for all participants of both groups. The dynamic balance ability was measured by means of a balance deck (Lafayette) in duration of 30, 45 and 60 s intervals. The findings of this study provide evidence that the specific rhythmic gymnastic programme facilitates significant improvement in the dynamic balance ability of this sample of children with deafness.  相似文献   

8.
While there is growing understanding about children’s moral reasoning for social inclusion and exclusion, we know little about how children reason specifically about the inclusion of aggressive children in school settings. To investigate children’s decisions about such inclusion and how they justified those decisions, this study reports data from 172 children interviewed in Year 1 (female?=?85, male?=?87), between the ages of six and seven and 155 children (female?=?78, male?=?79) who were interviewed again in Year 2. The children’s responses to scenarios regarding inclusion or exclusion of an aggressive child (who is bossy and pushes others around) in their play at school demonstrated that they were more likely to include an aggressive child in their play in Year 2 than in Year 1 of elementary school. They were also more likely in Year 2 to provide justifications that demonstrated a deeper understanding of the reasons for children’s aggressive behaviour at school. These data suggest that children’s school experiences may contribute to their ability to access multiple perspectives when reasoning about inclusion of others. Findings suggest the need to consider more closely how contextual experiences influence young children’s moral reasoning.  相似文献   

9.
The present study investigated the development of linguistic awareness in children exposed to the early learning of a second language in Grades 3–5 of primary school, i.e. between the ages of 8 and 10. The aim was to determine whether this bilingual experience enhanced the development of phonological awareness in beginning readers in a bilingual French-regional language school programme compared with a population of monolingual children receiving traditional education. More specifically, in light of research promoting the hypothesis of a “bilingual advantage”, we set out to determine exactly how long children need to be exposed to a second language before bilingualism starts to influence the development of their phonological awareness. Tasks designed to assess phonological awareness were administered to more than a hundred children. Results suggest that children who have undergone a bilingual school programme display a more highly developed phonological awareness than their monolingual peers from age 9 onwards, i.e. in Grade 4. These results are discussed in the light of ongoing research on bilingualism, bilingual education and threshold theory.  相似文献   

10.
Mathematics is one of the core school subjects in the UK and an emphasis is placed on developing pupils’ mathematical competencies throughout all key stages. Despite that, the attainment of students with disabilities in mathematics remains low. The current study explored ways in which the Teaching Early Numeracy to children with Developmental Disabilities (TEN-DD) programme could be implemented by teaching staff in a special school in the UK to improve the numeracy skills of students with autism. Adaptations to the delivery of the programme were made during the study as a result of continued collaboration with the participating school. The findings suggest that it may be feasible to implement the TEN-DD programme using a school staff delivery model and it may help learners improve their early numeracy skills. Practical aspects of TEN-DD’s implementation highlighted the need to incorporate more systematic adaptations for minimally verbal students, as well as for learners who might need additional training with prerequisite skills.  相似文献   

11.
This is a study of how a group of primary school teachers in Singapore dealt with the possibility of introducing informal educational innovations in their school settings. “Informal innovations” here refers to the voluntary adoption of new teaching methods, techniques and ideas acquired during an in-service teacher education programme, namely, the Further Professional Certificate in Education (FPCE) programme conducted by the Institute of Education, Singapore. Did these teachers attempt, when back in their schools, to experiment with the new ideas and methods of teaching they had been exposed to during the one year of the FPCE programme? What factors worked for, and against, attempts at innovations in their primary schools? Were there structural constraints and socio-psychological obstacles that they had to negotiate in order to adopt innovations in classroom and educational practices? If innovative ideas had remained dormant, was this because the teachers were unconvinced about the practicality and relevance of these ideas for the classroom and the school? These questions serve as the focal points of a small study involving 66 primary school teachers. Of the 66 teachers, sixteen had resumed work at school for nine months after they completed their in-service attachment at the Institute of Education (IE). The remaining 50 were in the midst of their in-service training when they participated in the study.  相似文献   

12.
This study investigated which plants and animals Swiss children found most attractive and evaluated the effect of an educational programme on children's preferences for species. More than 4000 pupils (8–16 years old) from 248 classes participated in the study. Possible effects of the programme were studied with the help of questionnaires using a pretest/post‐test design with an experimental group that participated in the programme and a control group that did not. Before the start of the programme most children found decorative or garden species among plants, and pets and exotic species among animals, most attractive. However, the more wild plants and animals children noticed in their local environment and could name, the more did they appreciate these organisms. Moreover, the more additional wild plants the children noticed due to the programme, the higher was the increase in their appreciation of these species. This supports the hypothesis that children may appreciate animals other than pets and exotic species and even inconspicuous wild plants if they know them.  相似文献   

13.
Peer acceptance is an important facilitator for the success of inclusive education. The aim of the current study is twofold: (1) to examine how classroom goal orientation is associated with children’s acceptance of peers with learning difficulties; and (2) to evaluate the effectiveness of a storytelling programme with drama techniques on children’s acceptance of peers with learning difficulties. The participants were 86 Grade 3 students from a Hong Kong primary school, randomly assigned to an experimental group (n = 45) and a control group (n = 41). The findings indicated that the more the students perceived that their classroom was performance-approach oriented, the less they would accept their peers with learning difficulties in doing things together. After the intervention, the students in the experimental condition, compared to their counterparts in the control group, were more likely to render financial assistance and have affective acceptance to their peers with learning difficulties.  相似文献   

14.
Concerns over the poor reading performance of children with conduct problems are often expressed by their parents and teachers. In order to intervene effectively with these children, it is necessary to know what their difficulties are, both at school and at home. To date, there is still a lot of ambiguity in relation to the specific difficulties children with conduct problems and coexisting poor reading experience in important academic domains and in the family context. The aim of the present study was to compare the problems of attention and hyperactivity in the classroom and parental education in four groups of children: conduct problems only (CP); conduct problems and coexisting poor reading (CP‐PR); poor reading only (PR); and a comparison group (COM). A sample of 2nd Grade Greek children (n = 113) was selected on the basis of the Conners' Teacher Rating Scale‐28 (CTRS‐28), Conduct Problems Scale and the Reading Ability Detection Test. The CTRS‐28, Inattention and Hyperactivity scales and a brief questionnaire on parental education were used to assess attention, hyperactivity and level of parental education, respectively. The results showed that children with CP‐PR were significantly more inattentive and hyperactive than the other groups of children. Their parents were also more likely to have spent fewer years in school than the parents of CP only and COM children. The earlier findings have implications for intervention planning and theoretical understanding of childhood conduct problems.  相似文献   

15.
Differences between pervasive (home and day‐care/school) versus non‐pervasive (home only) conduct problems were examined in regard to various child, parent/family, and day‐care/school characteristics in an outpatient clinic sample of 120 children aged 4–8 years. All children scored above the 90th percentile on the Eyberg Child Behavior Inventory for home problems and met the criteria for a possible or a confirmed diagnosis of oppositional defiant behaviours. The proportion of children with pervasive conduct problems was high, 83%. Teachers in day care and school reported children in the pervasive group to have significantly more attention and internalizing problems as well as lower social competence scores than those in the non‐pervasive group. Children in the pervasive group also showed consistently more problems in their relationships both with teachers and peers than those in the non‐pervasive group. The implications for assessment and treatment of children with conduct problems in these age‐groups are discussed.  相似文献   

16.
This is an investigation of Character Education in American public schools in the Chicago area. The research involved interviewing almost 700 children from a wide variety of schools and ages. The children were asked about their views on citizenship, Americanness and identity. They were also asked explicitly what they thought of Character Education. The results indicate that, despite a similar programme of education, teaching attitudes and teaching materials, the most marked difference between the children's responses correlated strongly with the type of school, magnet or non-magnet, they were attending. This indicates that the social and political background, which determines their school, does have an impact on the way that an educational programme is received and understood, at least in the terms of how children articulate their ideas, if not in terms of how these programmes affect their behaviour.  相似文献   

17.
The community is faced with an increasing number of children suffering from social and emotional difficulties. As all children attend school, this is a highly suitable place to examine possible means of identifying and helping children suffering from social and emotional difficulties. For the last 20 years most schools have lagged in their adjustment to the full range of needs of students. They act as a censurer by: domination of academic requirements causing many to fail; failure to meet the expressed needs of children; inadequate teacher training; too little help given to children and often too late; uncoordinated assistance within the school or with community agencies; and by not reducing peer abuse. The school can play a significant role in child development, but for the child with adjustment difficulties coherent assistance is rarely offered. The school can liberate by: recognition of the needs of non-academic children; recognition of the affective needs of all; providing affective training for selected teachers; giving appropriate curriculum time for a programme in personal growth and social relationships; by developing a multidisciplinary community agency which interacts with the school. A model is proposed outlining how effective intervention will break and prevent the cycle of abusive behaviour. This programme proceeds sequentially through each grade. Basically it is one of effective student group interaction in the presence of a specially selected and trained group leader. Such a programme contributes to change in school philosophy, and increases the possibility of the child becoming a more adequate adult/parent. Negative emotional effects of bureaucracy and the Australian school institution on children are discussed. This paper looks critically at schools, outlines some ways in which such abuse is manifested and discusses how the schools can become factors in healing as well as preventing abuse.  相似文献   

18.
The main purpose of this study is to examine relationships between children's TV use and their TV environment, on the one hand, and their school performance on the other. Children and their parents have been asked about their viewing habits, and parents have been asked about their attitudes and actions as regards their children's viewing habits. Data about school achievement and marks have also been collected. The study is longitudinal with data on 194 children from the age of six to the age of 12, which have been analysed with the aid of the Partial Least Squares method. Various connections between TV use and school results are demonstrated. For example, children who grow up in a more ‘cognizant’ TV environment, i.e. are encouraged to watch children's programmes for their age group and get help with assimilating the contents of a programme, also cope better with the cognitive requirements of school  相似文献   

19.
The rejection of pupils with behaviour problems is a serious problem for inclusive education schools. Sometimes parents prefer special schools because they do not want their children to become outsiders in integration classes. Are they right? The study presented here surveys children with behaviour problems in integrated primary school classes and in special education schools. The main focus is the extent to which behaviour problems influence social relations within the classes. The findings indicate that German pupils with behaviour problems are not well liked. The comparison of special education classes and integrated primary school classes also shows, however, that this is not solely a feature of integrated classes. Pupils with behaviour problems are disliked in both systems, and to a comparable degree. This means that there may be some good arguments for special schools. But both systems—special schools and integrated school classes—have outsiders. Especially parents of pupils with learning difficulties and behaviour problems should know that there is no difference here between special education classes and integrative primary school classes.  相似文献   

20.
This paper investigates Mexican and New Zealand children’s conception of the environment and their understandings of environmental issues, focusing on how personal experiences, culture and school-based environmental education (EE) programmes influence their perspectives. Sixty Year 5 children (age 9–11) from three schools in Dunedin (New Zealand) and three schools from Ensenada (Mexico), their teachers and school principals were interviewed. The study found that children from both cities had limited opportunities for contact with nature. Most children understood the environment as nature, and did not typically link environmental problems to human activities or social causes. Rarely were children critical of the effect of socio-economic structure on the environment. The analysis shows that children’s understandings of the environment are connected to their personal experiences and mediated by culture. Children from Ensenada had a more global perspective on environmental issues but a more passive attitude towards their local environment, participating in fewer environmental activities than children from Dunedin. In both countries, children from schools with an EE programme did translate environmental practices learnt at school into environmental practices at home. Based on our results, EE could be improved by considering the cultural context, enhancing children’s contact with nature, encouraging critical thinking and more environmental activities.  相似文献   

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