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1.
The present study examined the relations between home numeracy experiences (i.e., parent–child numeracy activities and parents’ numeracy expectations) and basic calculation skills (i.e., addition and subtraction) of children with Specific Language Impairment (SLI) and their peers with Normal Language Achievement (NLA), while taking into account their cognitive and linguistic capacities. Fifty children with SLI and 100 children with NLA were tested on cognitive, linguistic, and basic calculation skills, and their parents filled in questionnaires on home numeracy activities and numeracy expectations. The results showed parents of children with SLI report engaging in fewer numeracy-related activities and have lower numeracy expectations for their children than parents of children with NLA. Furthermore, parent–child numeracy activities were more strongly associated with addition and subtraction for children with SLI. It is thus especially important that parents of children with SLI are made aware of their important role in the development of their child's basic calculation skills. 相似文献
2.
The interpersonal cognitive problem-solving (ICPS) skills (i.e., means-ends thinking, identified obstacles, alternative solutions, consequential thinking) of 150 families (father, mother, and child 6-11 years old) were assessed via written tests and problem-solving behavioral performance. The interrelationships of ICPS written and behavioral problem-solving skills were examined, as were the relationships of each of these measures of problem solving to both parent and teacher indices of child adjustment. IQ, as measured by the age-appropriate Wechsler scale, was partialed out. Results indicated some ecological validity of written alternatives and consequential tests for children and means-ends tests for parents. Neither parents' nor children's written ICPS scores nor problem-solving behavior were systematically related to either teacher or parent ratings of child adjustment. However, a behavioral index of parental facilitation of child problem solving was significantly related to all problem-solving behaviors and some written ICPS measures. Results are discussed in terms of the role of ICPS skills in child adjustment, the potential limits of ICPS measures in therapy outcome, and the manner in which children learn interpersonal cognitive problem solving. 相似文献
3.
The present investigation sought to examine the unique and interactive effects of child maltreatment and interadult violence on children's developing strategies of emotion regulation and socioemotional adjustment, as well as the mediational role of emotion dysregulation in the link between children's pathogenic relational experiences and behavioral outcomes. Person-oriented emotion regulation patterns (EMRPs) were determined based on children's emotional behavioral and self-reported responses to simulated interadult anger. One hundred thirty-nine 4- to 6-year-olds (88 maltreated, 51 nonmaltreated) and their mothers served as participants. Maltreatment history predicted children's EMRPs, with approximately 80% of the maltreated preschoolers exhibiting dysregulated emotion patterns (i.e., undercontrolled/ambivalent and overcontrolled/unresponsive types) compared with only 37.2% of the nonmaltreated controls. Undercontrolled/ambivalent EMRPs were associated with maternal reports of child behavior problems, and were found to mediate the link between maltreatment and children's anxious/depressed symptoms. The present study's findings increase understanding of process relations in pathogenic relational environments, and provide insight into emotion regulation deficits that may impede the development of psychological well-being in maltreated children with varying histories of interadult violence exposure. 相似文献
4.
A tale of two representations: the misinformation effect and children's developing theory of mind 总被引：1，自引：0，他引：1
The present research investigates representational ability as a cognitive factor underlying the suggestibility of children's eyewitness memory. The misinformation effect is used as an index of children's suggestibility, and performance on the false belief task is used as an assessment of children's representational abilities (N = 117). Analyses that considered the effect of representational ability and general memory ability on children's susceptibility to misleading information showed that differences in representational ability and general memory ability predicted participants' susceptibility to misleading information. These results demonstrate that the eyewitness memory of children who lack either multirepresentational abilities, sufficient general memory abilities, or both (i.e., most 3- and 4-year-olds) is less accurate than the eyewitness memory of children with both multirepresentational abilities and sufficient memory abilities (i.e., most 6-year-olds and adults). Thus, it appears that the earliest age at which children's eyewitness memory can be considered to be similar to that of adults is 6 years of age, when children's mental representational abilities are similar to those of adults. These results suggest that one factor underlying children's vulnerability to misleading information is the number of representations of an event that they can simultaneously hold and compare. 相似文献
5.
Panayota Y. Mantzicopoulos 《Early education and development》1997,8(4):357-375
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
6.
Theory and policy highlight the role of child care in preparing children for the transition into school. Approaching this issue in a different way, this study investigated whether children's care experiences before this transition promoted their mothers' school involvement after it, with the hypothesized mechanism for this link being the cultivation of children's social and academic skills. Analyses of 1,352 children (1 month-6 years) and parents in the NICHD Study of Early Child Care and Youth Development revealed that mothers were more involved at their children's schools when children had prior histories of high-quality nonparental care. This pattern, which was fairly stable across levels of maternal education and employment, was mediated by children's academic skills and home environments. 相似文献
7.
The goal of this study was to longitudinally examine relationships between early factors (child and mother) that may influence children's phonological awareness and reading skills 3 years later in a group of young children with cochlear implants (N = 16). Mothers and children were videotaped during two storybook interactions, and children's oral language skills were assessed using the "Reynell Developmental Language Scales, third edition." Three years later, phonological awareness, reading skills, and language skills were assessed using the "Phonological Awareness Test," the "Woodcock-Johnson-III Diagnostic Reading Battery," and the "Oral Written Language Scales." Variables included in the data analyses were child (age, age at implant, and language skills) and mother factors (facilitative language techniques) and children's phonological awareness and reading standard scores. Results indicate that children's early expressive oral language skills and mothers' use of a higher level facilitative language technique (open-ended question) during storybook reading, although related, each contributed uniquely to children's literacy skills. Individual analyses revealed that the children with expressive standard scores below 70 at Time 1 also performed below average (<85) on phonological awareness and total reading tasks 3 years later. Guidelines for professionals are provided to support literacy skills in young children with cochlear implants. 相似文献
8.
NICHD Early Child Care Research Network 《Early education and development》2007,18(2):337-368
Research Findings: Data on more than 900 children participating in the National Institute of Child Health and Human Development Study of Early Child Care were analyzed to examine the effect of age of entry to kindergarten on children's functioning in early elementary school. Children's academic achievement and socioemotional development were measured repeatedly from the age of 54 months through 3rd grade. With family background factors and experience in child care in the first 54 months of life controlled, hierarchical linear modeling (growth curve) analysis revealed that children who entered kindergarten at younger ages had higher (estimated) scores in kindergarten on the Woodcock—Johnson (W-J) Letter-Word Recognition subtest but received lower ratings from kindergarten teachers on Language and Literacy and Mathematical Thinking scales. Furthermore, children who entered kindergarten at older ages evinced greater increases over time on 4 W-J subtests (i.e., Letter-Word Recognition, Applied Problems, Memory for Sentences, Picture Vocabulary) and outperformed children who started kindergarten at younger ages on 2 W-J subtests in 3rd grade (i.e., Applied Problems, Picture Vocabulary). Age of entry proved unrelated to socioemotional functioning.
Practice: The fact that age-of-entry effects were small in magnitude and dwarfed by other aspects of children's family and child care experiences suggests that age at starting school should not be regarded as a major determinant of children's school achievement, but that it may merit consideration in context with other probably more important factors (e.g., child's behavior and abilities). 相似文献
Practice: The fact that age-of-entry effects were small in magnitude and dwarfed by other aspects of children's family and child care experiences suggests that age at starting school should not be regarded as a major determinant of children's school achievement, but that it may merit consideration in context with other probably more important factors (e.g., child's behavior and abilities). 相似文献
9.
This investigation examined how the nature of the spatial relation influences young children's ability to remember and communicate about nested landmarks. Of particular interest was whether young children are more likely to use a supporting than a proximal landmark to disambiguate identical landmarks (e.g., "it's in the basket on the table" vs. "it's in the basket next to the table"). 3- and 4-year-olds hid objects in a dollhouse and described their locations. Children had to disambiguate the target primary landmark by relating it to a supporting or proximal secondary landmark. Both age groups almost always provided the primary landmark, but 4-year-olds were more likely to provide the secondary landmark than were 3-year-olds. Moreover, children were more successful at providing supporting than proximal secondary landmarks. These results suggest that both referential communication skills and biases in coding location influence children's communication about nested landmarks. 相似文献
10.
The present study tests two complementary developmental theories regarding the fit between children’s skills and their environments within the context of a state Quality Rating and Improvement System (QRIS). Specifically, we examine whether high-quality prekindergarten disproportionately benefits children based on their entering ability levels. The sample includes 684 children (48% female; M age = 57.56 months) residing in a midwestern state who were eligible to receive child care subsidies and participated in an evaluation of state-funded prekindergarten during the 2015-2016 school year (cohort 1), 2016-2017 school year (cohort 2), or 2018-2019 school year (cohort 3). We implemented multilevel regression models with children nested in their respective classrooms and schools to investigate whether children in higher-rated prekindergarten programs on the QRIS experienced greater growth in math, literacy, and vocabulary from fall to spring if they entered with stronger executive function skills (i.e., foundational skills hypothesis), or if they entered with weaker skills in the same respective domain as the outcome (i.e., compensatory skills hypothesis) relative to children who attended programs that were lower-rated or unrated on the QRIS. Contrary to both hypotheses, only one significant interaction emerged indicating that children who attended prekindergarten programs rated as low-quality on the QRIS were more likely to have higher spring literacy performance if they began the year with stronger executive function skills. Implications for research and policy are discussed. 相似文献
11.
Three-, 5-, and 7-year-olds and adults ( N = 64) listened to stories depicting 2 protagonists of different ages (infant and child or child and grownup) that encounter an entity that looks like a real (e.g., a snake) or an imaginary (e.g., a ghost) fear-inducing creature. Participants predicted and explained each protagonist's intensity of fear. Results showed significant age-related increases in knowledge that infants and adults would experience less intense fears than young children and that people's fears are causally linked to their cognitive mental states. Across age, stories involving imaginary beings elicited more frequent mental explanations for fear than stories about real creatures. Results are discussed in relation to children's developing awareness of the mind as mediating between situations and emotions. 相似文献
12.
With increased numbers of women employed in their children's first year of life and with increased attention being paid by parents and policy makers to the importance of early experiences for children, establishing the links that might exist between early maternal employment and child cognitive outcomes is more important than ever. Negative associations between maternal employment during the first year of life and children's cognitive outcomes at age 3 (and later ages) have been reported using data from the National Longitudinal Survey of Youth-Child Supplement. However, it was not known whether these findings would be replicated in another study, nor whether these results were due to features of child care (e.g., quality, type), home environment (e.g., provision of learning), and/or parenting (e.g., sensitivity). This study explored these issues using data on 900 European American children from the National Institute of Child Health and Human Development Study of Early Child Care, which provides information on child cognitive scores at 15, 24, and 36 months, as well as data about the home environment (as assessed by the Home Observation of the Measurement of the Environment Scale), parental sensitivity, and child-care quality and type over the first 3 years of life. Maternal employment by the ninth month was found to be linked to lower Bracken School Readiness scores at 36 months, with the effects more pronounced when mothers were working 30 hr or more per week and with effects more pronounced for certain subgroups (i.e., children whose mothers were not sensitive, boys, and children with married parents). Although quality of child care, home environment, and maternal sensitivity also mattered, the negative effects of working 30 hr or more per week in the first 9 months were still found, even when controlling for child-care quality, the quality of the home environment, and maternal sensitivity. Implications for policy are also discussed. 相似文献
13.
Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills 总被引：33，自引：0，他引：33
Mashburn AJ Pianta RC Hamre BK Downer JT Barbarin OA Bryant D Burchinal M Early DM Howes C 《Child development》2008,79(3):732-749
This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers' emotional and instructional interactions with children in classrooms. Participants were 2,439 children enrolled in 671 pre-K classrooms in 11 states. Adjusting for prior skill levels, child and family characteristics, program characteristics, and state, teachers' instructional interactions predicted academic and language skills and teachers' emotional interactions predicted teacher-reported social skills. Findings suggest that policies, program development, and professional development efforts that improve teacher–child interactions can facilitate children's school readiness. 相似文献
14.
Children''s Housework and Psychosocial Functioning: The Mediating Effects of Parents'' Sex-Role Behaviors and Attitudes 总被引：1，自引：0，他引：1
Susan M. McHale W. Todd Bartko Ann C. Crouter Maureen Perry-Jenkins 《Child development》1990,61(5):1413-1426
We examined sex-typed housework of children from dual- and single-earner families and its implications for children's adjustment as a function of congruencies between children's work and parents' sex-role behaviors and attitudes. Participants were 152 firstborn 9-12-year-olds (85 girls, 67 boys) and their parents. All fathers and 50% of mothers were employed. In home interviews parents rated their sex-role attitudes, and children rated their competence, stress, and parent-child relationships. In 7 nightly telephone interviews, children and parents described their household tasks for that day. Analyses revealed sex and earner-status differences in children's and parents' involvement in traditionally feminine and masculine tasks. Correlations between levels of parents' and children's task involvement were significant only in the case of fathers and sons in single-earner families. Regarding the connections between task performance and child adjustment, we found that incongruency between boys' sex-typed tasks and their fathers' sex-role behaviors and attitudes was linked to poorer psychosocial functioning, a pattern that did not hold for girls. 相似文献
15.
How Much Does a Shared Name Make Things Similar? Linguistic Labels, Similarity, and the Development of Inductive Inference 总被引：6，自引：0，他引：6
This article examines the development of inductive generalization, and presents a model of young children's induction and two experiments testing the model. The model specifies contribution of linguistic labels and perceptual similarity to young children's induction and predicts a correspondence between similarity judgment and induction of young children. In Experiment 1, 4- to 5-year-olds, 7- to 8-year-olds, and 11- to 12-year-olds were presented with triads of schematic faces (a Target and two Test stimuli), which varied in perceptual similarity, with one of the Test stimuli sharing a linguistic label with the Target, and another having a different label. Participants were taught an unobservable biological property about the Target and asked to generalize the property to one of the Test stimuli. Although 4- to 5-year-olds' proportions of label-based inductive generalizations varied with the degree of perceptual similarity among the compared stimuli, 11- to 12-year-olds relied exclusively on labels, and 7- to 8-year-olds appeared to be a transitional group. In Experiment 2 these findings were replicated using naturalistic stimuli (i.e., photographs of animals), with perceptual similarity manipulated by "morphing" naturalistic pictures into each other in a fixed number of steps. Overall results support predictions of the model and point to a developmental shift from treating linguistic labels as an attribute contributing to similarity to treating them as markers of a common category-a shift that appears to occur between 8 and 11 years of age. 相似文献
16.
Interpersonal expectancy effects are less thoroughly understood in children than in adults, yet they can have practical implications for children's interactions. To understand better children's expectancies, this study extended earlier work to include expectancies of adults, preexisting (i.e., noninduced) expectancies, and joint effects of expectancies and subsequent perceptions. Children (N = 81) in Grades 4 through 6 (i.e., 9- to 12-year-olds) indicated their expectancies of adults who subsequently interacted with them using a style of either autonomy support (AS) or control (CN). After each interaction, children reported on perceived AS and on rapport. Results indicated that children's expectancies and subsequent perceptions interact to predict rapport, adult AS is associated with increased rapport, and the effect of children's expectancies on rapport is only partially mediated by their perceptions. 相似文献
17.
Lundy JE 《Journal of deaf studies and deaf education》2002,7(1):41-56
Using four traditional false-belief tasks, I investigated deaf children's age and expressive language skills in relation to their theory of mind development. The children's parents who signed reported on their own knowledge of a mental sign vocabulary. The results indicate age of the child to be strongly related to theory of mind development. Deaf children demonstrated an ability to pass the theory of mind assessment battery between the ages of 7 and 8 years, on average. In comparison, hearing children have consistently demonstrated the ability to perform such tasks between the ages of 4 and 5 years. Therefore, the results indicate deaf children are delayed by approximately 3 years in this cognitive developmental milestone. Expressive language skills of the children and sign language skills of the parents who signed were not found to be significantly related to the children's theory of mind development. 相似文献
18.
The present study investigated the influence of home numeracy experiences on early numeracy skills in kindergarten after controlling for cognitive and linguistic precursors. Eighty-nine children (mean age = 6.1 years) were tested on cognitive, linguistic, and early numeracy skills, and their parents completed a questionnaire on home numeracy practices and expectations. The results showed a unique contribution of parent–child numeracy activities and parents’ numeracy expectations on early numeracy outcomes next to individual child factors (i.e., early literacy skills and grammatical ability), stressing the importance of home numeracy experiences on early numeracy skills. 相似文献
19.
《Early childhood research quarterly》1995,10(1):81-103
Two cross-sectional developmental studies of prosocial behaviors displayed in natural settings by 2- and 5-year-olds using a prototype approach are reported. In the first study, caretakers described the most prosocial child they knew, resulting in 20 attributes for 2-year-olds and 24 attributes for 5-year-olds. In the second study, parents rated the relative importance of each attribute in defining a child as prosocial. Results indicated more similarities than differences between the two age groups and that research has underrepresented the rich repertoire of naturally occurring prosocial behavior in young children, ignoring behaviors salient and important to parents (e.g., being cheerful, sensitive, affectionate, friendly, and praising others) in favor of less typical behaviors (e.g., donation of commodities to charity). Broader and more relevant indices of prosocial behavior are needed. Results provide researchers with a data base which enables them to make informed decisions about the assessment of prosocial behavior. 相似文献
20.
This study investigated the extent to which learning readiness, prior‐to‐school experiences, and child and family characteristics influence children’s literacy and numeracy achievement across the first year of primary school. A sample of 104 kindergarten children was recruited from 16 classrooms and followed from the beginning to the end of their first year of primary school. At the start of school, parents provided information on children’s prior‐to‐school experiences and their preparedness for school; teachers provided ratings of children’s self‐directedness and cooperative participation; and children’s cognitive ability was assessed using the Peabody Picture Vocabulary Test – III. Classroom quality was observed and rated mid‐year. Children’s literacy and numeracy achievement was assessed at the end of the school year, using the Who Am I? (WAI?). Regression analyses indicated that WAI? scores were predicted by child age, gender, cognitive ability and teacher‐rated learning readiness at the start of school. Discussion focuses on the importance of the ‘ready child’ for early academic success. 相似文献