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1.
Findings from the Watamura, Donzella, Alwin, and Gunnar (this issue) study support the growing recognition of the importance of context on physiology and affective and behavioral regulation early in human development. This discussion focuses on the role of context and development on hypothalamic-pituitary-adrenal (HPA) axis regulation in young children. Discussed in this article are the Watamura et al. findings with regard to relevant animal studies, extension of these observations to samples of children at elevated risk for psychopathology, and experimental prevention studies with young children. It is contended that environmental factors operating at key points in development may shape affective and behavioral regulation as well as HPA axis function in children, much as environmental factors have been shown to shape HPA axis regulation in animals.  相似文献   

2.
Sophian C 《Child development》2006,77(6):1554-1556
Do children have coexisting but contradictory beliefs about things like magic? Some patterns of behavior that seem to reflect contradictory beliefs may stem from children's recognition that their knowledge about events is incomplete and therefore things may occur without them understanding how. In addition, children may hold certain beliefs that are inconsistent with the rest of their knowledge in a way that is very much like the premises of a game of make-believe. These beliefs are recognized to be "not really true" but children act as if they were true under specific circumstances. It is concluded that children do not hold contradictory beliefs except in this special sense.  相似文献   

3.
The aim of this study was to examine what children learn spontaneously from each other in everyday activities within the preschool culture. It involves an interpretation and analysis of specific situations, which focus on the spontaneous learning that occurs in children's actions and communication . Everyday activities in preschool are associated with routines in situations like meals, circle time and play activities. In these situations children have opportunities to learn about rules, ways of acting, routines, codes and discursive practices; knowledge and skills which are often tacit but which children learn from each other through social practices.  相似文献   

4.
Researchers have hypothesized four levels of instructional dialogue and claimed that teachers can improve children's language development by incorporating these dialogue levels in their classrooms. It has also been hypothesized that enhancing children's early language development enhances children's later reading development. This quasi-experimental research study investigated both of these hypotheses using a collaborative service delivery model for Grade 1 children with language difficulties from a socially and economically disadvantaged urban community in Australia. Comparing the end-of-year reading achievement scores for the 57 children who received the language intervention with those of the 59 children in the comparison group, the findings from this research are supportive of both hypotheses. The interrelationships between learning difficulties, reading difficulties, and language difficulties are discussed along with children's development in vocabulary, use of memory strategies and verbal reasoning, and the need for multidimensional programming.  相似文献   

5.
This paper asks whether education is a viable route to better livelihoods and social inclusion for children living in poor urban areas in Dhaka, Bangladesh. It uses qualitative interviews with 36 students aged 11–16, living in slum and middle-class areas, and also draws on data from a larger, mixed-methods study to provide context. Many children from slums are excluded altogether from education, while others are incorporated into the system but on unfavourable terms. The paper identifies three principal ways in which this adverse incorporation can happen: through differential access to different types and quality of school; through obstacles that prevent children from poorer households from progressing through the system and reaching higher levels; and through subordinate power relations in the school, embodied in systems of assessment, labelling of students and discipline. These are likely to limit the potential for education to be a socially transformative institution.  相似文献   

6.
There is a wealth of evidence linking letter knowledge and phoneme awareness, but there is little research examining the nature of this relationship. This article aims to elucidate this relationship by considering the links between letter knowledge and two sub‐skills of phoneme awareness: phoneme segmentation and phoneme invariance. Two studies are reported. The first study consisted of an eight‐month longitudinal study with 56 pre‐literate children. No child within this group was successful on any phoneme awareness task unless they knew at least one letter. Letter knowledge was also a significant predictor of later phoneme completion and deletion. The hypothesis that letter knowledge is an important precursor for phoneme awareness was then investigated in a small‐scale intervention study with ten children. These children were taught letters and their phoneme awareness was monitored. It was found that letter knowledge was specifically related to the development of phoneme segmentation in pre‐literate children. Possible reasons for this finding are discussed.  相似文献   

7.
The aims of the study were to investigate whether children showing a low nonverbal/high verbal (LNV) WISC-R profile are more likely to exhibit behaviors conducive to school failure than children with a low verbal/high nonverbal (LV) profile, and to examine the relationships among these behaviors, the LNV/LV profiles, and reading ability. The 65 subjects included 27 LNV and 38 LV children, aged 5 to 11 years. Results confirmed earlier findings (Badian 1986) that LNV children are perceived by their teachers as significantly poorer than LV children in many behaviors associated with school success. There was a dichotomy, however, between LNV good and poor readers. All LNV subjects displayed problems in organizational skills, but those who were dyslexic were poorer in social behavior (e.g., acceptance of criticism and peer relationships) than either LNV good readers or LV good or poor readers. It was concluded that children with a low nonverbal/high verbal profile and a probable right hemisphere dysfunction, who appear to be dyslexic in the early school years, are at high risk for both social behavior problems and school failure, and that these children are a more high-risk group than poor readers with a low verbal/high nonverbal profile.  相似文献   

8.
This article suggests that child poverty and unequal educational opportunity are inextricably linked. It is argued that even from an early age children from poorer backgrounds are disadvantaged in terms of their preparedness to thrive in the formal school environment. Educational achievement is strongly influenced by attitudes and much research suggests that children from less advantaged backgrounds feel less in control at school and lack confidence in performing traditional school tasks. The ‘Sparking the Imagination’ project set out to try on a small scale to co‐ordinate efforts in raising educational opportunity for children from disadvantaged backgrounds by focusing on the context in which teaching and learning takes place. It was also deemed necessary to introduce measures to raise the motivation and aspirations of all involved and this was achieved through the engagement of children, teachers, parents and creative experts in collaborative learning within the classroom.  相似文献   

9.
ABSTRACT

Many behavioural and emotional characteristics are associated with children’s peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and self-evaluations of their behavioural and emotional strengths and difficulties. Teacher evaluations are also used to assess the children’s academic competencies and behaviour. Univariate analysis of variance (ANOVA) is used to analyse the data. Results indicate that children in the popular status group assess their behavioural and emotional strengths as being better than children in the rejected status group. The behavioural profile of the controversial status group is similar to that of the rejected status group. Children in the neglected status group differ from other sociometric status groups in some behavioural and emotional strengths. Issues pertaining to gender differences are also discussed.  相似文献   

10.
It is suggested that children learning to read require phonemic awareness before being able to make orthographic analogies during reading (Ehri & Robbins, 1992) and that phonemic awareness is a better discriminator of children who will benefit from orthographic analogies than rhyme awareness (Walton, 1995). It has also been found that orthographic analogy use does not make an independent contribution to early reading ability (Wood, 1999). The present study investigates which skills are best able to account for orthographic analogy use during early reading and tests the finding that there is no independent association between reading ability and orthographic analogy use. Results suggest that phonemic awareness and reading experience are best able to account for analogy use, and that orthographic analogy use does directly contribute to early reading ability. Rhyme awareness was also associated with orthographic analogy use, but this contribution was less than that of phonemic awareness, and was not significant after the contribution of phonemic awareness was taken into account.  相似文献   

11.
Sixty children between the ages of 3 and 5 participated in this study of children's ability to discriminate emotions in others. Twelve children were identified as neglected, and eight were identified as abused. Two additional groups of nonmaltreated children included one comparable on IQ and one with significantly higher intelligence. All children were given three tests: The Peabody Picture Vocabulary Test, the Borke Interpersonal Awareness Test and the Rothenberg Social Sensitivity Test. The results showed that normal children with the higher IQ were significantly better able to identify and discriminate other people's emotions from picture stories than were the other groups of children, who were not different from one another on any of the measures. Furthermore, when IQ was covaried in the ANOVAS, all group-differences disappeared. It was suggested that previous studies demonstrating inferior performance on measures of social cognition by maltreated children may have been due to the failure to control for IQ.  相似文献   

12.
This paper tries, from the perspective of political liberalism, to answer the question whether parents can fail in the moral upbringing of their children to the extent that the state has the right to intervene or to override their legal authority over their children. It is argued that state intervention must meet the liberal criterion of justificatory neutrality, and, on the basis of a discussion of the notion of 'reasonable citizens', that only serious parental failure to inculcate basic rules can justify judicial intervention in the family that meets this criterion. It is concluded that political liberalism burdens the state with incompatible demands.  相似文献   

13.
Buss KA  Kiel EJ 《Child development》2004,75(6):1761-1773
Research suggests that sadness expressions may be more beneficial to children than other emotions when eliciting support from caregivers. It is unclear, however, when children develop the ability to regulate their displays of distress. The current study addressed this question. Distress facial expressions (e.g., fear, anger, and sadness) were examined in 24-month-old toddlers throughout 4 episodes as well as specifically during looks to their mothers. Consistent with hypotheses and the literature, toddlers expressed sadness more frequently and with more intensity than target emotions only during looks to their mothers. These findings indicate that toddlers as young as 24 months of age are using particular emotional displays to elicit support from the social environment.  相似文献   

14.
Interpersonal cognitive problem solving, one of the most crucial social skills, is a life-long competency that must be supported from the early years of life. In this study, the opinions of 55 Turkish pre-school teachers and 53 Flemish pre-school teachers who work with 3–6-year-old children in private and public pre-schools in metropolitan cities of both countries were obtained using the Teacher's Interpersonal Problem Solving Questionnaire. When the results were considered, it was noticed that Turkish pre-school teachers tend to solve problems as soon as they emerge. They usually prefer to suggest a solution to the problem or give advice. On the contrary, pre-school teachers in Belgium express that they analysed problems together with the children and guided children to produce various solutions. It was revealed that few Turkish and Flemish teachers have specific training in improving interpersonal problem-solving skills in children.  相似文献   

15.
The purpose of this study was to examine relations between shyness-sensitivity and social competence, school performance, and psychological well-being in Chinese children with rural and urban backgrounds. Participants were students in rural migrant children schools and city schools in China ( N s = 411 and 518, respectively; M age = 10 years). Data were obtained from peer evaluations, teacher ratings, self-reports, and school records. It was found that shyness was associated with social and school problems and depression in urban children. However, shyness was generally associated with indexes of adjustment such as leadership, teacher-rated competence, and academic achievement in rural migrant children. The results indicate the role of context in defining the functional meaning of social behavior in children's adjustment.  相似文献   

16.
The human immunodeficiency virus (HIV), the virus that leads to acquired immunodeficiency syndrome (AIDS), has been a part of American society for over two decades. Today, HIV/AIDS touches all demographic groups, including young children. It is for this reason that child care providers need to be informed about HIV/AIDS and related policies that impact their work with young children. The purpose of this study was to examine child care providers' use of different HIV/AIDS information sources in relationship to their knowledge about HIV/AIDS and their response to common childhood behaviors and classroom situations involving an HIV-infected child. Results suggest that different types of information sources are associated with different aspects of providers' knowledge about and response to pediatric HIV/AIDS. Implications for the planning and delivery of HIV/AID training involving child care providers are discussed.  相似文献   

17.
The majority of state nursery education in the United Kingdom is part‐time. Although there are exceptions this usually means that children attend either in the morning or afternoon. The format of the afternoon session can often resemble the morning session, offering similar activities. This paper sets out to examine the comparative quality of experience for children attending part‐time nursery at different times of the day. It looks particularly at storytime, when the whole group of children is brought together to share a story. The findings suggest the two sessions are not of equal value to the children, that children may not be performing as well in the afternoon and that the traditional group storytime may not be as effective for the afternoon children. This type of storytime may need to be adapted/changed to match the needs of the particular group of children, taking into consideration performance during the day. Finally, suggestions are given for other ways to ensure children have worthwhile story experiences.  相似文献   

18.
It was hypothesized that the Montessori curriculum accelerates the acquisition of a number of concrete operational skills. To test this, eighty 4-year-old children were given three Piagetian problems—seriation, classification, and conservation. Half of the subjects were from Montessori schools, and the other half were from more traditional nursery settings. Within each type of school, half of the children were first year and the other half were second year enrollees. Results showed that significantly more Montessori than traditional children seriated and classified objects like concrete thinkers but that there were no differences on the conservation problem. Year of enrollment did not influence performance on any of the tasks. It was concluded that the hypothesis was confirmed and that the failure to find acceleration of conservation performance was due to its advanced nature relative to the other problems and/or the tangential manner in which Montessori exercises deal with the critical concepts that underly it.  相似文献   

19.
Links between the development of social understanding and social processes are considered, in the context of data on the development of causal reasoning and argument in conflict, drawn from a longitudinal study of 50 children observed in conversation with their mothers, siblings, and friends at 33 and 47 months of age. Children showed powers of causal reasoning before they were 3 years, capabilities that showed rapid developmental change; their interest in cause was particularly focussed on psychological causality and social action. The contexts of disputes were especially important. Differences were found in children’s arguments with their mothers, siblings, and friends, with more ‘other-oriented’ reasoning shown with friends. It is argued that the data support Vygotskyan ideas on the significance of social interaction in developmental advance, that the pragmatics of what children and their partners are trying to do must be taken into account in considering what children may be learning in interactions, and that ‘social competence’ should not be treated as an individual within-child trait, but that we should move towards a ‘relationships’ approach to the development of social understanding.  相似文献   

20.
In the current education policy environment, inclusion – that is the situation in which all disabled children and young people attend their local school and there is no alternative form of provision – is widely accepted as best representing a just state of affairs as regards where these children go to school; any alternative circumstances are equated with injustice and unfairness. This article presents a philosophical reflection on this matter. Drawing on the work of Nussbaum, Cigman and others, the author argues that a single conception of just educational arrangements as articulated in inclusive education policies is insufficient to what is a complex issue. It is proposed that any assessment or evaluation of the justice or otherwise of educational arrangements for disabled children and young people requires a nuanced approach that takes into consideration the lived experiences of those children and the different values and desires they and their families might hold.  相似文献   

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