Democracy,caring and competence: values perspectives in ECEC curricula in the Nordic countries     

Johanna Einarsdottir  Anna-Maija Purola  Eva Marianne Johansson  Stig Broström  Anette Emilson 《International Journal of Early Years Education》2015,23(1):97-114

The aim of the study is to explore how Nordic Early Childhood Education and Care policies frame values education in preschools with a special focus on the values of democracy, caring and competence. The study is part of a larger Nordic project, Values education in Nordic preschools: Basis of education for tomorrow, the aim of which is to explore values education from various perspectives, policy levels, institutional levels and personal levels. The study applies Habermas’s theoretical ideas of communicative actions, lifeworld, and the system. Here the focus is on the system level, namely, values in national curriculum guidelines that serve as the basis of pedagogical practices in preschools in the Nordic countries. Thematic research analysis described by Braun and Clarke inspired the qualitative analysis of the documents. In addition, a quantitative language-based approach was applied to the study. Keywords related with democratic, caring and competence values were selected. The findings reveal different dimensions and meanings of the three value fields, such as democracy as being and/or becoming; care as fulfilment of basic needs and an ethical relationship; and competence values as learning for sociality and academic skills.  相似文献   

Value in Education     

Johanna Burgess 《Journal of Philosophy of Education》1974,8(1):7-29

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Where do you stand? Notions of the statistical ‘centre’     

James A Hanley  Abby Lippman 《Teaching Statistics》1999,21(2):49-51

We present a simple problem that can help highlight the decision-theoretic properties of various centrality measures. We also illustrate how the ‘centrality’parameters of the classical distributions in statistics would have to be modified if we were constrained to fewer defining principles.  相似文献   

Parental socialization, vagal regulation, and preschoolers' anxious difficulties: direct mothers and moderated fathers   总被引：1，自引：0，他引：1  

Hastings PD  Sullivan C  McShane KE  Coplan RJ  Utendale WT  Vyncke JD 《Child development》2008,79(1):45-64

Parental supportiveness and protective overcontrol and preschoolers' parasympathetic regulation were examined as predictors of temperamental inhibition, social wariness, and internalizing problems. Lower baseline vagal tone and weaker vagal suppression were expected to mark poorer dispositional self-regulatory capacity, leaving children more susceptible to the influence of parental socialization. Less supportive mothers had preschoolers with more internalizing problems. One interaction between baseline vagal tone and maternal protective overcontrol, predicting social wariness, conformed to the moderation hypothesis. Conversely, vagal suppression moderated several links between paternal socialization and children's anxious difficulties in the expected pattern. There were more links between mothers' self-reported parenting and child outcomes than were noted for direct observations of maternal behavior, whereas the opposite tended to be true for fathers.  相似文献   

Identifying distinctive approaches to studying   总被引：2，自引：0，他引：2  

Noel Entwistle  Maureen Hanley  Dai Hounsell 《Higher Education》1979,8(4):365-380

Dimensions which have been used to describe various aspects of studying are reviewed. These draw attention to three distinctive approaches to studying which contain elements of both study processes and motivation. The development of an inventory of approaches to studying is reported which confirmed the importance of these three dimensions, but also drew attention to the importance of characteristic styles of learning in describing the processes through which students arrive at different levels of under-standing.  相似文献   

Munchausen by proxy: a case, chart series, and literature review of older victims     

Awadallah N  Vaughan A  Franco K  Munir F  Sharaby N  Goldfarb J 《Child abuse & neglect》2005,29(8):931-941

The history of an older child victim of Munchausen by proxy (MBP) is described. He was referred for evaluation after repeated sinus surgeries for recurrent sinus infections believed to be related to a falsified history of an immunodeficiency. The perpetrator was the mother of this 14-year-old victim, consistent with the majority of such cases. This case prompted a review of cases of MBP in older children reported in our hospital as well as a literature search for other cases in older children. METHODS: This study was a chart review of children over 6 years of age who had been evaluated by social services at the Children's Hospital at the Cleveland Clinic and reported as cases of Munchausen by proxy to Child Protective Services between January 2001 and June 2003. Also, an OVID, Psychline, and Pubmed literature review of published cases of Munchausen by proxy were identified, and cases occurring in the older child were selected for review. RESULTS: Older children who are the victims of Munchausen by proxy may have an induced illness, but falsified reports of symptoms and medical history to coerce the child to undergo medical procedures may be more common. Collusion of the victim with the perpetrator may also become a factor as the child ages and adopts the deception. Given the complex relationship that exists between the parent and child, it is difficult to predict whether the victim either will assist the caregiver in maintaining the factitious illness or be able to recognize the falsification. CONCLUSIONS: Older children who are the victims of Munchausen by proxy may fear consequences of revealing the factitious illness. Physicians must consider the possibility of this diagnosis whenever there are discrepancies in a child's illness that makes a factitious illness a consideration.  相似文献   

A cognitive diagnostic analysis of the Social Issues Advocacy Scale (SIAS)     

Jacob M. Marszalek  Carolyn Barber  Johanna E. Nilsson 《教育心理学》2019,39(6):839-858

‘What would an ideal social justice advocate look like, and how do our graduates compare?’ is asked by training programs in the helping/health professions (e.g. counselling and psychology, nursing, and education) that have social justice advocacy (SJA) as a core competency. We demonstrate a method for answering this question empirically – cognitive diagnostic modelling (CDM). We used the four dimensions of the Social Issues Advocacy Scale (SIAS; Nilsson, Marszalek, Linnemeyer, Bahner, &; Hanson Misialek, 2011 Nilsson, J. E., Marszalek, J. M., Linnemeyer, R. M., Bahner, A. E., &; Hanson Misialek, L. (2011). Development and assessment of the Social Issues Advocacy Scale. Educational and Psychological Measurement, 71(1), 258–275. doi:10.1177/0013164410391581[Crossref], [Web of Science ®] , [Google Scholar]) as attributes of SJA, and fit SIAS responses to a CDM of 16 attribute mastery profiles. One-quarter of the sample had a profile suggesting SJA attitudes without action; one-fifth, a profile suggesting monitoring SJA in politics without participation; and one-eighth, a profile suggesting individuals rarely engage in action without SJA attitudes. We also found significant relationships between mastery profiles and degree pursued, degree field, and political affiliation. These results demonstrated the utility of CDM for training program assessment of SJA.  相似文献   

Commentary on early identification and interventions for students with mathematical difficulties: make sense--do the math     

Hanley TV 《Journal of learning disabilities》2005,38(4):346-349

Gersten, Jordan, and Flojo (in this issue) have written an elegant summary of the research on early identification and interventions for students with mathematical difficulties. The general constructs of arithmetic combinations, counting strategies, and number sense encapsulate elemental components of early math learning and suggest approaches to remediation. Recent changes in the Individuals with Disabilities Education Act may enhance opportunities for researchers, practitioners, and young learners to benefit from this knowledge.  相似文献   

Child care choices: A longitudinal study of children,families and child care in partnership with policy makers     

Jennifer M. Bowes  Linda Harrison  Judy Ungerer  Tracey Simpson  Sarah Wise  Ann Sanson  Johanna Watson 《The Australian Educational Researcher》2004,31(3):69-86

Child Care Choices is an example of new early childhood research based on a relationship between policy makers and researchers. It is also an example of large-scale longitudinal team-based research into early childhood in Australia. The ongoing study addresses the professional problem for practitioners and policy makers of the increasing use of multiple care settings and changes to care arrangements in the early years and their possible impacts on child development. The project will follow an initial sample of 693 families with a child aged from birth to three years over a three-year period. An ecological framework is used to include the influences on child development of characteristics of the children and their families, their city or country location, as well as their childcare history and current care arrangements. Development is measured in terms of children’s health, motor development, social and emotional development, language and communication as well as emerging literacy and numeracy. The article discusses the unique features of the project in Australian early childhood research, its history, preliminary findings, and the potential of this kind of large-scale, longitudinal team-based research conducted in partnership with policy makers to contribute to policy as well as to theoretical debate.  相似文献   

Transition to school practices: comparisons from Iceland and Australia     

Johanna Einarsdottir  Bob Perry  Sue Dockett 《Early Years: An International Journal of Research and Development》2008,28(1):47-60

This paper is the result of collaboration among early childhood education researchers from different cultures on opposite sides of the globe. The project sought to identify what practitioners in both preschool and primary school settings in Iceland and Australia regarded as successful transition to school practices. Independently developed surveys of these practitioners, both based on earlier work in the USA, gathered data on what the practitioners identified as ‘good ideas’ in transition practices. There were similarities across the countries: popular practices included children visiting primary schools prior to the start of the school year and informational meetings for parents. There were also differences: Icelandic primary school teachers were, for instance, more likely than Australian teachers to write to their prospective students before they started school.  相似文献