Long-Term Relations Between Children’s Language,the Home Literacy Environment,and Socioemotional Development From Ages 3 to 8     

Elisabeth Rose  Simone Lehrl  Susanne Ebert  Sabine Weinert 《Early education and development》2018,29(3):342-356

Research Findings: This study investigated the long-term interrelations among children’s language competencies, their home literacy environment (HLE), and 3 aspects of socioemotional development from ages 3 to 8, controlling for characteristics of the child and family. For this sample of 547 typically developing German children, parents and teachers reported on cooperative behavior, physical aggression, and emotional self-regulation. Language was assessed using established test instruments. HLE was operationalized by the number of books in the household, the frequency of shared book reading, and an observation during shared book reading. Path analyses supported effects of language and HLE at age 3 on all 3 indicators of socioemotional development over the 5-year period. An additional mediational analysis revealed different patterns of results depending on the aspect of socioemotional competency under study. Although the effect of early language and HLE at age 3 on cooperative and (low) aggressive behavior at age 8 was partially mediated by language at age 5, children’s early language at age 3 was the best predictor of the development of emotional self-regulation. Practice or Policy: Findings identify a rich HLE and proper language skills as protective factors for socioemotional development in not-at-risk children; these factors should be further established in social skills training.  相似文献   

Learning strategies and learning-related emotions among teacher trainees     

Simone Wittmann 《Teaching and Teacher Education》2011,27(3):524-532

Teacher trainees are questioned about their strategic and emotional relationships with a key area of their future activity, learning. Characteristics of German teacher trainees are identified through comparisons with German students on a related course of study (educational science), and through comparisons with Swedish teacher trainees. N = 875 people took part in the study, of whom n = 135 German teacher trainees participated again after two years.There are national differences both in the numbers of students allocated to the identified learning strategy clusters, and in the balance of learning-related emotions. In both areas, the Swedish students show more favourable configurations.  相似文献   

Intercultural interactions of mono-cultural,mono-lingual local students in small group learning activities: a Bourdieusian analysis     

Cassandra Colvin  Farida Fozdar  Simone Volet 《British Journal of Sociology of Education》2015,36(3):414-433

This research examines the understandings and experiences of mono-cultural, mono-lingual local students in relation to intercultural interactions within small group learning activities at university. Bourdieu’s concepts of field, habitus and capital are employed to illuminate a number of barriers to intercultural interaction. Using qualitative analysis of interviews with local students, the study revealed intercultural interactions to be co-shaped by multiple co-existing, interdependent and often competing structural and contextual elements, as well as the personal dispositions that students bring to the classroom. The field tends to privilege the capital held by local students (knowledge of small group work, verbal confidence, language), and imposes structural limits on interactions. While students' habitus mediates this effect, the overall result discourages interactions between local students and those from different cultural backgrounds. Implications for universities are discussed.  相似文献   

Meeting in the circle: examining identity,attitudes, and pedagogy in the context of an early childhood teacher education program in the United States     

Simone DeVore  Robin Fox  Lucy Heimer  Brooke Winchell 《Early Years: An International Journal of Research and Development》2015,35(4):394-410

As a team of teacher educators at a university in the United States, we engage in participatory action research to reflect on how reflective tools which we design engage teacher candidates (TCs) in their reflecting on teaching. In this paper, we describe how we invite TCs to write in-class reflections, respond to self-assessment probes, and practice problem-solving processes. We critically analyze our approaches and identify further intentional approaches to promote university students’ understandings of (1) links between the self and working with children and families and (2) connections between attitudes and pedagogy towards social justice and inclusion. We conclude that we must continue to explore how the teaching practices we use affect students’ understandings of social justice in education. Doing so demands our focus on examining attitudes through self-reflection among and between faculty and university students so that identity, relationships, attitudes, inclusion, and social justice are prioritized as pillars of curriculum in early childhood education at all levels of schooling.  相似文献   

Visual illusions and the control of ball placement in goal-directed hitting     

Caljouw SR  Van der Kamp J  Savelsbergh GJ 《Research quarterly for exercise and sport》2010,81(4):410-415

When hitting kicking, or throwing balls at targets, online control in the target area is impossible. We assumed this lack of late corrections in the target area would induce an effect of a single-winged Müller-Lyer illusion on ball placement. After extensive practice in hitting balls to different landing locations, participants (N = 9) had to hit a ball to a distant target specified by the vertex of a single-winged Müller-Lyer configuration. Impact velocity was not significantly "tricked" by the pictorial illusion, suggesting that, even when late corrections in the target area are absent, some motor behaviors are not susceptible to the influence of the visual environment surrounding the target.  相似文献   

Neue klinische Anwendungen der dreidimensionalen Rekonstruktion in der echographischen Diagnostik     

G. Glombitza  R. De Simone  U. Mende  M. Merdes  R. Krempien  D. Zerfowski  C.H.F. Vahl  H.P. Meinzer  S. Hagl 《Informatik - Forschung und Entwicklung》1999,19(4):16-23

Die Verwendung der Ultraschalltechnik als bildgebendes Verfahren geh?rt in den unterschiedlichsten Bereichen der Medizin zur klinischen Routine. In den letzten Jahren sind sowohl bei der Weiterentwicklung der Echoscanner selbst als auch auf der Softwareseite im Bereich der computer-gestützten Auswertung von Ultraschalldaten enorme Fortschritte erzielt worden. Die Ergebnisse der T?tigkeiten im Sonderforschungsbereich 414 “Rechner- und sensorgestützte Chirurgie” sind bedeutsame Beispiele der Fortschritte in der klinischen Anwendung in unterschiedlichen medizinischen Fachrichtungen. Wir zeigen ein Beispiel aus der 3D-Echographie (Diagnose von Knochentumoren und ihren Auswirkungen auf das umgebende Weichgewebe) und zwei Beispiele aus der Echokardiographie (Vermessung von Herzklappenringen und Diagnose von Herzklappeninsuffizienzen durch Volumetrie und Visualisierung). Die echokardiographischen Anwendungen unterscheiden sich dabei hinsichtlich der verwendeten Ultraschallinformation. W?hrend für die Vermessung von Herzklappenringen die morphologische Information aus den Backscatterdaten gewonnen wird, wird bei der Bestimmung von Flu?volumen auf die Dopplerdaten zurückgegriffen.  相似文献   

Crosslinked fluorinated polyurethanes for the protection of stone surfaces from graffiti   总被引：1，自引：0，他引：1  

Maurizio Licchelli  Simone Jacopo Marzolla  Antonio Poggi  Chiara Zanchi 《Journal of Cultural Heritage》2011,12(1):34-43

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Cultural practices,age and the life course     

Simone Scherger 《Cultural Trends》2009,18(1):23-45

Social science studies of cultural activity commonly focus on class, gender and ethnicity and often treat age as an unimportant background variable. This article demonstrates the central importance of age as a factor affecting cultural consumption, using data from the “Taking Part” Survey of England. As well as seeking to describe the main aspects of age differentiation, the article unpacks what is often called, in a simplified way, “age effects”. The socio-historical dynamics leading to the existence of age effects are examined, first theoretically, and second, through some empirical examples (doing sport, playing a musical instrument/singing, cinema, visiting exhibitions or collections of art/photography/sculpture, doing textile crafts). A number of influences are shown to account for the importance of age: health, the individual life course, the different socio-economic background of cohorts and other, more complex cohort effects. Possible interpretations of these cohort effects on cultural practices are discussed at the end of the article.  相似文献   

Cognitive capitalism     

Simone Varriale 《Cultural Trends》2014,23(1):70-72

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Profiles of Child Developmental Dimensions in Kindergarten and the Prediction of Achievement in the First and Second Grades of Primary School     

Mayra Mascareño  Simone Doolaard  Roel J. Bosker 《Early education and development》2014,25(5):703-722

A successful transition from kindergarten to 1st grade requires a positive combination of multiple dimensions of child competence. Using latent class analysis, we simultaneously examined the academic skills, work attitude, and social/behavioral competence of a large sample of Dutch kindergarten children to identify profiles of kindergarten competence. We tested the predictive power of the profiles by means of multivariate multilevel analyses with language, arithmetic, and work attitude scores as outcome variables. Research Findings: Five profiles of children with distinctive combinations of skills were identified. The results showed that the profile solution forms a significant basis on which to predict later performance. In particular, children in the 2 profiles with the highest kindergarten competence levels perform significantly better in Grade 1 than children with less advantageous skill sets, an effect that tends to increase in magnitude at the end of Grade 2. Practice or Policy: We suggest a practical validation of these profiles to be used as tools for tailoring learning opportunities in kindergarten according to children's skill sets.  相似文献