Toddlers’ peer engagement in Swiss childcare: contribution of individual and contextual characteristics     

Diebold  Tatiana  Perren  Sonja 《European Journal of Psychology of Education - EJPE》2022,37(3):627-648

The present study observed 86 three-year-old children (M = 43.7, SD = 6.4) from 15 Swiss childcare groups, to investigate multiple individual and contextual contributions to toddlers’ positive engagement with peers. The children’s individual characteristics (age, sex and social skills) and childcare-related predictors (emotional and behavioural support from caregivers, and structural group features) were assessed. We employed the child-by-environment perspective and tested the hypothesis that high-quality behavioural and emotional support provided by caregivers benefits children with deficits in social abilities. Results of the multilevel structural equation modelling indicated that toddlers rated by caregivers as sociable and assertive showed more positive situation-specific peer engagement, especially with a concomitant higher quality of caregiver emotional and behavioural support. By contrast, being prosocial-cooperative was negatively associated with observed peer engagement. Thus, children’s social skills were found to be the most important factor for peer engagement in childcare settings. Important suggestions for future research are made, and practical implications are discussed.

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Insights from a Comparative Study into Convergence Culture in European Newsrooms     

Manuel Menke  Susanne Kinnebrock  Sonja Kretzschmar  Ingrid Aichberger  Marcel Broersma  Roman Hummel 《Journalism Practice》2019,13(8):946-950

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A cross-cultural study of preschool quality in South Korea and Sweden: ECERS evaluations     

Sonja Sheridan  Joanna Giota  You-Me Han  Jeong-Yoon Kwon 《Early childhood research quarterly》2009,24(2):142-156

The aim of the study is to explore cross-cultural similarities and differences in preschool quality in South Korean and Swedish preschools as measured by two national adaptations of the Early Childhood Environment Rating Scale (ECERS). The approach adopted is that cross-cultural comparisons of preschool quality are both achievable and of great importance to researchers as well as policy-makers, educators, teachers and parents. The results indicate that Swedish childcare programs rate higher on the entire ECERS and all of the individual subscales. The similarities and differences in preschool quality are interpreted within the socio-cultural context of each country and the respective pedagogical goals for preschool.  相似文献   

Besprechungen     

P. Naeve  B. -K. Jüngst  H. Bernett  H. Horch  H. -V. Ulmer  W. Joch  A. H. Trebels 《Sportwissenschaft》1988,18(2):197-216

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Professional Supervision as a Mean of Learning and Development of Counselors     

Sonja Žorga 《International journal for the advancement of counseling》2002,24(4):261-274

Supervision can be understood as onemethod of fieldwork education and staffdevelopment that enables counselors to acquirenew professional and personal insights throughtheir own experiences. In this paper dimensionsof learning activities of Walter and Marks aswell as other psychological concepts oflearning and development (Piaget, Kolb) asapplied to the learning process in supervisionare discussed. Special emphasis is given to theexplanation of interdependence of personal andprofessional development in supervision andtheir integration into a so calledprofessional self (Kessel and Haan).  相似文献   

Sexual knowledge and emotional reaction as indicators of sexual abuse in young children: theory and research challenges     

Brilleslijper-Kater SN  Friedrich WN  Corwin DL 《Child abuse & neglect》2004,28(10):1007-1017

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Effects of bottom-up and top-down intervention principles in emergent literacy in children at risk of developmental dyslexia: a longitudinal study     

Helland T  Tjus T  Hovden M  Ofte S  Heimann M 《Journal of learning disabilities》2011,44(2):105-122

This longitudinal study focused on the effects of two different principles of intervention in children at risk of developing dyslexia from 5 to 8 years old. The children were selected on the basis of a background questionnaire given to parents and preschool teachers, with cognitive and functional magnetic resonance imaging results substantiating group differences in neuropsychological processes associated with phonology, orthography, and phoneme-grapheme correspondence (i.e., alphabetic principle). The two principles of intervention were bottom-up (BU), "from sound to meaning", and top-down (TD), "from meaning to sound." Thus, four subgroups were established: risk/BU, risk/TD, control/BU, and control/TD. Computer-based training took place for 2 months every spring, and cognitive assessments were performed each fall of the project period. Measures of preliteracy skills for reading and spelling were phonological awareness, working memory, verbal learning, and letter knowledge. Literacy skills were assessed by word reading and spelling. At project end the control group scored significantly above age norm, whereas the risk group scored within the norm. In the at-risk group, training based on the BU principle had the strongest effects on phonological awareness and working memory scores, whereas training based on the TD principle had the strongest effects on verbal learning, letter knowledge, and literacy scores. It was concluded that appropriate, specific, data-based intervention starting in preschool can mitigate literacy impairment and that interventions should contain BU training for preliteracy skills and TD training for literacy training.  相似文献   

Philosophies and ethics of the project archive     

Marek Tesar  Sonja Arndt 《Educational Philosophy and Theory》2019,51(4):434-444

Archival research can be described as preoccupied with the ontology of data formation and collection in relation to the speaking and writing subject. From its outset, it can be located in the humanistic tradition, which the archival and historical discipline has inherited. Thus, archival research can be described as preoccupied with the ontology of data formation and collection in relation to the speaking and writing subject. At the same time, the archival researcher—the human subject—is produced as the sole source of subjective experiences, consciousness and feelings, and has become the central player in this tradition, embedded in debates over the concept of human autonomy in archival research. Archival researchers—human subjects—should be continually challenged by their own discipline, and by such arguably scientific methods, which often espouse rejecting their ethical commitments to idiosyncrasy, entanglements and the blurring of subject–object binaries. An approach that re-elevates these commitments, we argue, raises the importance of archival research as an ethically non-neutral philosophical project.  相似文献   

Learning with videos vs. learning with print: The role of interactive features     

Martin Merkt  Sonja Weigand  Anke Heier  Stephan Schwan 《Learning and Instruction》2011,21(6):687-704

Two complementary studies, one in the laboratory and one in the field, compared the usage patterns and the effectiveness of interactive videos and illustrated textbooks when German secondary school students learned complex content. For this purpose, two videos affording different degrees of interactivity and a content-equivalent illustrated textbook were used. Both studies showed that in contrast to previous studies working with non-interactive videos, the effectiveness of interactive videos was at least comparable to that of print, probably due to the possibilities provided for self-regulated information processing. It was shown that the interactive features of the videos were used spontaneously. However, features enabling micro-level activities, such as stopping the video or browsing, seemed to be more beneficial for learning than features enabling macro-level activities, such as referring to a table of contents or an index. This finding is explained by students’ misconceptions about the use of features enabling macro-level activities.  相似文献   

Textbook-Caused Misconceptions,Inconsistencies, and Experimental Safety Risks of a Grade 8 Physics Textbook     

Oliver Zajkov  Sonja Gegovska-Zajkova  Boce Mitrevski 《International Journal of Science and Mathematics Education》2017,15(5):837-852

A physics textbook for the 8th grade was analyzed, in particular the section on the interaction between electric current and magnetic field. The textbook is written in the Macedonian language, but is translated into Albanian, Serbian, and Turkish, which provides an opportunity to influence a larger population of children, in a larger ethnic area. Errors are found from both a didactic as well as from a physical point of view. The authors create many sources of misconceptions. The questions at the end of the chapter are of low level, according to Bloom’s taxonomy. They are of the first and second levels mostly. In very rare cases, third-level questions can be found. The proposed experimental activities do not follow the safety precautions and are therefore dangerous to perform. Risk assessment of the laboratory activities is proposed.  相似文献