Learning contexts for young children in Chile: process quality assessment in preschool centres     

María Olivia Herrera  María Elena Mathiesen  José Manuel Merino  Isidora Recart 《International Journal of Early Years Education》2005,13(1):13-27

ITERS (Infant and Toddler Environment Rating Scale), ECERS (Early Childhood Environment Rating Scale) and SACERS (School Age Care Environment Rating Scale) are used to measure process quality. The psychometric characteristics of the three scales are established, and high reliability and adequate validity are observed. The global quality process for the classrooms under study is less than good; process quality based on the direct interaction of adults with children in the classroom is better when compared with quality related to the experiences that children have with learning materials, equipment and space. The associations between child development outcomes and childcare quality are examined. Vocabulary, social development and adaptive behaviour show a strong and positive association with ECERS. Hierarchical regression analyses show that preschool quality has a significant and persistent effect in the variation of child outcomes (5%). These effects are maintained three years later, when children are in primary school (8%).  相似文献   

Music learning and education: contributions from neuroscience / Aprendizaje musical y educación: aportaciones desde la neurociencia     

Jordi-Angel Jauset-Berrocal  Irene Martínez  Elena Añaños 《Cultura y Educación》2017,29(4):833-847

Traditionally, the teaching of music has tended to be a professional subject within the training of virtuosos in conservatories or a playful subject taught in schools, without due consideration given to the potential it offers to developing cognitive capacities. Advances in neuroscience highlight the importance of learning music in relation to the cognitive benefits derived from its practice. Brain exploration techniques show that practising music places a significant demand on the most developed cognitive functions of the human being, confirming the intervention of different cerebral areas involving a large portion of the brain and an increase in attention and concentration levels. After carrying out a literature review of the current state of the question, some of the most common findings in all fields of musical education are cited, considering aspects that are of particular relevance today, such as interdisciplinarity, emotion, cooperative learning, self-regulation and creativity.  相似文献   

Stylistic Variation at the "Single-Word" Stage: Relations between Maternal Speech Characteristics and Children's Vocabulary Composition and Usage     

Julian M. Pine  Elena V. M. Lieven  Caroline F. Rowland 《Child development》1997,68(5):807-819

In this study we test a number of different claims about the nature of stylistic variation at the "single-word" stage by examining the relation between variation in early vocabulary composition, variation in early language use, and variation in the structural and functional propreties of mothers' child-directed speech. Maternal-report and observational data were collected for 26 children at 10, 50, and 100 words, These were then correlated with a variety of different measures of maternal speech at 10 words, The results show substantial variation in the percentage of common nouns and unanalyzed phrases in children's vocabularies, and singficant relations between this variation and the way in which language is used by the child. They also reveal singficant relations between the way in whch mothers use language at 10 words and the way in chich their children use language at 50 words and between certain formal properties of mothers speech at 10 words and the percentage of common nouns and unanalyzed phrases in children's early vocabularies, However, most of these relations desappear when an attempt is made to control for ossible effects of the child on the mother at Time 1. The exception is a singficant negative correlation between mothers tendency to produce speech that illustrates word boundaries and the percentage of unanalyzed phrases at 50 and 100 words. This suggests that mothers whose sprech provides the child with information about where new words begin and end tend to have children with few unanalyzed. phrases in their early vocabularies.  相似文献   

An Interactive Methodology for ‘Empowering’ Students to Deal with Controversial Environmental Problems     

Elena Camino  Carle Calcagno 《Environmental Education Research》1995,1(1):59-74

After a short introduction to the Italian context relating to science teachers’ training and updating course we explain the motives that led us to produce educational material based on interactive methodologies (role‐playing) and to present it to in‐service teachers during updating courses. The role‐playing activities that we prepared draw from specific historical and geographical situations in order to face the problems of global environmental issues, such as, for example, water resources management, waste‐disposal, reforestation techniques. Some observations on the didactic effect of our proposals and on the importance of encouraging a change in the teachers’ way of thinking are presented. The latter is a prerequisite for a correct use of the educational material supplied. This means introducing a problematic concept of scientific knowledge and stimulating new attitudes to establish less hierarchic inter‐relations in class.  相似文献   

Earned-secure attachment status in retrospect and prospect     

Roisman GL  Padrón E  Sroufe LA  Egeland B 《Child development》2002,73(4):1204-1219

Past research with the Berkeley Adult Attachment Interview demonstrates that retrospectively defined earned-secures (who coherently describe negative childhood experiences) parent as effectively as do continuous-secures (who coherently describe positive childhood experiences), but manifest liabilities in the form of depressive symptomatology. This article presents data from a 23-year longitudinal study that replicate and extend prior research, testing a key premise that earned-secures so defined actually have a history of insecure attachments that change over time and/or endure consistently harsh or ineffective parenting in their youth. Discrepant with assumptions, retrospective earned-secures were not more likely than continuous-secures to have been anxiously attached in infancy and were observed in childhood and adolescence to have encountered among the most supportive and structured maternal parenting in a high-risk sample. Prospectively defined earned-secures (operationalized using participants' infant attachment classifications) did indeed go on to have success in their close relationships, many without reporting relatively high levels of internalizing distress in adulthood.  相似文献   

‘The communities we live in’: providing meaningful contexts for the application and generation of knowledge through service in Uganda     

Elena VanderDussen Toukan 《Compare》2018,48(6):826-843

Abstract

If service-learning is to fulfil its potential to contribute to meaningful social change, scholars and practitioners must consider how service might foster a dynamic relationship between knowledge, the learner and the community. This paper challenges modernist conceptions of knowledge as a ‘commodity’ that can be delivered and consumed, and instead identifies service to the community as a meaningful context for learners to interact with knowledge in a coherent framework for the explicit purpose of individual and social change. The Preparation for Social Action programme in Uganda is offered as an example in which relationships between knowledge, learners and the community can be examined. Findings from an analysis of curricular materials, participant observation and interview and focus-group data collected from its local instructors and administrators are discussed.  相似文献   

German children's comprehension of word order and case marking in causative sentences   总被引：1，自引：0，他引：1  

Dittmar M  Abbot-Smith K  Lieven E  Tomasello M 《Child development》2008,79(4):1152-1167

Two comprehension experiments were conducted to investigate whether German children are able to use the grammatical cues of word order and word endings (case markers) to identify agents and patients in a causative sentence and whether they weigh these two cues differently across development. Two-year-olds correctly understood only sentences with both cues supporting each other—the prototypical form. Five-year-olds were able to use word order by itself but not case markers. Only 7-year-olds behaved like adults by relying on case markers over word order when the two cues conflicted. These findings suggest that prototypical instances of linguistic constructions with redundant grammatical marking play a special role in early acquisition, and only later do children isolate and weigh individual grammatical cues appropriately.  相似文献   

Development and validation of the DIGIGLO,a tool for assessing the digital competence of educators     

Rafael Alarcón  Elena del Pilar Jiménez  María Isabel de Vicente-Yagüe 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2407-2421

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Behavior of Infants with Iron-Deficiency Anemia     

Betsy Lozoff  Nancy K. Klein  Edward C. Nelson  Donna K. McClish  Martin Manuel  Maria Elena Chacon 《Child development》1998,69(1):24-36

This study tested the hypothesis that infants with iron-deficiency anemia show behaviors, such as increased proximity to caregivers, increased wariness or hesitance, and decreased activity, that could contribute to “functional isolation.” The behavior of 52 Costa Rican 12- to 23-month-old infants with iron-deficiency anemia was contrasted with that of 139 comparison group infants with better iron status during free play and mental and motor testing and in the home. Infants with iron-deficiency anemia maintained closer contact with caregivers; showed less pleasure and delight; were more wary, hesitant, and easily tired; made fewer attempts at test items; were less attentive to instructions and demonstrations; and were less playful. Adult behavior also differed. The results indicate that iron-deficiency anemia in infancy is associated with alterations in affect and activity, suggesting that functional isolation is a useful framework for understanding poorer developmental outcome in iron-deficiency anemia, the world's most common single nutrient deficiency.  相似文献   

Using the theory of successful intelligence as a framework for developing assessments in AP physics     

Steven E. Stemler  Robert J. Sternberg  Elena L. Grigorenko  Linda Jarvin  Kirsten Sharpes 《Contemporary educational psychology》2009

A new test of Advanced Placement Physics, explicitly designed to balance both content and cognitive-processing skills, was developed using Sternberg’s theory of successful intelligence. The test was administered to 281 AP Physics students from 10 schools during the 2006–2007 school year. Six empirically distinguishable profiles of strengths and weaknesses emerged from an exploratory Q-type factor analysis across the four cognitive-skill areas assessed (i.e., memory, analytical, creative, and practical skills). These profiles replicated those found in previous research in the domains of AP Psychology and AP Statistics. Furthermore, achievement differences between ethnic groups on various cognitive subscales were reduced as compared with traditional estimates. The results provide evidence of the importance of integrating modern theories of cognitive processing into large-scale assessments.  相似文献