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Teachers are often asked to fill out progress reports that include check marks indicating if a child has met certain criteria. While this document offers a superficial glance at knowing a child, it is often the only kind of “assessment” a parent receives. The authors, a daycare teacher and a parent of Rosa, “the mean girl” in the daycare, show how the teacher's daily, unvarnished observations of Rosa and her daycare peers are written and shared publicly in a way that not only helps Rosa's mother gain profound new understandings of her daughter but also helps create a trusting community. 相似文献
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Amanda Cremone Desiree M. de Jong Lauri B. F. Kurdziel Phillip Desrochers Aline Sayer Monique K. LeBourgeois Rebecca M. C. Spencer Jennifer M. McDermott 《Child development》2018,89(2):e42-e59
Temperamental negative affect and insufficient sleep have been independently associated with behavior problems during early childhood. However, it is unknown whether these factors interact to contribute to behavioral difficulties in young children. The current study examined the interactions between temperamental negative affect and both sleep onset time and sleep midpoint, assessed by actigraphy, in predicting externalizing and internalizing behaviors in a sample of 117 children (34–69 months of age). Children with high temperamental negative affect and either later sleep onset time or later sleep midpoint were more likely to exhibit externalizing and internalizing behaviors. These results emphasize the association between temperamental negative affect and behavioral difficulties, particularly for children with insufficient sleep. 相似文献
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Elizabeth A. Harvey Candice Fischer Julie L. Weieneth Sara D. Hurwitz Aline G. Sayer 《Early childhood research quarterly》2013
The present study examined predictors of discrepancies between mothers’, fathers’, and teachers’ ratings of 3-year-old children's hyperactivity, attention problems, and aggression. Participants were families of 196 3-year-old children who took part in child and family assessments. Ethnicity was one of the most consistent predictors of discrepancies. African American mothers and fathers were more likely to rate their children's hyperactivity, attention problems, and aggression lower than teachers. In contrast, Latina mothers were more likely to rate their children as more hyperactive and inattentive than teachers. ADHD/ODD diagnoses, parental depression, number of children, and children's pre-academic skills were also predictive of discrepancies for some measures for some informants. These findings provide insight into factors that may contribute to informant discrepancies in ratings of preschool children. 相似文献
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The article presents a quantitative and qualitative analysis that identifies the most important lifestyle factors of an independent population of 50-75 years living at home and in a variety of middle-sized towns in the Marche Region (Italy). The first step was an investigation of multiple associations among state of health, socioeconomic variables, and lifestyle. After studying the set of variables defining lifestyle, we proceeded to identify the most important ones in order to select a group of elderly with a "correct" lifestyle. The principal outcome concerns the overwhelming role played by the subjective perception of aging. It is, therefore, necessary for social policies to concentrate on the importance of promoting educational campaigns for the achievement of successful aging, stressing the value of both personal well-being and socializing activities. 相似文献
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Franklin R. Manis Patricia A. Szeszulski Liana K. Holt Kathryn Graves 《Annals of dyslexia》1988,38(1):139-153
In this paper we apply a developmental model of reading to the question of dyslexic subtypes. Groups of normal readers (n=40)
and dyslexic children (n=50), matched on reading level and IQ, were given a comprehensive test battery measuring level of
development of visual, phonological, and orthographic skills. As a group, dyslexics deviated from normal readers of equivalent
reading achievement primarily in phonological skills (spelling-to-sound translation and phonemic analysis), although limited
differences in knowledge of word-specific spellings were also observed. Dyslexics were superior to the younger normal readers
in visual processing of print. Analysis of individual data by reference to the reading level control group revealed three
major subgroups: a group with a specific deficit in phonological processing of print (52 percent), a group with deficits in
processing both the phonological and orthographic features of printed words (24 percent), and a group with phonological deficits
in language (8 percent). The remainder of the sample (16 percent) had specific deficits in visual or orthographic processing
of print, in spelling, or did not differ from the control group. The data support the view that most developmental dyslexics
have a specific language disorder involving some aspect of phonological processing. However, small subgroups with very different
configurations of reading and nonreading difficulties may exist as well.
This research was supported by an NICHD grant to the first author (USPHS grant 1 R23 HD20231). 相似文献
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James Edward Sayer 《Clearing house (Menasha, Wis.)》2013,86(5):213-215
This article considers how to bridge the achievement gap by showing that reading methodology influenced American educational philosophy, primary-grade curricula, and American schools. It considers the impact of the romantic movement on progressive education and notes that the current academic achievement gap has two roots. The first can be traced, in part, to the nonacademic excesses of progressivism in the early grades; the second to patterns of social disorganization. The article argues that schools can deal with each problem by returning to a more academic curriculum and by providing a more nurturing environment for students. 相似文献
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P Hauser-Cram M E Warfield J P Shonkoff M W Krauss A Sayer C C Upshur 《Monographs of the Society for Research in Child Development》2001,66(3):i-viii, 1-114; discussion 115-26
This Monograph presents the results of the Early Intervention Collaborative Study, a longitudinal investigation of the cognitive and adaptive behavior development of children with developmental disabilities and the adaptation of their parents, extending from infancy through middle childhood. The study was designed to generate and test conceptual models of child and family development and contribute to the knowledge base that informs social policy and practice. The sample for the investigation reported here consists of 183 children with Down syndrome, motor impairment, developmental delay and their families who were recruited at the time of their enrollment in an early intervention program in Massachusetts or New Hampshire. Data were collected at five time points between entry to early intervention and the child's 10th birthday. Home visits were conducted at each time point and included child assessments, maternal interview, and questionnaires completed independently by both parents. Trajectories in children's development and parental well-being were analyzed using hierarchical linear modeling. Predictor variables were measured at age 3 years when children were exiting early intervention programs. Children's type of disability predicted trajectories of development in cognition, social skills, and daily living skills. Children's type of disability also predicted changes in maternal (but not paternal) child-related and parent-related stress. Beyond type of disability, child self-regulatory processes (notably behavior problems and mastery motivation) and one aspect of the family climate (notably mother-child interaction) were key predictors of change in both child outcomes and parent well-being. A different aspect of the family climate--family relations--also predicted change in child social skills. Parent assets, measured as social support and problem-focused coping, predicted change in maternal and paternal parent-related stress respectively. The implications of these findings for both the science of child development and the policies and practices of developmental intervention are discussed. 相似文献