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1.
From Autonomy to Divinity: The Cultural Socialization of Moral Reasoning in an Evangelical Christian Community 
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下载免费PDF全文 Allison DiBianca Fasoli 《Child development》2018,89(5):1657-1673
This study examined moral reasoning in parent–child conversations within a U.S. evangelical Christian community. The goal was to identify social‐communicative processes that may promote the development of Divinity in children's moral reasoning. Sixteen parent–child dyads (6–9 years old) discussed hypothetical moral vignettes about failures to help peers in need. Analyses revealed that Divinity typically co‐occurred with Autonomy in these conversations and that such co‐occurrences typically happened through three distinct social‐communicative processes, labeled “align,” “scaffold,” and “counter.” Findings are used to explain the shifting priority of Autonomy and Divinity over the life course among members of evangelical Christian faiths that previous research has documented. More broadly, findings highlight socialization processes through which children can rationalize their developing moral outlooks in culturally distinct ways. 相似文献
2.
Susan M. Sheridan Lisa L. Knoche Carolyn P. Edwards Kevin A. Kupzyk Brandy L. Clarke Elizabeth Moorman Kim 《Early education and development》2014,25(5):746-769
Research Findings: This study reports the results of a randomized trial of a parent engagement intervention (the Getting Ready intervention) on directly observed learning-related social behaviors of children from low-income families in the context of parent–child interactions. The study explored the moderating effect of parental depression on intervention outcomes. Participants were 204 children and their parents as well as 29 Head Start teachers. Semistructured parent–child interaction tasks were videotaped 2 times annually over the course of 2 academic years. Observational codes of child behaviors included agency, persistence, activity level, positive affect, distractibility, and verbalizations. Practice or Policy: When gender and disability concerns were controlled, those in the treatment condition experienced a significant decline in activity level relative to children in the control group. Furthermore, compared to children of nondepressed mothers and to control children, those in the experimental condition whose parent reported elevated levels of depression showed greater gains in positive affect and in verbalizations. 相似文献
3.
Cathy W. Hall Andrea D. Peterson Raymond E. Webster Larry M. Bolen Michael B. Brown 《Psychology in the schools》1999,36(6):505-514
The current study examined the ability of children diagnosed as having Attention‐Deficit Hyperactive Disorder (ADHD) with and without a learning disability to perceive nonverbal social cues in comparison to their non‐ADHD peers. In addition, teacher ratings of students' social perceptions were obtained. Participants in the study were 45 students between the ages of seven and ten years who were identified as 1) ADHD only, 2) ADHD with a learning disability (ADHD/LD), and 3) a control group with no diagnosis. The Diagnostic Analysis of Nonverbal Accuracy(DANVA) and the Social Perception Behavior Rating Scale(SPBRS) were used to measure social perceptions. The DANVA was administered twice to each child in the ADHD and ADHD/LD groups: once while the ADHD and ADHD/LD participants were on medication and once off medication. The ADHD/LD group demonstrated significant difficulty in comparison to their peers in perceiving paralanguage cues effectively. The ADHD/LD group also showed significant improvement on the Postures and Paralanguage subtests during on‐medication conditions. © 1999 John Wiley & Sons, Inc. 相似文献
4.
Effects of Mexican Immigrant Parents’ Daily Workplace Discrimination on Child Behavior and Family Functioning 下载免费PDF全文
下载免费PDF全文 Anna Gassman‐Pines 《Child development》2015,86(4):1175-1190
This study investigated Mexican immigrant parents’ reports of perceived workplace discrimination and their children's behavior, parents’ moods, and parent–child interactions. Parents of one hundred and thirty‐eight 3‐ to 5‐year‐old children were asked to complete one survey daily for 2 weeks (N = 1,592 days). On days when fathers perceived discrimination, fathers and mothers reported more externalizing child behaviors, and mothers reported fewer positive child behaviors. When mothers perceived discrimination, they reported more externalizing child behaviors; fathers reported more internalizing child behaviors. Parents reported worse mood on days with perceived discrimination. Perceived discrimination was not strongly related to parent–child interactions. For fathers, but less so for mothers, those whose psychological acculturation indicated separation had more negative relations between daily perceived workplace discrimination and child and family outcomes. 相似文献
5.
Linda Gilmore Marilyn Campbell Ian Shochet Clare Roberts 《Psychology in the schools》2013,50(10):1032-1043
Intellectual disability (ID) is associated with a range of risk factors that make children more vulnerable to adverse developmental outcomes, including mental health problems. Nevertheless, some children with ID do much better than others, presumably because of the presence of protective factors that increase their resilience. The current study compared resiliency profiles of children with ID (n = 115; mean age, 11.9 years) and their typically developing peers (n = 106; mean age, 11.8 years) using the Resiliency Scales for Children and Adolescents and the Healthy Kids Resilience Assessment. In many respects, children with ID and their typically developing peers reported similar levels of the protective factors that are associated with resilience. However, the children with ID reported higher levels of emotional sensitivity and lower tolerance, as well as fewer future goals. Compared with typically developing children, those with ID reported more support at school and less support within their communities. These findings have important implications for interventions that aim to promote positive developmental outcomes and to prevent the adverse sequelae that have been associated with low intelligence. 相似文献
6.
Karyn Hartz Amanda P. Williford Helma M. Y. Koomen 《Early education and development》2017,28(4):441-456
Research Findings: The present study examined associations between children’s classroom interactions and teachers’ perceptions of teacher–child relationships during 1 year of preschool. Teachers (n = 223) reported their perceptions of closeness and conflict in their teacher–child relationships in the fall and spring. Children’s (n = 895) positive classroom interactions with teachers, peers, and learning activities and their negative interactions were observed midyear. Children’s positive interactions with teachers and learning activities predicted teachers’ perceptions of more closeness in the spring when we accounted for fall closeness. Children’s negative interactions predicted teachers’ perceptions of more relational conflict in the spring when we accounted for fall conflict. Children’s positive peer interactions did not predict spring closeness or conflict. Implications regarding teachers’ perceptions of teacher–child relationships and children’s independently observed classroom interactions are discussed. Practice or Policy: Findings provide empirical evidence for an aspect of Pianta, Hamre, and Stuhlman’s (2003) conceptual model of teacher–child relationships. Results indicate that children’s classroom interactions may be a factor related to how teachers report on their relationships with children across 1 year of preschool. Findings point to links between a range of children’s positive and negative interactions during typical instruction and teachers’ relationship perceptions. 相似文献
7.
For typically developing (TD) children, the home literacy environment (HLE) impacts reading competence, yet few studies have explored the HLE of children with autism spectrum disorders (ASD). We collected information about the HLE of children aged 7–13 with ASD and their TD peers via a parental questionnaire and examined whether there were any differences in home literacy practices. Subtle group differences emerged. Children with ASD and concomitant language disorder (autism language disorder [ALD]) were engaged in shared reading and reading discussion more frequently than were TD children and children with ASD and age‐appropriate language skills (autism language normal [ALN]). However, both ALN and ALD children engaged in shared reading for a shorter duration than their TD peers. Across groups, frequency and duration of independent reading were positively associated with reading ability and attitude. Thus, home literacy practices appear to reflect child characteristics, and parents are well placed to facilitate their children's literacy development through encouragement and scaffolding.
Highlights
What is already known about this topic- The home literacy environment (HLE) impacts the reading development of typically developing children.
- Many children with autism spectrum disorders (ASD) have reading difficulties, but little is known about the HLE of children with ASD.
- We examined the relationship between the HLE and reading for children with ASD.
- Poorer readers with ASD were engaged in shared reading practices more frequently than proficient readers.
- Children with ASD engaged in shared reading practices for a shorter duration than their typically developing peers.
- Home literacy practices appear to reflect child characteristics.
- Parents are well placed to facilitate their children's literacy development through encouragement and scaffolding.
8.
Noreen Yazejian Donna M. Bryant Sydney Hans Diane Horm Lisa St. Clair Nancy File Margaret Burchinal 《Child development》2017,88(5):1671-1688
Educare is a birth to age 5 early education program designed to reduce the achievement gap between children from low‐income families and their more economically advantaged peers through high‐quality center‐based programming and strong school–family partnerships. This study randomly assigned 239 children (< 19 months) from low‐income families to Educare or a business‐as‐usual control group. Assessments tracked children 1 year after randomization. Results revealed significant differences favoring treatment group children on auditory and expressive language skills, parent‐reported problem behaviors, and positive parent–child interactions. Effect sizes were in the modest to medium range. No effects were evident for observer‐rated child behaviors or parent‐rated social competence. The overall results add to the evidence that intervening early can set low‐income children on more positive developmental courses. 相似文献
9.
The study examined conflict and facilitation in work–family relations among working mothers of children with learning disorders (LD) or with typical development. The study also focused on three maternal personal resources (maternal anxious/avoidant attachment security, affect and sense of coherence) as antecedents of these work–family relations, and examined outcomes of such conflict and facilitation between the two life domains, as they affected patterns of close relationships within the family (child attachment and family cohesion). The sample included 96 mother–child dyads: 48 mothers and their children with LD; and 48 mothers and their typically developing children. Children’s ages were 8–12 years. All attended public elementary schools in urban areas of central Israel. Significant group differences emerged on mothers’ family to work conflict and on mothers’ work to family facilitation. Findings indicated that several maternal personal resources were antecedents of these relations and also contributed to differences in mother–child attachment relationships and family cohesion. Discussion focused on understanding work–family relations among these mothers of children with LD, as well as the influence of maternal personal resources on patterns of close relationships (i.e., child attachment, family cohesion). 相似文献
10.
OBJECTIVE: This study compared experiences of children sexually abused by peers to those of children abused by adolescents/adults. Variables examined included perceived negativity of the abuse, self-reported outcomes, overall psychological functioning, and disclosure. METHOD: An archival data set containing retrospective reports of childhood sexual experiences was culled for instances of sexual abuse by child peers and adolescents/adults. An equivalent nonabused comparison group was identified. The Self-Report Outcome Checklist (SROC; Gilbert, 1994b), the MMPI-Hugo Short Form (Hugo, 1971) and a disclosure survey were also retrieved from these data. RESULTS: Compared to abuse by peers, abuse perpetrated by adolescents/adults was more intrusive and intrafamilial. Both groups rated their experiences as equally negative, and reported equally pervasive outcomes. Those abused by adolescents/adults reported significantly higher scores on the Psychopathic Deviate, Psychasthenia, and Schizophrenia scales compared to nonabused controls; similar findings did not emerge for those abused by child peers. Less than a fourth in either abuse group reported disclosing their experience to a parent. Among those who did not disclose, participants abused by child peers anticipated less support from both parents and more anger from their mothers. CONCLUSIONS: The findings suggest that child peer sexual abuse may be associated with adverse outcomes. 相似文献
11.
Jantine L. Spilt Pol A. C. van Lier Geertje Leflot Patrick Onghena Hilde Colpin 《Child development》2014,85(3):1248-1256
This study aimed to understand how relationships with peers and teachers contribute to the development of internalizing problems via children's social self‐concept. The sample included 570 children aged 7 years 5 months (SD = 4.6 months). Peer nominations of peer rejection, child‐reported social self‐concept, and teacher‐reported internalizing problems were assessed longitudinally in the fall and spring of Grades 2 and 3. Teacher reports of support to the child were assessed in Grade 2. Results showed that peer rejection impeded children's social self‐concept, which in turn affected the development of internalizing problems. Partial support was found for individual (but not classroom‐level) teacher support to buffer the adverse effects of peer problems on children's self‐concept, thereby mitigating its indirect effects on internalizing problems. 相似文献
12.
Susan Golombok Lucy Blake Jenna Slutsky Elizabeth Raffanello Gabriela D. Roman Anke Ehrhardt 《Child development》2018,89(4):1223-1233
Findings are presented on a study of 40 gay father families created through surrogacy and a comparison group of 55 lesbian mother families created through donor insemination with a child aged 3–9 years. Standardized interview, observational and questionnaire measures of stigmatization, quality of parent–child relationships, and children's adjustment were administered to parents, children, and teachers. Children in both family types showed high levels of adjustment with lower levels of children's internalizing problems reported by gay fathers. Irrespective of family type, children whose parents perceived greater stigmatization and children who experienced higher levels of negative parenting showed higher levels of parent‐reported externalizing problems. The findings contribute to theoretical understanding of the role of family structure and family processes in child adjustment. 相似文献
13.
Michael M. Omizo Robert E. Williams Sharon A. Omizo 《International Journal of Disability, Development & Education》1986,33(2):134-139
Using a control group pre‐, post‐test design, this studysought to determine the effects on child rearing attitudes among parents of LD children of participation in parent education group sessions. Results indicated that on some of the measures employed participating parents manifested more positive and healthy child‐rearing attitudes than controls. 相似文献
14.
Nuno Torres António J. Santos Ligia Monteiro Mafalda Figueiredo Brian E. Vaughn 《Early education and development》2013,24(8):1145-1165
Research Findings: Data from a national sample of Portuguese preschool centers were used to examine the relationship between age of start and number of hours in child care and levels of externalizing and prosocial behaviors with peers. Participants were both parents and teachers of 543 children (mean age = 4.5 years, 50.6% girls). Children started child care between 3 and 64 months and were attending child care 1–9 hr per day. The child care centers’ classrooms had adult–child ratios between 5 and 8.7 and group sizes between 15 and 26 children. Externalizing and prosocial behavior with peers was assessed with the Social Competence and Behavior Evaluation Scale–Short Form completed by the 3 adult informants. Control variables included family sociodemographics and education level, maternal parenting style assessed with the Parenting Styles and Dimensions Questionnaire, and maternal stress assessed with the Parenting Experiences questionnaire. Practice or Policy: Both the number of hours per week in child care and an earlier start of center-based child care had modest but significant associations with dimensional scores from teachers’ reports of externalizing behavior but not with mothers’ or fathers’ reports, suggesting that externalizing behavior with peers could be regarded as context specific to peer relationships in group child care. There was no evidence that the quantity of exposure to child care per se could be a substantial risk factor for severe levels of externalizing behavior. Prosocial behavior with peers was not significantly associated with the number of hours in child care or with the age of entry into group child care. 相似文献
15.
Dimitrios A. Zisimopoulos Evangelia P. Galanaki 《Learning disabilities research & practice》2009,24(1):33-43
The aim of this study was to examine differences in intrinsic motivation and perceived academic competence as well as in their association between 5th‐ and 6th‐grade students with learning disabilities (LD) (n= 40) and their typically achieving peers. Participants were 980 Greek elementary students from the metropolitan area of Athens. As predicted, students with LD showed lower intrinsic motivation and perceived academic competence than students without LD almost across all subscales. Exceptions were noticed in intrinsic motivation concerning curiosity/interest and history subscales as well as perceptions of academic competence in the subjects of history and science. Support was found that among typically achieving students intrinsic motivation was positively and significantly related at a moderate level to perceived academic competence across all subscales, as opposed to students with LD, for whom few correlations were found. 相似文献
16.
Ann Grasso Ryan 《Annals of dyslexia》1994,44(1):227-249
This paper reports the results of a study comparing college freshmen with learning disabilities (LD) and freshmen with no
learning disabilities (NLD). Four data collections over one academic year were completed on a total of 72 students (LDn=39; NLDn=33). Results of the study indicated differences between groups in their initial choice of living accommodations and in the
changes made over the year: the overall trend was for students with LD to become more dependent on their families, while students
with NLD were becoming less dependent on their families. With regard to academics, students with LD reported spending significantly
less time in study and course preparation, as well as greater pessimism about success in coursework. Despite their pessimism,
the actual GPA attainment of students with LD was similar to that of NLD peers. Whereas both groups initially predicted it
would be easy to adjust to the academic and social nature of college, students with learning disabilities ultimately reported
being dissatisfied with the social climate on campus. No differences were found between LD and NLD students regarding their
motivation for attending college, or their plans for final degree attainment. 相似文献
17.
Maternal stress was assessed in mothers of children ages 8 to 11 years with learning disorders (LD). Age-, gender-, and IQ-matched children with reading disorders (RD; n = 31), children with nonverbal learning disorders (NVLD; n = 21), and typically developing control participants (n = 23) participated. Mothers of children with LD reported higher levels of stress, although the specific nature of the stress appeared to vary by disorder subtype: Mothers of children with RD reported higher levels of general distress, whereas mothers of children with NVLD reported higher levels of dysfunctional interactions with their child. The severity of the LD was strongly associated with maternal stress in the sample of children with NVLD but not in the sample of children with RD. In the sample of children with NVLD, the best predictors of maternal stress were 2 variables associated with the child: The lower the child's Performance IQ, the higher the level of maternal stress. Furthermore, the level of the child's internalizing symptoms was also a strong predictor of maternal stress in the sample of children with NVLD. In our sample of children with RD, the 3 best predictors were all variables associated with the mother, including her age, her level of reported psychiatric symptoms, and her overall level of social support. 相似文献
18.
Research Findings: Drawing from a diverse community sample of 89 children, ages 4–6, their primary caregivers and teachers, this study examined the interplay of child emotional behavior problems, parent emotion socialization practices, and gender in predicting teacher-child closeness. Teachers reported on perceptions of closeness with children. Parents and teachers reported on children’s emotional behavior problems, as indexed by overanxious behavior, overt, and relational aggression. Regression models revealed that higher relational aggression related to closer teacher-child relationships for all children of parents who employed minimization as an emotion socialization practice. Similarly, higher overt aggression related to closer teacher-child relationships for girls who experienced parent minimization. An analogous pattern of results emerged, such that lower parent emotional support buffered girls against the negative effects of higher relational aggression on teacher-child closeness, whereas higher parent emotional support related to lower levels of closeness for these girls. These findings contradict prior research linking supportive emotion socialization practices (e.g., empathy, comforting) to socioemotional competence and unsupportive practices (e.g., minimization, punishment) to poor school adjustment. Practice or Policy: Findings have implications for improving children’s classroom experience by identifying parent emotion socialization and gender as contexts for understanding child emotional behavior problems in relation to teacher-child closeness. 相似文献
19.
Margaret Tresch Owen Julia F. Klausli Ana-Maria Mata-Otero Margaret O'Brien Caughy 《Early education and development》2013,24(2):302-329
Research Findings: Child care delivery practices promoting continuous, primary caregiver–child relationships (relationship-focused child care) were evaluated for 223 preschool-age children (45% African American, 55% Latino) attending child care centers serving low-income children. Both relationship-focused and non-relationship-focused centers were accredited by the National Association for the Education of Young Children. Children in relationship-focused programs received more sensitive, involved, and affectionate caregiving and were more engaged with their caregivers than children in comparison centers, but some differences were greater for African American children. Outcomes associated with relationship-focused care included greater parent-reported child compliance and closer parent–caregiver relations, but no consistent benefits for cognitive school readiness, receptive language, or child behavior problems were found. Follow-up assessments were completed 1 year later for 119 children who remained in their programs. Social and cognitive outcomes improved over time, but some changes were moderated by child race/ethnicity and center type. Over time, parents reported greater child compliance and caregivers reported better parent–caregiver relationships in relationship-focused programs. Practice or Policy: Some social benefits of continuous, primary caregivers were found, but children's cognitive competencies improved with sustained attendance at these accredited programs regardless of the relationship-focused practices. 相似文献
20.
Michal Al‐Yagon 《欧洲特需教育杂志》2013,28(4):371-391
The present study examined how vulnerability and protective factors at the individual level (child’s disabilities; patterns of attachment), and at the family level (fathers’/mothers’ affect), help explain differences in socioemotional and behavioural adjustment among children aged 8–12 years with comorbid learning disability (LD) and attention deficit hyperactivity disorder (ADHD) or with typical development. Participants were 118 father–mother–child triads: 59 couples and children with comorbid LD/ADHD and 59 couples with typically developing children. Preliminary analyses indicated significant group differences on all children’s measures and on fathers’ and mothers’ affect measures. As hypothesised, findings showed the contribution of parents’ positive and negative affect to children’s adjustment, with differences for fathers’ versus mothers’ affect. Discussion focuses on understanding the unique value of fathers’ and mothers’ affect on children’s well‐adjusted functioning. 相似文献