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1.
本文结合对独生父母家庭中不良的幼儿教养方式的分析．探讨了其与幼儿社交退缩行为成因的相关性,并对如何改进独生父母的幼儿教养方式提出了意见和建议。 相似文献
2.
李芳霞 《宁夏师范学院学报》2015,36(2):147-150
父母教养方式是指父母在抚养教育子女的过程中所表现出来的相对稳定的行为方式,父母的教养方式对幼儿的社会性发展有着重要的影响。在幼儿期,攻击性行为是一种不受欢迎但却经常发生的不良行为。对幼儿出现的攻击行为必须有正确的判断和引导,否则,将会导致个体成年后的行为失调甚至是暴力犯罪。家庭作为幼儿身心发展最重要的初时社会生活场所,对幼儿的发展影响甚大。本文从父母教育方式的类型、攻击行为的成因,揭示父母教养方式对幼儿攻击行为的影响,从而为解决幼儿攻击行为提供一条新的思路。 相似文献
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为了解3～6岁幼儿问题行为状况及与家庭因素的关系,采用问卷法对490名幼儿及其父母进行调查。结果发现：幼儿问题行为总体水平不高,幼儿问题行为表现不突出;不存在性别差异,存在显著的年龄差异,年龄小的幼儿问题行为显著多于年龄大的幼儿;家庭因素中父母的年龄、家庭结构、家庭月收入等对幼儿问题行为的总体及各维度造成不同影响。对此,提出建议：丰富父母教育经验,正确识别幼儿的问题行为;营造良好家庭氛围,及早预防幼儿的问题行为;政府提供多样支持,及时干预幼儿的问题行为。 相似文献
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幼儿行为问题家庭成因的个案研究 总被引：3，自引：0，他引：3
幼儿的行为问题一般是指对身心健康发展有重要障碍的行为和情绪方面的异常表现。弗洛依德的儿童精神发展理论告诉我们，０～６岁是一个人性格行为形成发展的重要阶段，如果在这个阶段，儿童身心需要都得到满足和受到父母良好的教养，儿童就会成为人格健全的人，否则，儿童可能会出现行为障碍、人格缺陷等问题。０～６岁时期，家庭是幼儿主要的生活环境，父母是幼儿接触最多的人，所以家庭因素在幼儿行为问题发生中起着最直接和最重要的作用。尽管幼儿行为问题产生的原因十分复杂，既有幼儿自身的生理和心理特质的原因，也有幼儿园和社会等方… 相似文献
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什么叫家教?就是家庭教育.它主要是通过良好的家庭气氛的熏陶,父母的榜样作用,以及日常生活中父母对子女的思想与行为的指导等方式进行的教育.人类自从有了家庭,也就随之有了家庭教育.在我国,尤其这样.据文献记载,我国在 相似文献
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家庭是人的第一所学校,是幼儿成长最自然的环境,游戏是幼儿最喜爱的活动,也是幼儿生活的主要内容.所以,文章从幼儿家庭角度切入,研究幼儿与父母的家庭亲子游戏开展情况,通过观察法和访谈法,主要探讨幼儿家庭亲子游戏的条件创设、父母对幼儿家庭亲子游戏的态度和父母在游戏中的角色,并且进行分析和提出建议,旨在为幼儿家庭亲子游戏更好地... 相似文献
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离异家庭儿童行为问题与母亲教养方式的研究 总被引：3，自引：0，他引：3
本研究采用父母养育方式评价量表和Rutter儿童行为问卷,对226名幼儿的行为问题与其母亲的教养方式进行了调查。结果发现,离异家庭幼儿的行为问题检出率高,其行为问题与母亲的教养方式显著相关,且离异家庭与正常家庭母亲的教养方式也存在显著差异。说明母亲不良的教养方式是影响幼儿行为问题的重要因素。因此,对离异家庭幼儿行为问题的干预,关键是对母亲教养方式的干预。改善不良的教育方式,是减少幼儿行为问题发生的根本措施。 相似文献
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自孩子呱呱坠地时,就给父母带来了期望和欢乐.于是父母就希望把最好的赋予孩子:无忧的衣食,丰富的知识,卓越的智力……这种考虑缜密的培养计划实则忽略了孩子的品格教育.文章主要从注重培养幼儿的独立生活能力、注重培养幼儿的分享行为、注重培养幼儿的爱心与同情心等几个方面阐述了家长如何做好孩子的第一任教师,对幼儿进行家庭品格教育. 相似文献
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幼儿期作为一个人个性、品德形成的重要时期,父母一定要给予孩子一个良好的家庭环境。父母在幼儿社会化进程中．不仅要教给幼儿基本的生活技能,还要培养其好的志趣。家庭以父母为主要教育主体的影响以一种“缩影”的形式几乎涵盖幼儿园及其它社会教育机构的所有内容和功能。主要表现为：父母帮助幼儿形成了最初的人格品质,奠定了他们进一步社会化的基础。父母的教育始终是幼儿接受各种教育的主要参照体,人们不仅在童年期得益于家庭的教导,而且在今后漫长的一生中,依然从家庭吸收很多营养。 相似文献
11.
婴幼儿的心理健康是婴幼儿教育的重要内容之一,随着我国婴幼儿教育实践的不断深入,婴幼儿心理健康越来越受到人们的重视。新世纪对人们的综合素质提出了更高的要求,人们不仅要有良好的智力,更要有健康的心理素质、完整的人格。我国对婴幼儿心里健康的研究刚刚开始,在家庭中父母关爱对婴幼儿心理健康发展起的作用是全面的、长期的,反映在婴幼儿身上便是情感意志、社会心理等心理问题。也就是说,父母关爱的质量直接影响到婴幼儿心理健康的发展。这两者的关系值得我们去探究。 相似文献
12.
农村留守儿童的家庭教养缺失探析 总被引：3，自引：2，他引：1
杨邓红 《黄石理工学院学报(人文社科版)》2009,26(2):57-59
农村留守儿童家庭教养有效介入的缺失,导致家长期望目标失效;农村家庭育子目标的错位,导致留守儿童的品行失范;农村家庭教养角色的错位以及缺乏完整的家庭教养,导致留守儿童的心理失衡。解决农村留守儿童的家庭教养缺失问题,必须加快社会管理制度改革,逐步消除城乡二元结构的制度壁垒;大力发展县域经济,引导农村富余劳动力就地就业;建立学校、家庭、社会三位一体的教育和监护体系,优化留守儿童成长环境;加强农村寄宿制学校建设,切实有效地对留守儿童进行教育与管理;加强父母双方对留守儿童的教育作用;通过各种渠道,使留守儿童家长获得更多的科学育子知识、育子方法。 相似文献
13.
Cognitive processes associated with child neglect 总被引：1，自引：0，他引：1
OBJECTIVE: To compare neglectful and non-neglectful mothers on information processing tasks related to child emotions, behaviors, the caregiving relationship, and recall of child-related information. METHOD: A natural group design was used. Neglectful mothers (N=34) were chosen from active, chronic caseloads; non-neglectful comparison mothers (N=33) were obtained from community agencies serving families. Participants were administered the IFEEL Picture task to assess maternal perceptions of infant emotions, eight vignettes of young children's behavior to assess attributions for child behavior across different scenarios, and a passage recall task to assess information processing problems. A measure of depression was used as a covariate to control for this variable. RESULTS: Neglectful mothers were significantly less likely to recognize infants' feelings of interest, more likely to see sadness and shame, more inaccurate at labeling infants' emotions, and had a more limited emotion vocabulary. They also made more internal and stable attributions for children's behaviors in situations where it was not clear whether a child was at risk of harm, and had poor recall of information. Depressive symptoms had little effect on these findings with the exception of information recall. CONCLUSIONS: Neglectful mothers show significant problems in information processing concerning their child's emotions and behaviors, which may affect their childrearing behavior. Cognitive-behavioral interventions to improve parents' abilities to recognize their child's emotions and to address maladaptive attributions may be of value. 相似文献
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略论家庭中儿童的心理健康教育问题 总被引：1，自引：0，他引：1
钱伟 《浙江教育学院学报》2004,(6):48-53
心理健康是衡量儿童健康的重要指标,家庭则是影响儿童心理健康的重要因素.通过分析儿童心理健康的基本特征、表现及产生问题的家庭原因,提出家长应通过自觉培育家庭教育新理念、创设良好的家庭氛围、施以正确的家庭教育方式来促进儿童的心理健康. 相似文献
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Intellective Functioning and Strategy Use in Children with Insulin-dependent Diabetes Mellitus 总被引：6，自引：0，他引：6
John W. Hagen Craig R. Barclay Barbara J. Anderson Dorothy J. Feeman Stuart S. Segal George Bacon Gary W. Goldstein 《Child development》1990,61(6):1714-1727
The cognitive development of children with either early or late onset insulin-dependent diabetes mellitus (IDDM) was investigated with tasks measuring intellectual ability, memory, and academic progress. In addition, children's perceptions of their competence and parents' perspectives on family functioning and their children's behavior were compared. It was found that children with IDDM scored within the normal range on standardized measures of intelligence and academic performance but evidenced some school difficulties, as reflected in subscale performance as well as in their need of remedial education services. Further, evidence was found to suggest deficiencies in children's use of strategies to organize and recall information, particularly for those with early onset of disease. Children's perceived self-competencies and parents' reports of family functioning were strikingly similar across groups. However, parents of those children whose illness began prior to age 5 reported their children to have poor attention spans and difficulty completing tasks. 相似文献
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A set of hypotheses derived from Belsky's process model of the determinants of parenting was tested in a sample of 129 Dutch parents with their 15-month-old infants. Parental ego-resiliency and education, partner support, and infant social fearfulness were found to explain significant and unique portions of variance in the observed quality of parental behavior, which, in turn, was linked to the infants' attachment security and cognitive development. Parental intelligence was both indirectly--through parenting--and directly related with infant Bayley Mental Developmental Index, whereas parental ego-resiliency was both indirectly and directly linked with infant Attachment Q-Set security. Belsky's claim that parents' personal resources are most effective and child characteristics are least effective in buffering the parenting system was not empirically confirmed. 相似文献
17.
RONG Zhong-kui 《教育理论与实践》2008,(16)
家庭教育是传统文化传承的重要一环,其传承侧重点是传统文化的行为系统。当前我国家庭教育传统文化传承不力主要表现在子女对传统文化行为系统的内化不足、家长传统教化意识的淡薄、亲子行为中传统家庭教化影响的缺失三个方面。为加强家庭教育的传统文化传承,我们应当转变家长的家庭教育时空内容观;将家庭教育传统文化传承的内容锁定在传统礼仪礼节及自立能力的养成上;突出家长的言传身教和传统节庆日的熏陶功用;加大国家对家庭教育文化传承的扶助力度。 相似文献
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Mothers' representations of their infants may influence early development of emotional self-regulation. This study examined the associations between characteristics of mothers' (N = 100) narratives about their 7-month-old infants, maternal depression, and their infants' affect regulation during the Still Face procedure. Findings showed that (1) mothers' representations were linked with individual differences in their infants' behavior across the Still Face procedure, (2) the association between mothers' representations and their infants' behavior was mediated by parenting behavior, and (3) mothers' representations explained unique variance in their infants' affect regulation beyond the contribution of maternal depression. Although infants' displays of positive affect diminished while mothers held a still face, only infants of mothers in the balanced representation category returned to high levels of positive affect upon resuming interaction. These findings highlight the role of maternal representations in the process by which dyads repair temporary disruptions in interaction, as well as individual differences in infants' and mothers' responses to the Still Face. 相似文献
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留守儿童道德成长问题的心理社会分析 总被引：17，自引：0，他引：17
家庭教育的缺席是导致留守儿童道德成长问题的主要原因,作为影响这一过程的心理社会因素,亲子关系的失谐、父母榜样作用的缺失和父母监控机制的弱化影响了留守儿童道德观念的获得,道德情感的发展以及道德行为的养成。解决留守儿童道德发展问题的现实途径在于充分利用农村现有的教育资源,扩展农村学校的道德教育与心理辅导功能。 相似文献
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建立系统而完善的幼儿个性心理素质档案是深入贯彻素质教育的精神实质，促进幼儿全面、健康发展的重要方法和手段。幼儿个性特征的评价体系是个性教育的目标体系；幼儿日常行为的观察要点是个性特征的评价依据；幼儿个性心理素质档案的建立过程是个性教育实施方案的幼儿个性教育的基本模式。 相似文献