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1.
Phonological difficulties characterize children with developmental dyslexia across languages, but whether impaired auditory processing underlies these phonological difficulties is debated. Here the causal question is addressed by exploring whether individual differences in sensory processing predict the development of phonological awareness in 86 English-speaking lower- and middle-class children aged 8 years in 2005 who had dyslexia, or were age-matched typically developing children, some with exceptional reading/high IQ. The predictive relations between auditory processing and phonological development are robust for this sample even when phonological awareness at Time 1 (the autoregressor) is controlled. High reading/IQ does not much impact these relations. The data suggest that basic sensory abilities are significant longitudinal predictors of growth in phonological awareness in children. 相似文献
2.
Linking classroom quality to separate domains of child development might neglect the transactional interactions across developmental domains. This research utilized latent profiles across academic and social–emotional development to explore which aspects of classroom quality can predict children's profiles at the classroom level. Data were drawn from 96 preschool classrooms and 547 children (3–5 years old) in China in 2020. Multilevel latent profile analysis identified three profiles (entitled low-, average- and high-level development at the individual level), and two classes (entitled average and below-, average and above) at the classroom level. Multinominal logistic regression analyses revealed that instructional quality in math, science, and diversity, and the interactional quality in supporting children's learning and critical thinking, predicted children's profiles. 相似文献
3.
DIXIE C. BLANKSBY 《Educational studies》1999,25(1):79-88
Teachers in inclusive schools are often faced with the challenge of providing appropriate educational experiences for classes of students with abilities ranging from gifted to severely learning disabled. This challenge can be addressed either by the individual teacher or by a whole school approach. This paper reports on a study of the responses of teachers and parents to a trial of 'cluster grouping', as a model for meeting the educational needs of exceptional students. Data were gathered from teachers and parents by questionnaire. The results remind us that there are factors, other than the strengths and weaknesses of a particular model, that can influence success. 相似文献
4.
Younger children’s free recall from episodic memory is typically less organized than recall by older children. To investigate if and how repeated learning opportunities help children use organizational strategies that improve recall, the authors analyzed category clustering across four study-test cycles. Seven-year-olds, 10-year-olds, and young adults (N = 150) studied categorically related words for a free-recall task. The cognitive processes underlying recall and clustering were measured with a multinomial model. The modeling revealed that developmental differences emerged particularly in the rate of learning to encode words as categorical clusters. The learning curves showed a common pattern across age groups, indicating developmental invariance. Memory for individual items also contributed to developmental differences and was the only factor driving 7-year-olds’ moderate improvements in recall. 相似文献
5.
Ching-Chih Kuo June Maker Fang-Liu Su Chun Hu 《Learning and individual differences》2010,20(4):365-379
The “Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for Gifted Preschoolers” (PSMIGP program) was the first enrichment program for young gifted children in Taiwan. It was an extra-curricular program that was implemented over a 3-year period. The assessment and curriculum were designed by adapting the main part of the DISCOVER curriculum.The purpose of this paper was to introduce the identification model and to analyze the participants' performance in problem solving activities and in demonstrating their special talents. To offer enrichment services for gifted young children, the researchers developed an identification model to discover more young gifted children and serve their needs in learning, regardless of the nature of their talents, disabilities, or cultural or socio-economical status. All participating young children were screened in a three-stage process that included both objective and subjective assessments, including checklists, interviews, portfolio assessment, group intelligence tests, observation in the play corner, individual intelligence tests, and structured observation activities. It was also necessary to adjust the standardized test procedure to fit the needs of twice exceptional young children.In total there were sixty-one preschoolers participated in this three-year program, including eleven twice exceptional children and one child from a new immigrant home. Among these sixty-one preschoolers, eight of them participated in two years of the program; the others only participated in one year of the program.The results of this enrichment program found significant correlations among the measurement scores; the scores of teacher assessment of problem solving abilities also showed that most students performed well on all five kinds of problem solving types. From children's archives, participating children presented scientific thinking characteristics, such as rich knowledge with fascinating imagination and the ability to seek many approaches to solving problems. They were delighted to challenge others and pleased to be challenged. The twice exceptional children also performed well in the program, especially those children with autism whose progress in social skills and group adaptability were remarkable. In sum, the researchers in this program had a belief that children, whether gifted or not, did not get the satisfaction of making progress until they had opportunities to find and develop their potentials. 相似文献
6.
A Classroom Investigation of the Growth of Metacognitive Awareness in Kindergarten Children Through the Writing Process 总被引：1，自引：0，他引：1
Geralyn M. Jacobs 《Early Childhood Education Journal》2004,32(1):17-23
This study investigated the presence and growth of kindergarten children's metacognition as they engaged in the writing process. The study was conducted in an environment that surrounded children with books, language, and print. Twice a month the teacher/researcher interviewed the children as they finished writing, asking questions designed to help them reflect on their thinking and strategies they used in their writing. Anecdotal records, observations, and individual writing folders were used to complete a checklist of writing strategies for each child. Interviews with the children confirmed that they were exhibiting and showing growth in their metacognition. They were able to provide appropriate answers to questions that required them to talk about their thinking and identify strategies that helped them in their writing. The study provides a model that could be used in classrooms to help children in the development of their growing metacognition and writing in an authentic learning environment. 相似文献
7.
《Educational Philosophy and Theory》2013,45(3):264-274
This article draws upon the Deleuzian/Guattarian idea of territorializing movements to trouble the notion of the identity of the learning pre‐school child, produced by developmental psychology, as an individual, natural and developing child as well as the more recent image of the child characterised by autonomy and flexible behaviour. Accordingly, a child's apprenticeship of walking is associated here with the movements of a surfer. This association disturbs the orthodox thought of recognition and representation that makes us define, include and exclude children who do not fit into pre‐established schemes of development and learning. What is created with the image of the walking child as surfer is a line of flight out of a territory marked by resemblance and error. This line of flight challenges the assumption of a theorist of good will, who with the best intentions knows what is best for children. 相似文献
8.
The study attempted to identify characteristics of individual differences in sign language abilities among deaf children. Connections between sign language skills and rapid serial naming, hand motor skills, and early fluency were investigated. The sample consisted of 85 Finnish deaf children. Their first language was sign language. Simple correlations and multiple linear-regression analysis demonstrated the effect of early language development and serial hand movements on sign language abilities. Other significant factors were serial fingertapping and serial naming. Heterogeneity in poor sign language users was noted. Although identifying learning disorders in deaf children is complicated, developmental difficulties can be discovered by appropriate measurements. The study confirmed the results of earlier research demonstrating that the features of deaf and hearing children's learning resemble each other. Disorders in signed and spoken languages may have similar bases despite their different modalities. 相似文献
9.
The purpose of this study is to examine the social and self-perceptions of twice-exceptional students, those students who meet criteria for being identified as both gifted and learning disabled. In particular, we focus on how twice-exceptional students are similar to, or different from, students with only a learning disability or who are only identified as gifted. Using data collected from the National Longitudinal Study of Adolescent Health, we identified a group of 90 twice-exceptional adolescents as well as three matched comparison groups. Overall, twice-exceptional adolescents had less positive perceptions of maternal relationships and self-concept than did gifted or nonidentified adolescents. Further, perceptions of maternal relationships mediated and moderated group differences in self-concept. Implications for adults working with twice-exceptional adolescents are discussed. 相似文献
10.
本研究选择一个多动症儿童的家庭作为研究对象 ,主要通过现场观察和非正式交谈的研究方法收集个案资料 ,描述多动症儿童的行为障碍对父母生活质量的影响、对家庭亲子关系和谐发展的影响 ,以及在这种影响下父母产生的心理反应。本文认为 ,为了帮助行为障碍儿童 ,教育工作者必须关注两个方面 :其一 ,针对行为障碍儿童的具体情况为其制订个别教育计划 ;其二 ,关注行为障碍儿童父母的心理状态和特殊需要 ,开展对父母的教育。 相似文献
11.
Ayelet Baram‐Tsabari 《International Journal of Science Education》2013,35(15):2097-2100
Children with mild developmental disorders sometimes show giftedness. In this study, an original checklist was developed to identify gifted characteristics specific to science learning among twice‐exceptional primary school children in Japan. The checklist consisted of 60 items on Attitudes, Thinking, Skills, and Knowledge/Understanding. A total of 86 children from eight primary schools in an urban area in Japan, 50% of whom had Learning Disabilities (LD), Attention Deficit/Hyperactivity Disorder (ADHD), and/or High‐functioning Autism (HA), were observed using the checklist. Factor analysis revealed three factors. A cluster analysis with the subscale points of each factor identified three “gifted styles” in science. These were: (1) Spontaneous Style; (2) Expert Style; and (3) Solid Style. LD/ADHD/HA children characteristically displayed a Spontaneous Style while the non‐ LD/ADHD/HA children were characterized by the Solid Style. In both subject groups, the number of Expert Style children was the lowest with no significant difference in their numbers. Based on the results of this research, this paper discusses the implications of the findings for teaching science to twice‐exceptional children and argues the benefits of inclusive science education for children with and without mild developmental disorders. 相似文献
12.
Karen Guldberg 《British Journal of Special Education》2010,37(4):168-174
This article draws together findings from expert evidence and empirical studies to identify the preconditions for developing inclusive learning environments for young children on the autism spectrum. It concludes that in order to develop ‘best practice’, practitioners need to adapt interventions to the unique needs of the individual child, work in partnership with parents and other professionals, create enabling environments and be informed by a developmental approach to learning. Practitioners need to have knowledge of the autism spectrum and how it impacts on the child. Careful assessment of the individual child is also crucial. Finally, it is important to ensure that these young children receive direct teaching in communication and language, social understanding and skills, as well as learning with and through peers. 相似文献
13.
孩子们的美术作品告诉我们许多东西，我们可以把孩子们在美术方面的发展看作是他们认识自己、认识世界的过程。了解这一点有助于我们把握孩子思维的发展，充分认识到儿童成长的各个不同方面。每一件艺术作品，只要是孩子自己创造的东西，都是创造性的作品。 相似文献
14.
Jessica Pierson Bishop Lisa L. Lamb Randolph A. Philipp Ian Whitacre Bonnie P. Schappelle 《Educational Studies in Mathematics》2014,86(1):39-59
This case study illustrates how a 2nd-grade child, Violet, used an ordinal view of number to reason about positive and negative integers and arithmetic involving integers. Violet’s ordinal view of number facilitated her ability to reason about and correctly solve some integer-related problems and constrained her solutions to others. We demonstrate how Violet’s thinking evolved over time while she extended the properties of whole numbers and addition and subtraction to the integers. Using this case study as a basis, we propose a series of developmental milestones that build toward one’s understanding of integers and integer arithmetic in an order-based way. We believe that understanding Violet’s order-based reasoning can help us listen to other children. 相似文献
15.
School psychologists are well-positioned to change the educational landscape for twice-exceptional students, or those who possess high ability in one or more talent domains along with one or more disabilities. Better understanding of the nuanced cognitive and psychosocial assessment patterns within this population may increase well-needed participation in gifted education opportunities and the likelihood of receiving accommodations, as well as decrease missed diagnoses. Based on our review of the empirical literature within domains of twice-exceptionality (e.g., attention deficit hyperactivity disorder, autism spectrum disorder, and specific learning disability), we provide recommendations for how school psychologists can interpret formative and summative assessments taken by twice-exceptional students and subsequently help design educational plans that will meet their unique needs. 相似文献
16.
帮助儿童学会反思——来自心理理论研究的启示 总被引：1，自引：0，他引：1
作为朴素理论的一个核心领域,儿童心理理论研究是目前发展心理学研究中的前沿课题之一.研究表明,儿童不仅能发现人是有心智的,是由各种心理状态构成的,而且能发现可以通过影响一个人的想法而改变他的行为.教育者应该把儿童看成是拥有各种心理状态的、会思考的个体,在教育过程中提供相应的教育策略,帮助儿童成长为真正意义上的能思考、会反思的人. 相似文献
17.
Cedric Cullingford 《Education 3-13》2013,41(1):40-41
This paper describes a research project currently running in Cambridgeshire Foundation Stage settings exploring the development of independent learning in young children. In the first year the project has explored the work of 16 practitioners working with 3–5 year old children, using a range of methodologies including questionnaires, interviews and reflective dialogues (based on video recordings of particular classroom episodes), reflective journals and child assessment checklists. The development of the range of abilities involved in becoming a self-regulating, independent learner has been conceptualised in terms of research and theory relating to the development of ‘metacognitive’ abilities and dispositions. It is argued that, while the development of independent learning is generally accepted as an important educational aim, current trends in Primary education which have encouraged a more teacher-directed approach, are not helpful. The paper advances a model of independent learning which is based on developmental psychological research, and presents interim findings from the project which suggest that even our youngest children are capable of considerable independence in their learning. While particular pedagogical techniques and approaches need to be developed, many of these are well-established and researched, and can be shown to be effective in fostering independent learning abilities within the Primary school context. 相似文献
18.
浅谈英语写作教学 总被引：1，自引：0，他引：1
董锐 《天津职业院校联合学报》2009,11(2)
英语写作教学是英语教学中的一个重要环节。它是学习英语的目标之一,有助于系统地提高思维组织能力和语言表达能力,在更高层次上运用和掌握已学到的语言知识。了解英语写作三个层次和三个阶段及对写作教学的影响有助于提高英语写作教学的质量。 相似文献
19.
Michael J. Guralnick Robert T. Connor Brian Neville Mary A. Hammond 《Early education and development》2002,13(1):59-80
Mothers' perspectives of children's peer-related social development were obtained from matched groups of young children with developmental delays, communicative disorders, and typically developing children. Structured interviews elicited information on numerous issues including mothers' views of the importance of children's social skills development, rationales with respect to why children succeed or had difficulties on specific social tasks, and the socialization strategies mothers employ to promote children's peer-related social development. Mothers also reported on their efforts to arrange play with peers for their child and the degree to which they monitored that play. Results indicated that mothers rated children's social development as highly important, offered primarily internal rationales (e.g., traits, dispositions) for success or difficulties in achieving social tasks, and endorsed moderate and low power socialization strategies. Differences across the three groups were minimal. Mothers arranged play with peers least often for children with developmental delays and communication disorders, but monitored play more extensively for children with delays. These finding were discussed in terms of mothers adopting a developmental orientation to understand children's social development and their implications for maternal participation in peer competence intervention programs. 相似文献
20.
Despite science learning in settings such as science museums being recognized as important and given increasing attention in science education circles, the investigation of parents’ and their children’s metacognition in such settings is still in its infancy. This is despite an individual’s metacognition being acknowledged as an important influence on their learning within and across contexts. This research investigated parents’ metacognitive procedural and conditional knowledge, a key element of their metacognition, related to (a) what they knew about how they and their children thought and learned, and (b) whether this metacognitive knowledge influenced their interactions with their children during their interaction with a moderately complex simulation in a science museum. Parents reported metacognitive procedural and conditional knowledge regarding their own and their children’s thinking and learning processes. Further, parents were aware that this metacognitive knowledge influenced their interactions with their children, seeing this as appropriate pedagogical action for them within the context of the particular exhibit and its task requirements at the science museum, and for the child involved. These findings have implications for exhibit and activity development within science museum settings. 相似文献