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1.
This study aimed to investigate parental expectations of early childhood education and care services for young children. A total of 582 parents participated in the research and answered a range of questions relating to their expectations of the social and educational role of early childhood education services in Greece. The findings of the research confirmed that the administrative division between the types of preschool establishments are related with parental expectations for care provision (p < 0.001) and support for their needs (p < 0.05) during their absence from home to work. Also there was strong evidence that parents had high expectations for their collaboration with teachers of early childhood education about (a) solving their personal problems with their child at home (p < 0.001) (b) ensuring the best care provision for their child (p< 0.001) in the early childhood setting and (c) keeping their child happy at the preschool institution with fun activities when they have to go to work (p <0.001). 相似文献
2.
Mark S. Innocenti Patricia D. Hollinger Colette M. Escobar Karl R. White 《Early education and development》1993,4(4):306-326
The belief that parent involvement is an important aspect of early intervention programs for children with disabilities is widely accepted, but the empirical evidence to support this belief is limited (White, Taylor, & Moss, 1992). Using a randomized experimental design, the present study compared a classroom-based early intervention program with the same program supplemented by a parent involvement component. The parent involvement component consisted of weekly parent meetings focused on (a) training parents to provide additional intervention, (b) providing information on general topics, and (c) providing social support. Outcome data were obtained following intervention and longitudinally on child and family functioning, and on educational outcomes. A cost-effectiveness analysis was completed. With respect to measures of child development and family functioning, there were some small initial effects in favor of the parent involvement group that tended to fade out in later reassessments. However, longitudinal educational outcomes indicate positive effects on child placements and teacher perceptions of the children's functioning in favor of the parent involvement group. The parent involvement component was not immediately cost effective, but may be in the long term. 相似文献
3.
《Child abuse & neglect》2014,38(12):1934-1944
Children exposed to intimate partner violence (IPV) are at increased risk of experiencing behavioral difficulties including externalizing and internalizing problems. While there is mounting evidence about mental health problems in children exposed to IPV, most of the research to date focuses on IPV exposure as a unitary, homogeneous construct. The purpose of this study was to examine the association between subtypes of IPV exposure on child functioning and presence of harm within a child welfare sample. Given the evidence of the “double whammy” effect, co-occurring IPV exposure was also examined. Using data from the Canadian Incidence Study of Reported Child Abuse and Neglect – 2008 (n = 2,184) we examined whether specific IPV exposure subtypes or their co-occurrence resulted in a greater risk of child maladjustment. Information was obtained from child welfare workers’ reports. Caregiver and household risk factors were also examined. Co-occurring IPV exposure resulted in the greatest risk for reported child maladjustment. Exposure to emotional IPV and direct physical IPV were significantly associated with increased risk of internalizing problems and presence of harm. Caregiver mental health and lack of social support emerged as significant risk factors for behavior problems. This study adds to the evidence that exposure to subtypes of IPV may be differentially related to child functioning. Given that risk factors and child functioning is part of the decision-making framework for case worker referrals, this study provides important preliminary evidence about how the child welfare system operates in practice with respect to sub-types of exposure to IPV. These findings suggest that intervening with children exposed to different types of IPV may require a tailored approach. 相似文献
4.
ABSTRACTResearch Findings: Home-based child care accounts for a significant proportion of nonparental child care arrangements for young children in the United States. Yet the early care and education field lacks clear models or pathways for how to improve quality in these settings. The conceptual model presented here articulates the components of high-quality support to child care providers; related factors; and hypothesized provider, family, and child outcomes. The model is based on a literature review of research on home-based child care, home visiting, early childhood mental health consultation, coaching, and family services. We hypothesize that high-quality support to home-based child care that offers relationship-based services focused on quality caregiving (individual home visiting and group supports such as training and networking) and sustainability (materials, equipment, referrals) is most likely to positively impact quality caregiving for children and families. Practice or Policy: Current federal efforts and policy initiatives to increase the supply and quality of infant–toddler child care focus on the development of systems that support home-based providers. The conceptual model of high-quality support described here will inform future program development and research on how to improve quality in home-based child care for the millions of low-income children in these settings. 相似文献
5.
Jay Belsky 《Child abuse & neglect》1978,2(1):37-49
A review of the research on child abuse suggests three basic theoretical models to account for the etiology of abuse: (1) a psychiatric model emphasizing the role of the individual abuser; (2) a sociological model highlighting the role of social factors in abuse; and (3) the effect of the child on caregiver model pointing toward the role the child plays in stimulating his own maltreatment. After reviewing the research evidence in support of each model as well as documenting the inadequacies of each, it is concluded that only a comprehensive framework, subsuming each model, can expect to account for the occurrence of abuse. Furthermore, if treatment and prevention strategies hope to succeed in combatting this disturbing social problem, they must address the influential components highlighted by each of these three models. 相似文献
6.
Peters RD Bradshaw AJ Petrunka K Nelson G Herry Y Craig WM Arnold R Parker KC Khan SR Hoch JS Pancer SM Loomis C Bélanger JM Evers S Maltais C Thompson K Rossiter MD 《Monographs of the Society for Research in Child Development》2010,75(3):vii-viii, 1-174
Although comprehensive and ecological approaches to early childhood prevention are commonly advocated, there are few examples of long-term follow-up of such programs. In this monograph, we investigate the medium- and long-term effects of an ecological, community-based prevention project for primary school children and families living in three economically disadvantaged neighborhoods in Ontario, Canada. The Better Beginnings, Better Futures (BBBF) project is one of the most ambitious Canadian research projects on the long-term impacts of early childhood prevention programming to date. Bronfenbrenner's ecological model of human development informed program planning, implementation, and evaluation. Using a quasi-experimental design, the BBBF longitudinal research study involved 601 children and their families who participated in BBBF programs when children were between 4 and 8 years old and 358 children and their families from sociodemographically matched comparison communities. We collected extensive child, parent, family, and community outcome data when children were in Grade 3 (age 8–9), Grade 6 (age 11–12), and Grade 9 (age 14–15). The BBBF mandate was to develop programs that would positively impact all areas of child's development; our findings reflect this ecological approach. We found marked positive effects in social and school functioning domains in Grades 6 and 9 and evidence of fewer emotional and behavioral problems in school across the three grades. Parents from BBBF sites reported greater feelings of social support and more positive ratings of marital satisfaction and general family functioning, especially at the Grade 9 follow-up. Positive neighborhood-level effects were also evident. Economic analyses at Grade 9 showed BBBF participation was associated with government savings of $912 per child. These findings provide evidence that an affordable, ecological, community-based prevention program can promote long-term development of children living in disadvantaged neighborhoods and produce monetary benefits to government as soon as 7 years after program completion. 相似文献
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8.
There is increasing emphasis on the use of evidence-based practices (EBPs) in child welfare settings and growing recognition of the importance of the organizational environment, and the organization's climate in particular, for how employees perceive and support EBP implementation. Recently, Ehrhart, Aarons, and Farahnak (2014) reported on the development and validation of a measure of EBP implementation climate, the Implementation Climate Scale (ICS), in a sample of mental health clinicians. The ICS consists of 18 items and measures six critical dimensions of implementation climate: focus on EBP, educational support for EBP, recognition for EBP, rewards for EBP, selection or EBP, and selection for openness. The goal of the current study is to extend this work by providing evidence for the factor structure, reliability, and validity of the ICS in a sample of child welfare service providers. Survey data were collected from 215 child welfare providers across three states, 12 organizations, and 43 teams. Confirmatory factor analysis demonstrated good fit to the six-factor model and the alpha reliabilities for the overall measure and its subscales was acceptable. In addition, there was general support for the invariance of the factor structure across the child welfare and mental health sectors. In conclusion, this study provides evidence for the factor structure, reliability, and validity of the ICS measure for use in child welfare service organizations. 相似文献
9.
Visualizations are an increasingly important part of scientific education and discovery. However, users often do not gain knowledge from them in a complete or efficient way. This article aims to direct research on visualizations in science education in productive directions by reviewing the evidence for widespread assumptions that learning styles, sex differences, developmental stages, and spatial language determine the impact of visualizations on science learning. First, we examine the assumption that people differ in their verbal versus visual learning style. Due to the lack of rigorous evaluation, there is no current support for this distinction. Future research should distinguish between two different kinds of visual learning style. Second, we consider the belief that there are large and intractable sex differences in spatial ability resultant from immutable biological reasons. Although there are some spatial sex differences (in some types of spatial tests although not all), there is actually only very mixed support for biological causation. Most important, there is conclusive evidence that spatial skills can be improved through training and education. Third, we explore educators' use of Piaget's ideas about spatial development to draw conclusions about ‘developmental appropriateness’. However, recent research on spatial development has focused on identifying sequences that begin with early starting points of skill, and spatial education is possible in some form at all ages. Fourth, although spatial language does not determine spatial thought, it does frame attention in a way that can have impact on learning and understanding. We examine the empirical support for each assumption and its relevance to future research on visualizations in science education. 相似文献
10.
Nearly one quarter of Australian children under the age of 5 experience multiple non-parental child care arrangements. Research focused on the relationship between multiple child care arrangements and child socioemotional development is limited, particularly in Australia. Evidence from the United States and Europe has linked multiple child care arrangements to increases in children's problem behaviors (0065 and 0155), but there is little corresponding evidence on Australian children's child care experiences. Using a nationally representative sample of Australian children, we examined the associations between concurrent multiple child care arrangements and child socioemotional and behavioral development at age 4.5. We found suggestive evidence that child care multiplicity at age 4.5 is related to higher levels of behavior problems. However, this relationship is moderated by prior child care experiences. We found that prior care multiplicity mitigates the relationship between concurrent multiplicity and children's prosocial skills and conduct problems. In contrast, moving from a single arrangement or no non-parental child care to multiple arrangements appears to be negatively associated with children's concurrent socioemotional skills. Implications for policy and practice are discussed. 相似文献
11.
This paper investigates the relationship between attendance at pre-school school and children's outcomes into early adulthood. In particular, we are interested in: child cognitive development at ages 11, 14 and 16; intentions towards tertiary education; economic activity in early adulthood; a group of non-cognitive outcomes such as risky health behaviour; and personality traits. Using matching methods to control for a very rich set of child and family characteristics, we find evidence that pre-school childcare moderately improves results in cognitive tests at age 11 and 14, and 16. Positive effects are especially noticeable for girls and children from disadvantaged socio-economic backgrounds. Results for non-cognitive outcomes are weaker: we do not find any significant evidence of improvement in psychological well-being, petty crime involvement, or on almost all health behaviours. While the cognitive effects may well serve to reduce lifecycle inequalities there is no support here for other important social benefits. 相似文献
12.
E A Seagull 《Child abuse & neglect》1987,11(1):41-52
Parents who maltreat their children have long been thought to lack support from informal and social networks. Recent writers have taken the position that this relationship is a proven, causal one, with social isolation seen as a necessary antecedent condition for the occurrence of child abuse. Concurrently, initial enthusiasm for social support as a powerful explanatory variable in other areas of psychological and health research is giving way to cautious reevaluation of the evidence. The present review was undertaken to bring into sharper focus what is now known regarding the relationship between child maltreatment and parental isolation from informal helping networks. Existing research is fraught with both conceptual and methodological problems. There is, at present, little research evidence that lack of social support plays a significant role in the etiology of physical abuse. Stronger evidence exists that neglectful parents are socially isolated, but the data are consistent with the hypothesis that this is one manifestation of the character problems of these parents. Future research must give closer attention to clearly defining social support and using reliable and valid instruments to measure it, while exploring multivariate models of child maltreatment. 相似文献
13.
Glenn I. Roisman 《Child development》2021,92(2):451-465
If you have come here in search of the submission requirements at Child Development, this is perhaps not the editorial you are looking for. Consider visiting instead our revised instructions to authors . Nor does this essay simply detail the priorities of the incoming board and the initiatives we will be implementing over the next 6 years, though these are summarized in Table 1. Rather, this editorial was written to articulate clearly the scientific values underlying current plans and policies at the journal in support of publishing the highest quality and highest impact research on child development. I emphasize two interrelated themes: (a) our plans for continuing to emphasize and enhance diversity and inclusion in research on child development and (b) our policies that remove impediments to cumulative developmental science. Discussion focuses primarily on how we are incentivizing efforts to achieve these widely held yet too often neglected goals, taking as its point of departure emerging challenges to a fair and efficient editorial process at the journal. In so doing, I mean to highlight the essential work of continuously cultivating editorial structures that firmly embed in developmental science fundamental scientific values, principles that make it possible for research on child development to flourish in both the best and worst of times. 相似文献
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Early detection of child abuse risk factors in families of new-born babies is an important task of the public youth health care system in the Netherlands. The Early Risks of Physical Abuse and Neglect Scale (ERPANS) was originally developed in Belgium as an observation scale for public child healthcare nurses. The present longitudinal study is an independent prospective validation of the ERPANS in a Dutch community sample (N = 1257) of families with a new-born. Results showed a commonality of underlying subsets of items belonging to the ‘Disturbed parent-child relationship’ and ‘Psychological problems’ factors, but the factor ‘Communication problems’ of the original ERPANS could not be replicated. We found that parental psychological problems were a significant predictor of family problems, including involvement of child protection authorities, at an average follow-up of 22 months. Parents who reported feeling unloved by their own parents were at higher risk of reports of serious concern to child protection authorities at 22 months after birth. These findings support the utility of at least a subset of the ERPANS items as a screening tool for child abuse risk in preventive public youth health care for new-born babies. Our research adds to a growing body of evidence which points to the importance of parental mental health problems and adverse childhood experiences as precursors to child abuse risk. 相似文献
16.
Scaffolding features that provide multimodal support for the pronunciation and meaning of words are increasingly common in digital reading environments. These vocabulary scaffolds are intended to aid the accurate pronunciation and understanding of individual words in context, thus supporting both vocabulary development and comprehension of text. However, the evidence on their efficacy remains inconclusive. The present study adds to the evidence base by examining: 1) whether child characteristics predict the use of vocabulary scaffolds; 2) whether the use of vocabulary scaffolds is associated with reading comprehension performance; and 3) whether the association between the use of scaffolds and reading comprehension is modulated by child and/or item characteristics. A large cohort (N ∼ 120,000) of 5- to 8-year-old children in the United States interacted with a gamified digital reading environment with embedded vocabulary scaffolds, thereby generating a large observational dataset of user log files. Confirmatory analyses with Generalized Linear Mixed Models (GLMMs) indicated that children with lower literacy skills, beginning readers, girls, and bilingual students were more likely to use the scaffold. Overall, the use of scaffolds was associated with better reading comprehension performance. The association between the use of scaffolds and reading comprehension was modulated by both child and item characteristics. We conclude that vocabulary scaffolds may be promising tools to facilitate reading comprehension and reduce performance differences amongst diverse learners in digital reading environments. Educational implications and recommendations for future research are discussed. 相似文献
17.
Brian Holmes 《European Journal of Education》2013,48(1):97-112
A social revolution is occurring in the way information is shared, knowledge is generated and innovation takes place over the Internet and there is renewed interest in the social concept of ‘community’ to support online learning. This article describes action research conducted in the context of an eTwinning Learning Event (LE) that provides useful insights into how an online learning community can support the continuous professional development (CPD) of school teachers. Using the Community of Inquiry framework (Garrison et al., 2000), it offers empirical evidence of how cognitive, social and teaching aspects impact competence development. It suggests that online learning communities offer an appropriate environment for teachers' intellectual and emotional reflection, characterised by trust, mutual respect and shared values centred on improving pupils' learning. It also suggests that the educational experience within such a community is significantly influenced by the tutor's design and moderation of activities aimed at fostering critical thinking. The article concludes that online learning communities offer a valuable alternative to traditional teacher training by supporting teachers to learn in the context of their everyday practice, whilst collaborating and reflecting on their experience with peers across regions and countries. Concerning the wider use of social networking for learning, it suggests that educators still have a valuable role to play in ensuring that collaboration leads to an effective educational experience. 相似文献
18.
Though quality in early childhood education and care has attracted last decades enormous research interest there is still
not a unanimous agreement about its definition. Yet, almost all definitions attempted include interaction, group size, adult:child
ratio and early childhood educators’ level of education, as important indices of quality. Relationships are key resources
for young children. There is agreement among researchers that the quality of caregiving by professional caregivers in child
care centres has been established as an important influence on various aspects of child development. Thus, structural characteristics
have been proven to affect programs’ quality of services provided. The purpose of this research study was twofold: (1) to
explore the quality of interaction between Greek early childhood educators and children; and (2) to record the structural
characteristics of Greek child care centres. Correlations among structural characteristics and type of interaction were also
examined. Research data indicate that Greek early childhood educators are positive but at the same time detached and permissive
during their interaction with children, a finding that disputes their positive interaction. Thus, Greek child care centres
have been found to adopt, based on Greek legislation, high ratios and group sizes, a finding which raises questions about
the effects on children’s well being and development. Limited correlations have been found between the type of interaction
and the structural characteristics. Research data highlight the need for further research to undergone and for changes in
Greek legislation, concerning the operation of Greek child care centres. 相似文献
19.
V. U. Reddy 《Resonance》1998,3(10):79-88
Fast Fourier transform (FFT) is an efficient algorithm for computing the discrete Fourier transform. The discovery of the
FFT algorithm paved the way for widespread use of digital methods of spectrum estimation which influenced the research in
almost every field of engineering and science. In this article, we will first introduce the continuous-time Fourier transform
(CFT), discretetime Fourier transform and discrete Fourier transform (DFT) and then present an example to illustrate the relation
between CFT and DFT. In particular, we bring out the fact that the DFT is a tool to estimate the samples of the CFT at uniformly
spaced frequencies. Next, we introduce the FFT algorithm giving certain key steps in its development. 相似文献
20.
ABSTRACT In the UK, approximately 1 in 29 children have experienced the death of a parent or sibling. It is argued that schools are suitably positioned to provide support to bereaved children. However, there is a gap in research exploring bereavement support provision (BSP) in primary schools. This paper presents the qualitative phase of a mixed-methods study which aimed to gain insight into BSP in primary schools in one UK Local Authority. After completing an online questionnaire, 16 school staff took part in semi-structured interviews. The findings of this study highlighted that BSP is characterised by emotional support and other indirect responses. A key finding is that providing emotional support to a bereaved child has a negative impact on the emotional well-being of staff. This study discusses how educational psychologists (EPs) are well placed to provide whole school and targeted bereavement support to children and school staff. 相似文献