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1.
South Korean mothers’ reactions to preschoolers’ aggression and social withdrawal were examined within a cultural framework. With recent social, political, and cultural changes in South Korea, there appears to be a conflict between traditional values and the Confucian heritage on one hand, and Western influence on the other. Mothers (N = 81) of preschoolers from Seoul reported their emotional reactions, causal attributions, socialization strategies, and socialization goals that were endorsed in response to these behaviors. Mothers reacted with negative emotions to both child aggression and social withdrawal, with more anger, disgust and embarrassment for aggression. Mothers also believed that aggression was due to external causes, and less stable than social withdrawal. High-powered and directive strategies were provided more often in response to aggression than social withdrawal, whereas lower-powered/indirect strategies were favored for social withdrawal over aggression. Finally, mothers were more likely to suggest parent- and social-centered goals for aggression, and child-centered goals for social withdrawal, indicating the increasing influence of westernized child developmental information on South Korean mothers. The significance of changing cultural norms and conventions in South Korean mothers’ perceptions and evaluations of maladaptive behaviors in children was supported.  相似文献   

2.
Research Findings: Unlike other Latino groups, there is little information about the early socialization of children from Central American (CA) immigrant families. This study examined CA immigrant mothers' short-term goals and the implications of these goals for children's behavior in preschool. A total of 47 low-income mothers described their goals for their children's behavior at home/with family and at school. Nearly all mothers described relatedness-oriented goals for their children at home and at school. Mothers emphasized autonomy-oriented goals predominantly for the school context. Mothers' emphases on certain goals in the home, but not goals for school, predicted teacher reports of children's social cooperation and approaches to learning in the classroom. Practice or Policy: Educators should be aware that relatedness-oriented goals are highly salient for CA immigrant parents. Immigrant parents might benefit from more information regarding the general goals of preschool. Educators should encourage mothers to set multiple early goals for their children, including learning-related goals for home. Educators and CA immigrant parents may support home–school continuity for children through mutual understanding of goals and values.  相似文献   

3.
This study examined the contribution of nonparental child‐care services received during the preschool years to the development of social behavior between kindergarten and the end of elementary school with a birth cohort from Québec, Canada (N = 1,544). Mothers reported on the use of child‐care services, while elementary school teachers rated children's shyness, social withdrawal, prosociality, opposition, and aggression. Children who received nonparental child‐care services were less shy, less socially withdrawn, more oppositional, and more aggressive at school entry (age 6 years). However, these differences disappeared during elementary school as children who received exclusive parental care caught up with those who received nonparental care services. This “catch‐up” effect from the perspective of children's adaptation to the social group is discussed.  相似文献   

4.
Despite the increasing attendance of children with food allergy in schools in Australia and globally, little is known about how affected families manage their children’s transition to school. This paper discusses the experiences and support needs of ten mothers during their child’s transition to school in Sydney, Australia, drawn from the thematic analysis of Photo Elicitation Interviews in homes. One of the significant findings of this study was that most mothers found their child’s transition to school both emotionally and practically challenging, even though their children previously attended a long day care or preschool setting. While the school’s pro-active transitional planning, procedures of food allergy management and psychological support provided to families facilitated a smooth start to school, a lack of these, together with poor or no communication and non-involvement of families in the management of children’s food allergy hindered it. Correspondingly, mothers highlighted the need for schools to keep children’s food allergy at the forefront of their transitional planning and support them holistically by pro-actively communicating, collaborating and involving families in the discussions about food allergy, empowering them with information on the school’s policies and procedures, and acknowledging their concerns of safety. Mothers considered these things to be essential. Additionally, mothers provided advice to other parents on how to achieve a positive start to school. The implications of this study’s findings for schools and families are discussed. Considering the small sample size and generalisability of the findings to other contexts and countries, further research is recommended both nationally and internationally.  相似文献   

5.
In this qualitative, longitudinal study, multiple interviews were conducted over 3 years with 14 low-income single mothers (4 White, 6 Black, and 4 Latino). The women talked about socialization goals for their preschoolaged children as well as their views concerning the role of mother and the role of child care providers in attaining those goals. A central objective for all mothers was preparing their children to succeed in school. Most of the women expected their child's provider to engage in didactic lessons aimed at teaching basic literacy and numeracy skills. However, they all viewed other teacher-structured activities as important (e.g., art, music, cooking, field trips, and book reading). Most did not see play as being related to learning, although they acknowledged the emotional and physical benefits of play. These women's views of learning were not entirely congruent with the constructivist position of many early childhood educators, nor were they narrowly defined solely in terms of academic skills. They were receptive to information from child care professionals and other “experts” when these perspectives furthered their own goals for their children. Their views about preschool learning were linked to other cultural models of childrearing including respecting authority, contributing to one's family or community, and differentially allocating responsibility for teaching to parents or to teachers.  相似文献   

6.
Children''s Relationships with Caregivers: Mothers and Child Care Teachers   总被引：5，自引：0，他引：5  
Infant, toddler, and preschool children's relationships with mothers and teachers were examined in this study. 110 children were observed with their mothers during child care arrivals and reunions. 403 children were observed with their teachers in child care. 3 categories of relationships were derived from these observations. Children in the secure relationship category experienced more teacher involvement than children in the avoidant or ambivalent relationship categories. Children in the ambivalent relationship categories experienced more teacher involvement than children in avoidant relationship categories. A subsample (n = 23) of children were seen with their mothers both during child care arrivals and reunions and in the Strange Situation. Relationship classifications were similar.  相似文献   

7.
The types of non-maternal child care received by more than 1000 U.S. children were examined from birth to 54 months and related to family selection factors and to child outcomes. Individual children tended to experience a variety of different types of care and not to fit into clear patterns of either stable care types or progressive patterns of movement from less structured to more highly structured care settings. Across the entire sample, however, hours in center care were higher in the preschool period than earlier, whereas hours in relative care remained stable and hours in child care homes decreased. Mothers who were single, those with more education and less traditional beliefs about child rearing, and families with higher incomes and fewer children in the household were more likely to use more hours of center care than other families; single mothers and those with fewer children also used more hours of care in child care homes. Minority families, those with low incomes, and mothers with less education and fewer children used more hours of relative care. With family selection factors and quality of child care controlled, only hours in center care across the time period from 3 to 54 months were related to child outcomes. Children who experienced more center care were reported by caregivers at 54 months to have somewhat higher externalizing behavior problem scores than other children, although these scores were not in the clinical or at-risk range. Center care hours were also related to cognitive and language outcomes, with more hours in infancy associated with lower preacademic test scores and more hours in the toddler period with higher language scores.  相似文献   

8.
In Hong Kong, preschool education has been viewed either as preparation for primary education or as custodial care to suit working mothers. These ambiguous images of preschool teachers and teaching are definitely a roadblock to professionalization. This paper critically analyzes the professionalization of preschool education in the local context. Arguing that quality of practice is the cornerstone for improving the status of preschools and their teachers, it examines the complexity of professional knowledge and practice from two aspects: building knowledge and using knowledge. The former concerns child development theory as the knowledge base for practice and the latter addresses the factors affecting transformation of knowledge to pedagogy in the classroom context. Finally, it suggests that action research may provide a better grounding for professionalization.  相似文献   

9.
Mexican-Americans are more likely to be obese than the general population, yet little research has been conducted on the socialization of eating habits in Mexican-American children. 38 obese mothers enrolled in a weight-loss program and their 4-8-year-old children were observed during mealtime and the mothers interviewed about their socialization practices. Mothers relied primarily on nondirective verbal control strategies during the observation. Child compliance was more likely to follow a maternal serving or command than a nondirective behavior. Mothers encouraged sons to eat more than did mothers of girls. Child age was negatively correlated with mother's use of commands, reasoning, threats, and bribes, and positively correlated with maternal nondirectives, servings, and child compliance. Mothers with more years of formal education served healthier foods and were more likely to report using reasoning strategies, prohibiting consumption of unhealthy food, monitoring child food consumption away from home, and allowing child input into the eating situation than were less educated mothers.  相似文献   

10.
The public funding of early years education and care in England has been transformed. Historically, local councils had the main responsibility for decisions regarding nursery education and child day care, but in 1996 the Conservative government introduced a nursery education voucher scheme. Parents of four-year-olds could exchange the voucher for three terms of part-time ‘preschool provision’ in a state maintained nursery or primary school, or in a private, voluntary or independent (PVI) provider of child day care; in 1998, the Labour government replaced the voucher with an entitlement to free part-time ‘early education’. The entitlement was expanded progressively and in 2017 the Conservative government introduced 30 h per week free ‘childcare’ for some children, together with an Early Years National Funding Formula. Funding goals and policy have shifted over time, underpinned by the idea of ‘a level playing field’ between providers in maintained and PVI sectors. However, there is no statutory requirement for PVI settings to employ qualified teachers, militating against a genuine ‘level playing field’ and the integration of education and care.  相似文献   

11.
This study examined the social competence and mental health of homeless and permanently housed preschool children enrolled in the Head Start program. Mothers and Head Start teachers rated the social skills and behavior problems of 38 homeless and 46 housed preschoolers twice during the school year. The researchers compared the behavior of the homeless and housed preschoolers soon after they entered Head Start, as well as changes in children's behavior six months after their initial assessment. Both parents and teachers reported that homeless children exhibited more behavioral problems than housed children at the beginning of the study, but perceived no significant differences in the two groups' social skills. Mothers reported significant declines in homeless children's compliance relative to their housed peers at the conclusion of the study, while teachers noted significant declines in homeless children's compliance and expressive skills. Both mothers and teachers reported that homeless children exhibited significantly greater increases in behavior problems than their housed peers over the study period. Findings indicate the need for Head Start and other early childhood programs to develop interventions designed to moderate the negative effect of homelessness on young children's social-emotional development.  相似文献   

12.
This study examined the social competence and mental health of homeless and permanently housed preschool children enrolled in the Head Start program. Mothers and Head Start teachers rated the social skills and behavior problems of 38 homeless and 46 housed preschoolers twice during the school year. The researchers compared the behavior of the homeless and housed preschoolers soon after they entered Head Start, as well as changes in children's behavior six months after their initial assessment. Both parents and teachers reported that homeless children exhibited more behavioral problems than housed children at the beginning of the study, but perceived no significant differences in the two groups' social skills. Mothers reported significant declines in homeless children's compliance relative to their housed peers at the conclusion of the study, while teachers noted significant declines in homeless children's compliance and expressive skills. Both mothers and teachers reported that homeless children exhibited significantly greater increases in behavior problems than their housed peers over the study period. Findings indicate the need for Head Start and other early childhood programs to develop interventions designed to moderate the negative effect of homelessness on young children's social-emotional development.  相似文献   

13.
The Finnish social pedagogical curriculum for early childhood education directs early childhood teachers to use documentation to assess and develop pedagogy and practise. This empirical study examines the challenges and benefits a group of Finnish preschool teachers experienced when they learned to document their work. Although the idea of documenting appears fine in theory, and international experiences of constructing child-centered pedagogy through documents are promoted in the literature, accomplishing this task successfully is challenging in practise. In this study, as the features of documentation in early childhood education and care practise were considered critically, ideological discord was found within the national and local policy-making process, including problems with pedagogical leadership, which reduced the power of documentation in practise. However, the study also revealed that using documentation empowered the teachers as professionals, helped them communicate with parents and children, and guided them to focus on the children’s views.  相似文献   

14.
幼儿园教师是履行幼儿园教育工作职责的专业人员,高师本科学前教育是培养幼儿园教师的重要基地,其培养目标的构建影响到学前教育人才培养的规格和幼儿园教师专业化发展的质量。基于《幼儿园教师专业标准》的视角,我们把学前教育本科专业培养目标定位为:培养自觉尊重幼儿的权益和主体地位,尊重幼儿的身心发展特点和保教活动规律;具有职业理想与职业道德,尊重和热爱幼儿,能为人师表、履行教书育人的教师基本职责;掌握系统的幼儿发展知识、幼儿保育和教育知识和广博科学文化知识,并具有将其积累转化为实践智慧和情景性知识的能力;具有终身学习与持续发展的意识和能力的学前教育专业化人才。  相似文献   

15.
This study examined bidirectional associations between mothers' depressive symptoms and children's externalizing behavior and whether they were moderated by preschool‐age effortful control and gender. Mothers and teachers reported on 224 primarily White, middle‐class children at ages 3, 5, and 10. Effortful control was assessed via behavioral battery and mother ratings. Structural equation modeling indicated that maternal depressive symptoms at child age 3 predicted more externalizing behavior at age 10 among children with low effortful control and among boys. Externalizing behavior at age 3 predicted fewer depressive symptoms at the age 10 assessments among mothers of children with high effortful control. Boys with suboptimal self‐regulation exposed to high levels of maternal depressive symptoms were at greatest risk for school‐age behavioral problems.  相似文献   

16.
The aim of this study was to examine Japanese preschool children's social conflicts and methods of conflict resolution in order to shed light on existing cultural characterizations of Japanese preschool education and social development. Japanese preschool-age children were observed during school-time free-play and they and their mothers were interviewed about teacher methods of conflict resolution in the preschool setting. The results showed that Japanese children's conflicts stemmed from a wide range of issues, including concerns about justice, rights, and fairness. Moreover, teachers encouraged children to work out conflicts on their own, stressing self-reliance and autonomy. Japanese children and mothers chose resolution choices which pertained to the intrinsic consequences of the acts. Japanese children and mothers, however, preferred teacher-directed nonintervention over punishment as a form of teacher response. This was in contrast to previous research which has shown that American children and mothers prefer punishment over nonintervention. The results indicated that issues of independence (e.g., autonomy) and interdependence (e.g., group orientations) were both present in Japanese children's social interactions and in children's and mothers' judgments about teacher methods of conflict resolution.  相似文献   

17.
Eight hundred forty children (435 girls) enrolled in full-time, center-based child care participated in the study. Children ranged in age from 10 to 70 months. Sixty-six percent of the children were European American, the remainder African American. Children's play activities and cognitive activities as well as their relationships with caregivers were observed within the child care setting. The study tested the prediction that variation in children's cognitive activities could be directly and indirectly explained by child care quality, positive social interaction with teachers, and children's play activities and attachment security with their child care teachers. The prediction was examined and at least partially supported in eight subsamples of infant-toddler and preschool age European American and African American children in subsidized and nonsubsidized child care. Specifically, in seven of the eight subsamples, 15 to 30% of the variability in children's cognitive activities could be predicted from positive social interaction with teachers, attachment security, and participation in creative play activities.  相似文献   

18.
The aim of this study was to examine Japanese preschool children's social conflicts and methods of conflict resolution in order to shed light on existing cultural characterizations of Japanese preschool education and social development. Japanese preschool-age children were observed during school-time free-play and they and their mothers were interviewed about teacher methods of conflict resolution in the preschool setting. The results showed that Japanese children's conflicts stemmed from a wide range of issues, including concerns about justice, rights, and fairness. Moreover, teachers encouraged children to work out conflicts on their own, stressing self-reliance and autonomy. Japanese children and mothers chose resolution choices which pertained to the intrinsic consequences of the acts. Japanese children and mothers, however, preferred teacher-directed nonintervention over punishment as a form of teacher response. This was in contrast to previous research which has shown that American children and mothers prefer punishment over nonintervention. The results indicated that issues of independence (e.g., autonomy) and interdependence (e.g., group orientations) were both present in Japanese children's social interactions and in children's and mothers' judgments about teacher methods of conflict resolution.  相似文献   

19.
Beliefs and Achievement: A Study of Black, White, and Hispanic Children   总被引：7，自引：0，他引：7  
School achievement among black, white, and Hispanic elementary school children was investigated, and efforts were made to study the beliefs about academic achievement of the children and their mothers. A total of approximately 3,000 first, third, and fifth graders enrolled in 20 schools in the Chicago metropolitan area were given achievement tests in mathematics and reading. Black and Hispanic children performed at a significantly lower level than white children, but at fifth grade ethnic differences in mathematics scores were no longer significant when mothers' education was statistically controlled. This was not the case in reading, where differences were found after controlling for the effects of mothers' education. Interviews with subsamples of approximately 1,000 mothers and children revealed greater emphasis on and concern about education among minority families than among white families. Black and Hispanic children and mothers evaluated the children and their academic abilities highly; they were positive about education and held high expectations about the children's future prospects for education. Mothers of minority children and teachers in minority schools believed more strongly than white mothers and teachers in the value of homework, competency testing, and a longer school day as means of improving children's education.  相似文献   

20.
Formal early childhood education programs have been shown to promote the early academic skills of young children. However, the academic benefits acquired through program attendance fade quickly in the early elementary school years. Using a nationally representative sample of Australian children, we describe the programmatic and teacher differences between different types of formal early childhood programs for children between 4 and 5 years old—pre-year 1, school-based preschool, standalone preschool, and center-based child care. We examine the child and family background characteristics that are correlated with selection into different settings and how these settings are associated with children's early academic skills and on their subsequent achievement. We focus on understanding if there are differential academic benefits accrued from each program type and whether or not these benefits persist into the early elementary school years. Results indicate that maternal employment and economic disadvantage are correlated with program participation and that pre-year 1 and preschool teachers have higher qualifications. Results also show that children who attended a pre-year 1 program held an initial, significant advantage in early academic skills compared to children enrolled in center child care. Center child care was associated with higher early math skills than preschools. Children who did not attend any early childhood programming lagged behind their peers in school readiness skills. By middle childhood, all the early skill advantages had disappeared, showing rapid fadeout of academic benefits acquired from these specific types of early childhood programs. Implications for policy and practice are discussed.  相似文献   

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