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1.
Ian Winchester 《Interchange》1979,10(3):28-34
Conclusion In spite of my reservations on the key points of Professor McMurtry's article, I think that he has written the most interesting and sustained case for the liberation of children which I have seen. If he is wrong that children are not identical in status to slaves, he is surely right that some children are treated as badly as slaves were often treated and that our laws at the present time make it very difficult to intervene. If he is wrong in his presupposition that children are persons by the very fact of their being human beings, then he is erring on the side of angels. Because if we thought them so, then we would be much less likely to abuse them. And if our laws treated them so, we would have grounds for preventing the treatment of children as less than human by parents or other adults. 相似文献
2.
Although employer-sponsored child care programs have become more common, there is little empirical research on whether these programs affect employees’ satisfaction with child care or their work-life balance, and if effects vary across employee characteristics. In this exploratory study, we administered a survey to employees with children at one large university to gather information on their child care arrangements and experience with their employer's child care voucher program (N = 776). Satisfaction with child care varied with employee and child care characteristics, but not with voucher receipt. Families with preschool children, White families, and those using paid home-based care were more satisfied with their child care arrangements than those with school-age children, minority families, and those using center-based or before/afterschool care. Nearly half of voucher recipients (47%) reported benefits in work-life balance as a result of the voucher. Although demand-side vouchers appear to be a promising employer approach to address child care challenges, these results suggest that attention must also be given to the structure of child care supply as satisfaction and work-family stress are affected by more factors than child care cost only. 相似文献
3.
《Early childhood research quarterly》2002,17(4):418-440
Over the past decade, policymakers have become increasingly concerned about the development of low-income children, as well as about helping low-income parents work. Yet, all too often, child development and parental work goals are seen as separate. As a result, key parental work support services that affect children (such as child care subsidies) have not had a sustained focus on supporting the development of the children that they serve—even though subsidies are now estimated to serve more than 2 million low-income children. This article describes current approaches to child care subsidies, and identifies a number of the issues and opportunities facing those who want to integrate a stronger child development focus into the subsidy system. It concludes with a discussion of important questions that policymakers, practitioners, and researchers can explore if they want to help the subsidy system achieve a better balance between supporting parental work and supporting child development. 相似文献
4.
Pyle DF 《World education reports》1986,(25):15-17
Growth chart monitoring developed as a technique designed to decrease infant and child morbidty. In order for similar techniques to reach those who need them most, special emphasis must be placed on the question of how services and information will be delivered. This problem of implementation, often neglected by primary health planners, becomes the linchpin of success or failure when small-scale projects with limited coverage are scaled up to large regional or national programs. Supervision is most often the weakest aspect of growth monitoring programs. This frequently results in improper use of the growth charts and insufficient attention to follow-up of the children at risk. Large scale schemes employing monitoring techniques have tended to spend an inordinate amount of time considering mechanics and technical questions at the expense of analyzing results. Thus, the time consumed by the weighing and the charting is so considerable that little time or energy remains to do what is really important, that is, to analyze individual charts and provide services to those whose growth is faltering. Until the focus shifts away from the numbers of children weighted to the follow-up activities undertaken, programs utilizing growth charts will continue to have limited results. Also, in order to make a successful leap from small-scale project to improved national health, careful planning is necessary when applying any health intervention. 相似文献
5.
《Educational Philosophy and Theory》2013,45(6):723-743
An ideal of education is to ensure that our children develop into autonomous critical thinkers. The ‘indoctrination objection’, however, calls into question whether education, aimed at cultivating autonomous critical thinkers, is possible. The core of the concern is that since the young child lacks even modest capacities for assessing reasons, the constituent components of critical thinking have to be indoctrinated if there is to be any hope of the child's attaining the ideal. Our primary objective is to defuse this objection. We argue, first, that even if the indoctrination objection can be dealt with at the level of beliefs by an account that distinguishes between beliefs instilled in the child at the non‐rational stage that are indoctrinative and those that are non‐indoctrinative, there can be non‐autonomous ‘proto critical thinkers’ who lack autonomy with respect to the requisite motivational components. We then ask what must be added to the account to ensure that proto critical thinkers develop into autonomous ones. We suggest that motivational elements, even if instilled at a stage at which the child has insufficiently developed cognitive capacities, can be ‘truly the child's own’ only relationally: the autonomous motivational elements are ones with respect to which the future child is self‐governing. 相似文献
6.
Paul Smeyers 《Journal of Philosophy of Education》2012,46(2):177-191
Time, space, causality, communicating and acting together set limits on our freedom. Starting from the position of Wittgenstein, who advocates neither a position of pure subjectivity nor of pure objectivity, and taking into account what is implied by initiation into the symbolic order of language and culture, it is argued that the limitations on our freedom are not to be deplored. The problems of conservatism, relativism and scepticism—which confront us often in the context of education and child rearing—are inadequately dealt with if attention is primarily focused on ways to resist or act differently. Following Cavell and his insistence that we should not try to escape from the existential conditions we find ourselves in and look for false certainties, the relevance of embracing a particular stance is elaborated. A commitment to giving substance to an ideal of ‘the good life’ is neither an injustice towards the other nor an ignorance of her freedom. On the contrary, here responsibility is accepted, and at the same time it is acknowledged that we always have only the particular points of departure that we contingently start from. Coming to terms with this kind of dependency constitutes living out the scepticism that is implied by our being human: the logic of this is given along with our human condition. 相似文献
7.
For a group of children with handicaps, growth and development are also affected by abuse or neglect. Our understanding of the problems of the abused, handicapped child emerges from experience with 37 children with cerebral palsy who have been maltreated, coupled with a review of the literature in related areas. We identify the following four problems as crucial to the study of abuse and neglect to the child with handicaps: (1) abuse that causes handicaps, (2) abuse that occurs to the handicapped child, (3) compromises in care that can occur when the handicapped child becomes involved with the medical and legal systems, and (4) arrangements for foster care or other out-of-home placement for the child with handicaps. We conclude that the very systems designed to protect and care for the child often fail, leaving the handicapped child without opportunity to reach developmental potential. In light of our observations, we recommend that the pediatrician not only be aware of the existence of abuse and neglect in the population of handicapped children, but also serve in the dual role of coordinator of services and advocate for these children. 相似文献
8.
David Finkelhor 《Child abuse & neglect》1982,6(1):95-102
How have contemporary social changes affected the problem of child sexual abuse? The rapid rise of this problem to public attention in the United States is in part due to the mobilization around the problem by the women's movement and the child welfare movement there. But factors shown by research to be associated with the problem—social isolation and patriarchal authority—are so widespread as to suggest that this is a problem of international proportions, as well. The rising divorce rate in the U.S. and worldwide, would appear to put more children at risk at the same time that it has also made it easier for children and their mothers to escape from the most oppressive and intolerable family situations. The sexual revolution and the erosion of external controls on sexual behavior have also in all likelihood aggravated the problem, too. Sexual abuse needs to be seen as a problem distinct from physical child abuse—characterized by the preponderance of offenders who are males. This suggests searching for the sources of the problem in male sexual socialization rather than in problems of inadequate and disaffected parenting. 相似文献
9.
The increasing rate of child abuse and neglect is a special concern for educators who are legally mandated reporters of suspected maltreatment, are often the first to identify and refer children who have been harmed, are in contact with parents and are aware of the family conditions contributing to child maltreatment, and who must often work closely with other professionals in their efforts to support child victims and prevent further abuse. Moreover, children's emotional or behavioral problems, learning disabilities, or other difficulties often reflect broader problems that are associated with abuse or neglect. Consequently, understanding the causes and consequences of child maltreatment, and contemporary child protection efforts, is essential to educators in their efforts to assist victimized children. This article surveys current research on child maltreatment with particular attention to the challenges of child protection, the multidimensionality of child maltreatment (distinguishing physical abuse, physical neglect, sexual abuse, and psychological maltreatment), and hopeful new avenues for prevention. The implications of this research for educational professionals are emphasized. 相似文献
10.
《Early education and development》2013,24(2):215-232
In Canada, child care for kindergartners typically combines part-day school and child care. Exploratory research examined parents', teachers', and child care staff views on coordination between these programs. Community-based research surveyed these three groups. There was general agreement, and some key differences, among the groups in priorities for programs for kindergarten-age children. Social and language skills were generally considered most important; reading and writing least. Parents were particularly enthusiastic about a coordinated, school-based program. Teachers and child care staff were somewhat less enthusiastic about the model, with teachers' reactions the least positive. Teachers' views on the advisability of an integrated program were varied—some thought it would be of benefit to children, others disagreed. All three groups felt that a coordinated program would benefit by being school-based. Direct experience with integrated programs seemed to produce strong opinions about the value of program integration, with those teachers who had on-site child care programs giving the integrated programs the highest and the lowest ratings. Arguments are made for small-scale demonstration programs to expand provision of child care services using kindergarten as a foundation—and for rigorous evaluation of program impacts and outcomes. 相似文献
11.
The focus on identity in the field of teaching and learning continues to grow, especially when it concerns equitable outcomes for students. While most attention is placed on students' identities and increasingly those of teachers, lesser addressed are the identities of the teacher educators and researchers broaching the issue of identity. Additionally, identity research is not often linked to relationships between self, others, and transformative action. We recognize these as gaps to be addressed and offer critical positional praxis (CPP) as a response. CPP is the public manifestation of the insights gained through our sense of identity and reflexivity. More specifically, CPP is the actions (or inactions) that express who we are in response to an event in any given social context—especially oppressive ones. In this article, we draw from our own critical autoethnographies, as a context for putting CPP into practice in identity research. Our collective analysis of these critical autoethnographies revealed how our identity development was inseparable from the ways in which we have each resisted the politics of domestication. Our autoethnographies further point to the role of dissent as central to our experiences of becoming critical science teacher educators committed to equity, diversity, and anti-racism in education. We draw from this analysis to offer recommendations for how identity and positionality can move beyond theoretical constructs toward transformative personal and collective change in science education. 相似文献
12.
《Early education and development》2013,24(2):85-104
The transition from "home child" to "school child" is an important social milestone and encompasses a life period that has not received as much attention as it may deserve. Poor black children, who are those with the most social interaction disabilities, seem particularly vulnerable in the early part of this transition. A further complication is that "summer learning" helps mainly well-off children, and blacks in the population-at-large are less likely to be well off than whites. Although schools do seem to be making up for the dearth of academic socialization resources in many young children's households, and in this sense are most beneficial for those who need them most, more work is needed on why schools are not filling the bill as well for the neediest blacks as they are for the neediest whites. 相似文献
13.
OBJECTIVE: This study examined whether children who received child welfare services (e.g., in-home or out-of-home placement) were more or less likely to become incarcerated as serious and violent youthful offenders than those children who were investigated as victims of abuse and neglect but received no further child welfare intervention. METHOD: Administrative data on child abuse reporting, foster care, birth records, and juvenile corrections (CYA) were linked to prospectively examine the risk of incarceration as an adolescent following an investigation of abuse or neglect after age 6. The 10 county California sample included 159,549 school-aged children reported for abuse and neglect after 1990. RESULTS: About 8 per 1,000 children in the sample were later incarcerated in CYA. African American and Hispanic children who received in-home or foster care services after the index investigation event had a lower risk of incarceration than those whose cases were closed after the investigation. Among females, the rate of incarceration was highest for those who experienced foster or group care placements. Children initially reported for neglect were more likely to be incarcerated than those reported for physical or sexual abuse. CONCLUSIONS: Public child welfare services have rarely been assessed in terms of future negative child outcomes. This study finds that one serious negative outcome, CYA involvement, can only be understood when a number of factors are considered. The importance of understanding the differences between how different subpopulations respond to services is highlighted. Specifically, our findings suggest that more attention should be focused on children who are now receiving no services after an investigated child abuse and neglect report, on females, and on victims of child neglect. 相似文献
14.
Child care and protection have become key issues of concern for all teachers, and particularly for those teachers responsible for the care of young children. In this paper, we analyse focus group data on the topic of child care and protection produced by primary school teachers in Queensland, Australia. By drawing on concepts from cultural globalization, risk society and the sociology of childhood we outline the images, imaginary worlds and imagined professional identities constructed by a cohort of teachers. In particular, we pay attention to teachers' accounts of changes to everyday schooling practices in the context of new child protection legislation and policies. We argue that education and/or professional development in relation to child care/protection must involve critical engagement and contestation of the images, imaginary worlds and imagined collective professional identities of teachers and children constructed, and consumed often uncritically in these new times. 相似文献
15.
《Child abuse & neglect》2014,38(12):2062-2071
This article presents an exploratory assessment of whether children's perceptions of caseworker support (e.g. feeling listened to) moderates the relationship between the type of maltreatment and problematic behaviors. Relying on data collected for the National Survey of Child and Adolescent Well-Being (NSCAW I), this research measures how often children felt listened to by their caseworkers and the effect on the relationship between two types of maltreatment (e.g. physical abuse and neglect) and problematic child behaviors. Results indicate that whereas children reported feeling listened to most of the time, there are significant differences in the probabilities of problematic behavior scores between physically abused and neglected children according to how often they felt listened to. With the exception of those children who felt listened to all of the time, physically abused children have a higher probability of problematic behaviors than neglected children. Comparisons between the two maltreatment types indicate a greater impact of listening on physically abused children across the continuum of feeling listened to (e.g. never to all of the time), than for neglected children, except for at the highest level of listening, as results indicate a small, but significant difference indicating neglected children are more positively impacted by listening than physically abused kids. Implications for practice are that children's perceptions of support from caseworkers may influence behavioral outcomes differently according to maltreatment type. Additionally, these findings encourage the inclusion of children's perspectives regarding the relationships they have with caseworkers. 相似文献
16.
Mothers with mental retardation with or without a history of child abuse and/or neglect were compared on a number of demographic variables. The reasons why children were or were not removed also were examined. The demographic comparisons showed that while those mothers with such a history generally had higher IQs, they were similar to the mothers without such a history. Twice as many of those with a history of abuse and/or neglect were married, lived independently, and had at least two children, one of which often had problems, in comparison to those without such a history. Examination of the reasons for child removal showed that removal occurred if the mother had a problem in addition to her retardation or if she was unwilling to attend and actively participate in a training program and/or did not have someone who could provide support. If a mother was willing and did attend training and had support, children were either not removed initially or were returned upon evidence that the mother was actively participating. In comparison to those mothers with a history of abuse and/or neglect, those without such a history functioned at a lower intellectual and functional level and were living with a relative who shared child-care responsibilities. 相似文献
17.
Misuk Lee 《Educational gerontology》2013,39(6):467-499
This study reviews recent literature related to grandparents' involvement and support for grandchildren with disabilities and their grandchildrens' family. The literature reveals that grandparents' initial reactions are similar to parents' reactions of shock, anger, and grief when they learn a grandchild has a disability. Over time, grandparents become involved in their grandchild's family system, providing practical and emotional support. Factors that influence grandparents' support and involvement include residential proximity, their level of understanding of their grandchild's disability, and the affective solidarity between them and their adult child who is the parent of the grandchild. Grandparents' support and involvement is promoted when they have access to accurate information regarding their grandchild's disability, experience good communication exists between them and their adult child, and when support groups or workshops are available to them in their community. A variety of unexplored areas are identified where additional and longitudinal research may yield new and interesting information regarding our understanding of factors that effect grandparents' involvement and support in families with children with disabilities. 相似文献
18.
Mary Lee Enfield 《Annals of dyslexia》1971,21(1):95-110
V. Summary Once we clear out the undergrowth so that the Jungle of Confusion becomes a Forest of Learning, the child with a unique learning
style or specific language disability can be invited into it to succeed, to learn and to “become”. There are many ways this
child can go through the forest—we can find a guide to take him through, and he will be likely to see only what the guide
shows him; or we can allow him to go through alone and risk the chance of losing him; or we can put him in a plane and fly
him over so he can see from a distance but never get involved; or we can put him in a car and drive him around the perimeter;
or we can set him on a path which will limit his exposure to learning; OR we can teach him to use a compass so he can work
his way through with an independent sense of direction and security. If we honestly accept responsibility for our role in
the lives of these children, wemust clean up our forest; and, we must teach children how to use a compass (basic skills). As leading explorers of knowledge,
rather than merely critics of the negative or headmasters in the function of memory, or prophets of doom, we should give these
children basic tools to allow them to learn and successfully develop a capacity for independent living.
As Mrs. de Hirsch stated last evening, “children need living models who are intelligent—who have integrity and character”.
Yes, they need models to lead them—models who believe in them, who will equip them and then let them honestly“become”. Our challenge is clear—wemust go from materials-centered teaching vagueness to child-centered teaching excellence if this Jungle of Confusion is to become
a Forest of Learning.
From a paper presented at the Twenty-first Annual Conference of the Orton Society, Washington, D. C., Nov. 14, 1970. 相似文献
19.
Summary In some ways it now becomes too easy to compare — boys with girls, Jonathan with Michael (and other leaders), older with younger. My colleague's girls were more egalitarian than her boys; my least successful group, however, consisted entirely of 3rd year girls. Jonathan's leadership was of a notably selfish kind, but there were no other boy leaders of his age to compare with. There was certainly a feeling of development, younger to older, in terms of ability to plan, to sustain an investigation over time and draw conclusions when working together. Nevertheless one older group (3rd years) spent all its time trying to arrive at a workable social structure. The older often chose to co-operate in pairs with friends and showed considerable respect for each other's observations and ideas and care over their modification. At the same time, throughout both classes, children worked intensely in all their appointed groups on set tasks, even when no direct collaboration or conversation took place at all. These facts in themselves make the evaluation of process and outcomes difficult. How, in effect, did we first recognise and second assess group success? Was joint completion of a task the only criterion or could social interaction be considered too? How important, indeed, was interaction to the final result? If we say that achievement of a result of some kind through talk and mutual help was the main aim, then most of the older children actually brought that about. All but two groups came to a point of conclusion which they were able to discuss and summarise and those groups most closely monitored, either by tape-recording or adult eavesdropping, showed an ability to work very closely together and move forward through contributive conversation which seemed to exclude no-one. If I had the space to quote more copiously from tapes and notes the intensity of some of these sessions would become more apparent — the best of the 4th year girls' groups sometimes approaching an hour during which the quality of listening and concentration is clearly as important as the round of contribution. The boys' groups and some of the pairs were often more laconic, sometimes lapsing into silence for pondering or writing or moving around, but their overall persistence and their ability to plan and co-ordinate their efforts were notable. My colleague claims less in terms of planning and outcome. Interactions did take place in her groups, sometimes with a tangible result, like a piece of floating plasticine, but children often worked alongside rather than together — in the group rather than with the group — with the marked exception of the girls' water experiments, where they were not only contributing in close canon, but narrating for the tape at the same time. If one includes a social value in group work it is possible that even the group in my class which most obviously failed even to set up a single agreed investigation went through some kind of social learning. They tempt one to believe that smaller groups must have been better than larger and they certainly did help some of the shyer to participate more fully. On the other hand, large groups which had good cohesion actually seemed to be able to refine ideas better, more effectively eliminate less workable ones and arrive at more practicable and communicable solutions. Children self-monitoring through taping seems to have been immensely successful; with the older as an aid to continuity and a means of reflection; with all ages in providing an awareness of audience, — the need to shape and present the whole process and its outcome. It seems not to have affected spontaneity of contribution, even where children imposed structures for taping (such as members reporting in turn), and the whole thing was handled in a very matter-of-fact way. For the teachers the tapes were revelatory and entertaining — providing a means of study more complete and far reaching than any other devised. Adult intervention by the visiting teacher could be equally thorough, but rarely equally unobtrusive. However, children who knew each other well and seemed to be working perhaps too intuitively together were actually forced to define things more precisely for themselves in the process of reporting to an adult. The shortcomings of groups, older or younger, may ultimately return to this fact — an inability to see the need to share surmises, either with each other or with the community beyond the group. This leads me to believe that independent learning needs, nonetheless, to be carried out with eventual accountability in mind. The benefits accruing to the two teachers are an echo of these thoughts. The very presence of another adult, planning, observing and discussing, raised the level of interest for both of us. We each had an audience and a means of sharing current problems, discussion on a number of occasions bringing about developments like my colleague's use of music to encourage greater mutual awareness and team-work in her younger children. Our perceptions of each other's children at work were often more objective and useful because they were less involved and, as my colleague pointed out, we tended to look at each other's groups much more as groups and much less as familiar individuals in groups. In practical terms it was also much easier for a visitor to a room to give entire attention to one group for a long period than it was for the class teacher who had overall responsibility for the activity of every group and individual in the room. Some of the tasks performed by the visiting teacher — listening, talking, guiding — could equally have been (and often were) performed by the class teacher, but the greater value came in the later sharing of impressions — a sharing which led to modification, to a better assessment of success and failure, to useful comparison between age groups and to a wider broadcasting of these awarenesses to other teachers. In our opinion, group tasks can be made more effective by careful setting up, the provision of awareness-raising frameworks, supporting collaborative exercises, questions to be considered (‘What do you think you have found out so far?’) and precise aims laid down for each session. But these do not preclude failure or actually deliver interactive skills. They are aids to learning — learning which may continue given the opportunity (a) to go on working together and (b) to reflect on the positives and negatives of each piece of work through writing and/or open class discussion. All that one can say of the children applies equally to the teachers. Finally, it is now clear that under the national curriculum we shall be dealing directly with matters such as how children cope with group tasks and whether or not they can talk and listen effectively in groups. Consequently teachers will be called on to increase their awareness of various aspects of collaboration, so that they can foster and then assess them. We hope this article goes some way towards raising the level of that awareness. 相似文献
20.
Celia Harding Candace Wade Kirsty Harrison 《Journal of Research in Special Educational Needs》2013,13(4):242-250
Mealtimes are identified as an important learning environment where socialisation and language development takes place. Caregivers can facilitate the structure of a child's learning in the mealtime setting. The aim of this study was to gain an understanding about the nature of communication in a normal population during mealtimes. This is important to help understanding about the nature of communication and interaction in children with disabilities during mealtimes. Participants were six typically developing preschool children aged from 8 months to 3;05 years. Caregivers of the children supported their child having a typical meal at home. Each mother–child dyad was video‐recorded by the researchers during a typical meal for up to 30 minutes. Each recording was transcribed by the researchers, and specific communicative features were counted and coded; caregiver comments about appropriate mealtime behaviour, child verbal and nonverbal initiation, caregiver questions and comments about meal enjoyment, caregiver praise of child, and caregiver repetition to coax feeding. A caregiver questionnaire was also completed to obtain information about the child's feeding, any early history of feeding difficulties and typical mealtime routine. The results indicated that the most considerable difference were between the dyads who had reported early feeding difficulties and those who had not reported any. Carers who supported children who had a history of early feeding difficulties used more language to manage and guide the child's behaviour during the mealtime. Caregivers who reported early feeding difficulties appeared to be more concerned with how their child was presenting at the meal (i.e., appropriate behaviour and meal enjoyment). This information has important implications for supporting children with complex needs during mealtimes. 相似文献