共查询到20条相似文献，搜索用时 46 毫秒
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Sayan Chakrabarty Ulrike Grote Guido Lüchters 《International Journal of Educational Development》2011
This paper explores the determinants of child labour vis-à-vis child schooling. It further examines the influence of non-governmental organisations (NGOs) which are engaged in social labelling, on the incidence of child labour and schooling trade-off. The empirical results show that the probability of child schooling increases as well as child labour decreases if a carpet firm has adopted a labelling scheme. It can also be shown that labelling NGOs have a significant positive influence on sending the ex-child labourers to school. 相似文献
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Learning about letters is an important component of emergent literacy. We explored the possibility that parent speech provides information about letters, and also that children’s speech reflects their own letter knowledge. By studying conversations transcribed in CHILDES (MacWhinney, 2000) between parents and children aged one to five, we found that alphabetic order influenced use of individual letters and letter sequences. The frequency of letters in children’s books influenced parent utterances throughout the age range studied, but children’s utterances only after age two. Conversations emphasized some literacy-relevant features of letters, such as their shapes and association with words, but not letters’ sounds. Describing these patterns and how they change over the preschool years offers important insight into the home literacy environment. 相似文献
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《Early childhood research quarterly》2003,18(2):163-184
We conducted real-time analyses of the videotaped free play of 24, 3–4-year-olds, half of whom had disabilities, in four University-sponsored, inclusive, child-centered preschool classrooms. There were 7–10, 20-minute observations for each child. Despite significant differences related to child condition in the frequencies of interactions with peers and one-on-one with adults, the same pattern obtained for both groups: Across observations, the proportions of time that each child spent interacting with peers and with adults were negatively correlated for 21 of the 24 children. Analyses of event-sequences revealed that adults were more likely than expected by chance to initiate interactions with a child when s/he was alone and less likely to do so when s/he was interacting with a peer. Within-child patterns of choices also indicated that, after an adult had initiated an interaction with them, the children were less likely to initiate an interaction with a peer and more likely than expected to initiate another interaction with an adult. Additional, exploratory analyses yielded results consistent with the view that some kinds of exchanges with adults may interfere with peer interactions. Implications both for theory and for planning curricula are discussed. 相似文献
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The present study examined the role of child gender, child ethnicity, and teacher–child ethnic match in moderating the association between teacher–child relationship quality and children's classroom behavioral adjustment. The study was conducted using data from an ethnically diverse sample of 301 Head Start children and their teachers. Teacher–child conflict was found to be a stronger predictor of hostile–aggressive behavior for boys than girls. In contrast, teacher–child closeness was found to be more predictive of school competence for girls than boys. Similar patterns of association were found between teacher–child relationship quality and school behavioral adjustment for Non-Hispanic, white children and those of Mexican-origin. Results also revealed that teacher–child ethnic match did not moderate the association between teacher–child relationship quality and child behavioral adjustment. 相似文献
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Marta García-Ruiz María José Rodrigo Juan Andrés Hernández-Cabrera María Luisa Máiquez Maja Deković 《European Journal of Psychology of Education - EJPE》2013,28(2):173-188
The aims of the study were: (1) to examine whether adolescents’ attachment and the perceived quality of the communication with their parents relate to effective resolution of parent–child conflicts and (2) to determine whether the pattern of associations changes with adolescents’ gender and age. The sample consisted of 295 adolescents who filled the questionnaires. Structural Equations Models showed that secure attachment predicted a positive communicative climate, which in turn, predicted a more frequent use of negotiation. Secure attachment was related to the use of withdrawal strategies. Anxious attachment was related to high levels of criticism and disputes with parents, which, in turn, predicted the use of all conflict resolution styles. Avoidant attachment was not related to any of the conflict resolution styles. No differences were found in the pattern of associations by gender and age. The relevance of the findings for the social relational perspective to conflict resolution is discussed. 相似文献
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Regine Froese 《British Journal of Religious Education》2008,30(1):37-47
This article deals with the results and further consequences of my empirical investigation of Christian–Muslim families and their children in Germany. It gives an insight into the religious world of 4‐ to 12‐year‐old children in Christian–Muslim families through the analysis of evaluated interviews and drawings concerning religious practice and the image of God. Through the presentation of different aspects such as prayer, the image of God, gender issues, religious practice and affinity, the question of children’s own needs is discussed. 相似文献
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Virginia Tompkins Tricia A. Zucker Laura M. Justice Sevda Binici 《Early childhood research quarterly》2013
This study examined teachers’ questions and children's responses during a play-based activity implemented in small groups within preschool classrooms. The first aim of this study was to describe teachers’ questions in terms of four levels of abstraction (i.e., a continuum of literal to inferential questions) and children's responses to these questions. The second aim was to examine the relations between teachers’ questions and children's responses using sequential analyses, to include children's level of abstraction and mean length of utterance (MLU). Participants were 39 teachers and up to six children from their preschool classroom. We found that teachers’ questions made up an average of 25% of their talk to children during play, and were relatively balanced between literal and inferential questions. Furthermore, significant sequential associations were found between the level of abstraction of teachers’ questions and the level of abstraction of children's responses (e.g., teachers’ inferential questions tended to elicit children's inferential responses). Finally, we found that teachers’ inferential questions were not related to children's MLU; that is, teachers’ more abstract questions did not elicit longer utterances from children. These findings suggest that play is a valuable context in which teachers may promote children's use of inferential language. 相似文献
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OBJECTIVE: For nearly 25 years researchers have suggested that better taxonomic systems conceptualizing and reliably differentiating among different dimensions of maltreatment are required. This study examines the utility of three different characterizations of one dimension of maltreatment, chronicity, to predict child behavioral and emotional functioning in a sample of maltreated children. A secondary objective of the study is to examine additional parameters of maltreatment inherent in our definitions of chronicity: age at first report to CPS, extent and continuity of maltreatment. METHOD: The study consists of children reported for maltreatment (N=519) from the larger LONGSCAN study cohort. Lifetime maltreatment data were collected from CPS records and coded into two chronicity constructs: "developmental" and "calendar" definitions. Variables for age at first report, frequency, extent and continuity of maltreatment reports also were constructed. Hierarchical regression analyses were utilized to determine the extent to which the various chronicity constructs contributed to the prediction of child outcomes. RESULTS: The most salient definition of chronicity, in terms of its effects on child behavioral and emotional functioning, varied by outcome. The developmental definition was found to have the most balanced sensitivity across outcomes. Among other significant findings, extent and continuity of maltreatment contributed respectively to the prediction of behavior and emotional trauma symptoms. Early age at first report was a predictor of poor daily living skills. CONCLUSION: Chronicity is a complex construct. Findings indicate there are multiple parameters that make up the chronicity construct itself that may be important for understanding child outcomes. 相似文献
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Researchers have paid little attention to non-adult child supervision and the prevalence and factors influencing this practice in low-income countries. A better understanding of this phenomenon is needed to inform the development and implementation of policies and interventions to enhance child supervision in those settings. This study explores the prevalence and factors associated with young children being home alone or under the care of another young child in Lao People’s Democratic Republic. Using the 2011–2012 Lao Social Indicator Survey (N = 10,740 for the subsample of ‘child was home alone’ and N = 10,539 for the subsample of ‘child cared by another child < 10 years of age’), multi-level Poisson regressions were performed to determine the number of days children under five years of age were home alone or under the care of another child younger than 10 years of age. Large discrepancies across provinces and between urban and rural populations within each province were found. Children living in rural areas were more than five times more likely to be unsupervised than children living in urban settings (incidence rate ratio, IRR 5.2; 95% CI: 1.8–15.2), and children living in rural areas were nearly twice more likely to be under the care of another child than children living in urban settings (IRR 1.9; 95% CI: 1.3–2.8). Age was also a common factor in explaining variation in both dependent variables. Policies aimed at facilitating adequate child care and supervision should consider rurality to increase children’s protection. 相似文献
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Celina Kwan 《International Journal of Early Years Education》2004,12(2):117-129
It is widely known that parent–teacher partnerships are vital to children's progress in their development and learning in schools. These partnerships involve parent–teacher conferences, parents helping in the classroom, teachers making home visits and parent education seminars. However, partnerships rarely extend to having parents involved in the assessment process of their children in a significant way. In Singapore, opportunities for parents to be involved in the assessment process exist but only when invited by a professional, and this is only to a limited extent. Routinely, when professionals assess a child, parents are asked for their observations of their progress at home. However, such information gathered from parents is informal, unorganized and used on a supplementary basis. Hence, it was the purpose of this research project to develop a child‐screening instrument that utilized observations of Singaporean parents in an organized fashion by the help of computer technology. With this, it is hoped that the involvement in the assessment process will educate and empower parents to make decisions and play a more active role in the identification of their children's learning needs.
This paper reports the use of parents' observations of their children across five developmental domains in the device of a computer‐based child‐screening questionnaire in Singapore. The Developmental Screening Questionnaire (DSQ) is developed as an initial screening tool to detect potentially at‐risk children within the age range of one to six years. This paper also describes the validity and utility of the instrument, making use of computer technology in the test administration process. 相似文献
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Antje von Suchodoletz Anika Fäsche Catherine Gunzenhauser Bridget K. Hamre 《Early childhood research quarterly》2014
The study examined the applicability and generalizability of the Classroom Assessment Scoring System Pre-K (CLASS Pre-K; Pianta, La Paro, & Hamre, 2008) and the associated conceptual Teaching through Interaction framework to understand classroom processes in the German early education system. Three broad domains describe effective teacher–child interactions: Emotional Support, Classroom Organization, and Instructional Support. In the present study, we observed teacher–child interactions in 63 classrooms drawn from 26 different preschools using the CLASS Pre-K. Consistent with research from the United States, CLASS Pre-K scores demonstrated that the quality of teacher–child interactions varied widely. Data indicated that the levels of Emotional Support and Classroom Organization were moderate. In contrast, the level of Instructional Support was rather low and even decreased over the course of the morning. Furthermore, Emotional Support was found to decrease over the day in classrooms with a higher child–teacher ratio. Results have important implications for policy and practice with regard to the quality of care and education in German preschools. 相似文献
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The mechanism of parent choice is sometimes viewed as a way of improving the quality of child care centres. This study looks at whether parent choice is constrained by family variables such as socio‐economic status, education and family income and to what extent parents do select quality. The sample for the present study included 100 child care centres catering for under two year old children from around New Zealand. The quality of each centre was assessed using two measures, a checklist (the Abbott‐Shim Assessment Profile) and an interval observational procedure focusing on child‐staff interactions (the Howes/Melhuish Observational Schedule). Two under two year‐olds from each centre were observed for 100 minutes and their parents filled in a questionnaire about their satisfaction with the child care centre. The study showed modest correlations (‐.18 to .27) between socio‐economic status, education and family income and the Abbott‐Shim Assessment Profile but none with observations of child/staff interactions. Eighty‐six per cent of parents in the study said that this centre was their first choice and ratings of quality were highly positive. Yet for most measures there were zero correlations between research‐based measures of quality and parent satisfaction. Qualitative data showed that there was some overlap between the criteria which parents mentioned as the ‘best’ or ‘worst’ things and criteria incorporated into research methods. Parents, however, were concerned about cost, location and convenience which were not part of the research measures. Comments on centres which were of high quality and low quality made by parents and early childhood trained researchers were compared.
Parents were much more positive and uncritical in their comments than researchers. It was concluded that many parents make passive choices of centres rather than actively choosing between alternatives and that many do not have knowledge or awareness of specific aspects of quality to look for. It was concluded that parent choice is not currently a viable means of controlling quality and that policy makers need to look to other mechanisms. 相似文献
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This study examined four questions: (1) How does family structure (specifically, single parenthood, married parent, and cohabitating parent) affect children's delinquency and math test scores? (2) Do these effects differ by race? (3) Do parenting practices mediate the links between family structure and children's outcomes? and (4) Does this mediation differ by race? Unlike some previous work in this area, the present study distinguished between the effects of single parenthood and cohabitation. Using fixed-effects techniques to control for unobserved heterogeneity between children in the various family structures, single parenthood was found to be associated with reduced well-being among European American children, but not African American children. Cohabitation was associated with greater delinquency among African American children, and lower math scores among European American children. No evidence was found to indicate that parenting mediated the links between family structure and children's outcomes. Finally, it was found that for African American children, measures of maternal warmth and the provision of rules had direct effects on children's delinquency. 相似文献
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This study sought to explore anecdotal reports that social workers in South Africa are often advised to postpone therapy with child complainants of sexual abuse until after the child's testimony, based on concerns of legal professionals that therapeutic interventions could influence the child's testimony. Applying purposive sampling and a qualitative research study, individual and focus group interviews were conducted with 18 social workers and one psychologist that provide therapeutic services to child complainants of sexual abuse in the Gauteng province. Interviews were audio-recorded, transcribed and independently analyzed by both researchers, performing thematic analysis. Emerging themes include a lack of directives in terms of the provision of pre-trial therapy for child victims of sexual abuse, current practices and challenges in this regard. Recommendations for the way forward are presented. Limitations and future research will be discussed. 相似文献
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The present study investigates the intergenerational transmission of the valuing of math within family. We tested if there are groups of students showing differential intergenerational transmission patterns.Based on a two-wave longitudinal sample of 1198 German fifth graders, their mothers (N = 874), and fathers (N = 733), structural equation mixture models showed two groups of students. In the first group, only the mothers' valuing of math predicted the students' own values in this domain, while in the other group the fathers' valuing of math was the only significant predictor. Parental school involvement and parenting styles were ruled out as causes for this pattern. Dyad gender composition, however, predicted group membership.The results are discussed in terms of parent and student characteristics affecting patterns in intergenerational values transmission. 相似文献
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