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1.
Interviews with 72 pupils in grade 2–6 were used to investigate awareness of the relation between situation and computation in simple quotitive and partitive division problems as informally and formally experienced. The research approach was phenomenographic. Most second graders counted or made drawings, and related these methods to the situation described in the problems. Several of the older children, on the contrary, experienced a conflict between computation and situation in partitive division. Most second graders, but also some third, fourth and sixth graders, could still not carry out repeated addition, the precursor of multiplication. The data are finally viewed from two theoretical perspectives other than phenomenography. It was concluded that formal division, understood as related to everyday situations, only develops in interplay with informal knowledge.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献   

2.
The present study examined how child care teachers' socialization practices and child characteristics jointly predict children's sympathetic-prosocial responding. A total of 25 teachers of 105 five-year-old children were observed during free play with regard to their warmth, non-directiveness and passivity-activity. The children's reactions to distress simulations in two different situations were observed. The children's inhibition and aggression were rated by teachers and parents. More compassionate behavior was shown by girls as compared to boys and by children in classes with warmer teachers; inhibited children showed tendentially less sympathetic-prosocial reactions than non-inhibited children. Furthermore, girls who showed sympathetic-prosocial reactions were rated as more aggressive than girls who did not, and boys who showed sympathetic-prosocial behavior as compared to those who did not were in classes with warmer teachers. The data suggest that child characteristics as well as socialization practices play an important role in children's interpersonal functioning. Among the teacher variables, their ability to interact in a warm, affectionate way is of central importance for the development of emotional competence in children.  相似文献   

3.
The Primary Education Improvement Program (Science) developed in Nigeria from 1970–1980 adopted a “process approach” to the teaching of science for children in Classes One and Two of primary school. In that insufficient formative data were available a study was organized to evaluate the attainment of the program's major objectives in terms of the children's ability to practice process skills. The study also attempted to measure children's interest, active participation and understanding of the lessons, as well as the availability of materials and ease of preparing and teaching the lessons for the teachers. Data were collected by means of teacher opinionnaires and a children's test to measure the attainment of process skills. The teachers who completed the opinionnaires rated the program as successful in terms of all the measured criteria. Children in the experimental and control groups were tested and their performances were compared. The results indicated that there were some significant differences in total test scores in favor of the experimental group after one year of primary school but none after two years. The program, though highly rated by teachers, did not produce the intended changes in children's behavior.  相似文献   

4.
This paper examines young children's working styles when they are engaged with a peer on a computer‐based reading task. Two types of pairing were investigated: (i) ‘Equal’ pairs, where the children were of equal reading attainment and (ii) ‘Unequal pairs’, where there was a disparity between the children's reading attainment. The results suggest that the children's reading attainment and/or their gender may be more significant factors in determining the nature of children's collaborative activity than pair type. The implications of these results for practitioners who wish to use talking books as a classroom resource are discussed.  相似文献   

5.
《学习科学杂志》2013,22(2):197-220
"Learning by doing" in pursuit of real-world goals has received much attention from education researchers but has been unevenly supported by mathematics education software at the elementary level, particularly as it involves arithmetic word problems. In this article, we give examples of doing-oriented tools that might promote children's ability to "see" significant abstract structures in mathematical situations. The reflection necessary for such seeing is motivated by activities and contexts that emphasize affective and social aspects. Natural language, as a representation already familiar to children, is key in these activities, both as a means of mathematical expression and as a link between situations and various abstract representations. These tools support children's ownership of a mathematical problem and its expression; remote sharing of problems and data; software interpretation of children's own word problems; play with dynamically linked representations with attention to children's prior connections; and systematic problem variation based on empirically determined level of difficulty.  相似文献   

6.
Chronic undernutrition and hunger remain significant problems for children, in global perspective, and may have important implications for children's ability to function effectively at school. In this paper, we capitalize on a longitudinal data set of children in 100 villages in Gansu Province to estimate differences in achievement, behavior, and long-term persistence associated with chronic undernourishment and short term hunger. We show that chronic undernourishment and short-term hunger relate to children's school functioning in distinct ways: chronically undernourished children have poorer literacy acquisition and subsequent school persistence, while children who report subjective hunger have more behavioral problems.  相似文献   

7.
Research Findings: Minor illnesses, such as upper respiratory infections, stomachaches, and fevers, have been associated with children's decreased activity and increased irritability. This multi-method investigation of 110 day care–attending children examined whether experience with recurrent, minor illnesses and negative emotionality worked together to predict young children's social functioning. Minor illness experience was assessed via weekly health screenings conducted by nurses. Toddlers' negative emotionality and social behavior were assessed using mothers' and fathers' reports. The two dimensions of negative emotionality and minor illness experience operated in different ways to predict children's functioning. Toddlers rated as more temperamentally angry displayed less social competence, especially when they also experienced high proportions of minor illness. Temperamentally fearful children exhibited more externalizing problems when they experienced a higher frequency of illness, whereas fearfulness was not associated with externalizing problems for children who were not frequently ill. Practice or Policy: Children's frequent experience with minor illnesses combined with negative emotionality appears to place toddlers at a heightened risk for exhibiting behavior problems. These findings have implications for child and family well-being as well as interactions with child care providers and peers within child care settings. Interventions could be developed to target “at risk” children.  相似文献   

8.
The current study examined individual differences in children's phonological and visuospatial short-term memory as potential mediators of the relationship among attention problems and near- and long-term scholastic achievement. Nested structural equation models revealed that teacher-reported attention problems were associated negatively with composite scholastic achievement (reading, math, language), both initially and at 4-year follow-up in an ethnically diverse sample of children (N = 317). Much of this influence, however, was attenuated by phonological short-term memory's contribution to near-term achievement and visuospatial short-term memory's contribution to long-term achievement. Domain-specific reading and math models showed similar results with some exceptions. In all models, measured intelligence made no contribution to later achievement beyond its initial influence on early achievement. The results contribute to our understanding of the mechanisms associated with individual differences in children's scholastic achievement, and have potential implications for identifying early predictors of children at risk for academic failure, and developing remedial programs targeting phonological and visuospatial short-term memory deficits in children with attention problems.  相似文献   

9.
Researchers have speculated that children find it more difficult to acquire conceptual understanding of the inverse relation between multiplication and division than that between addition and subtraction. We reviewed research on children and adults’ use of shortcut procedures that make use of the inverse relation on two kinds of problems: inversion problems (e.g., 9 ×24 ?24 {9} \times {24} \div {24} ) and associativity problems (e.g., 9 ×24 ?8 {9} \times {24} \div {8} ). Both can be solved more easily if the division of the second and third numbers is performed before the multiplication of the first and second numbers. The findings we reviewed suggest that understanding and use of the inverse relation between multiplication and division develops relatively slowly and is difficult for both children and adults to implement in shortcut procedures if they are not flexible problem solvers. We use the findings to expand an existing model, highlight some similarities and differences in solvers’ use of conceptual knowledge across operations, and discuss educational implications of the findings.  相似文献   

10.
Abstract

The authors examined the thinking of children who had the opportunity to construct personal knowledge about division of fractions. The authors based this study on a teaching experiment design and used relevant contexts/situations to foster students' development of knowledge. Participants were a group of mixed-ability, 5th-grade mathematics students. They used pictures, symbols, and words to resolve situations and communicate their solutions. The authors analyzed the solutions to describe the students' constructions of division-of-fractions concepts and procedures. All strategies that the students used represented some manifestation of conceptual knowledge about addition and subtraction of fractions and a definition of division. Some students developed formal symbolic procedures, and others developed pictorial procedures; none invented an invert-and-multiply procedure. Through the window of constructivism, this study allowed the authors to glimpse children's constructions of knowledge and provided alternatives to the traditional view of the expected procedure (invert and multiply) that children should learn for division of fractions.  相似文献   

11.
Research Findings: The study examined children's recognition of emotion from faces and body poses, as well as gender differences in these recognition abilities. Preschool-aged children (N = 55) and their parents and teachers participated in the study. Preschool-aged children completed a web-based measure of emotion recognition skills that included 5 tasks (3 with faces and 2 with bodies). Parents and teachers reported on children's aggressive behaviors and social skills. Children's emotion accuracy on 2 of the 3 facial tasks and 1 of the body tasks was related to teacher reports of social skills. Some of these relations were moderated by child gender. In particular, the relationships between emotion recognition accuracy and reports of children's behavior were stronger for boys than girls. Practice or Policy: Identifying preschool-aged children's strengths and weaknesses in terms of the identification of emotion from faces and body poses may be helpful in guiding interventions with children who have problems with social and behavioral functioning that may be due in part to emotion knowledge deficits. Further developmental implications of these findings are discussed.  相似文献   

12.
ObjectiveThis research examined whether additional forms of family violence (partner-child aggression, mother-child aggression, and women's intimate partner violence [IPV]) contribute to children's adjustment problems in families characterized by men's severe violence toward women.MethodsParticipants were 258 children and their mothers recruited from domestic violence shelters. Mothers and children completed measures of men's IPV, women's IPV, partner-child aggression, and mother-child aggression. Mothers provided reports of children's internalizing and externalizing behavior problems; children provided reports of their appraisals of threat in relation to interparent conflict.ResultsAfter controlling for sociodemographics and men's IPV: (1) each of the additional forms of family violence (partner-child aggression, mother-child aggression, and women's IPV) was associated with children's externalizing problems; (2) partner-child aggression was associated with internalizing problems; and (3) partner-child aggression was associated with children's threat appraisals. The relation of mother-child aggression to externalizing problems was stronger for boys than for girls; gender differences were not observed for internalizing problems or threat appraisals.ConclusionsMen's severe IPV seldom occurs in the absence of other forms of family violence, and these other forms appear to contribute to children's adjustment problems. Parent-child aggression, and partner-child aggression in particular, are especially important. Systematic efforts to identify shelter children who are victims of parental violence seem warranted.Practice implicationsMen's severe IPV seldom occurs in the absence of other forms of family violence (partner-child aggression, mother-child aggression, and women's IPV), and these different forms of family violence all contribute to children's adjustment problems. Treatment programs for children who come to domestic violence shelters should address these different forms of family violence, especially parent-child aggression.  相似文献   

13.
The impact of participation in a classroom with a peer with a severe hearing loss on preschool children's understanding of hearing and hearing loss was investigated. Subjects included children with and without a peer who had a hearing impairment. All children referred to their own experiences to explain hearing loss. Children who had a hearing-impaired classmate demonstrated a more complete understanding of sign language and the consequences of hearing loss than children without this experience. The implications of these results for children who are enrolled in inclusive preschool programs is discussed.  相似文献   

14.
The paper reports a study into children's literacy in Bangladesh. It presents reading and writing profiles of a stratified random sample of ten year-old children. The paper argues that while these profiles might be a valuable source of information for the Government of Bangladesh as well as for the international donor community, especially in that they provide diagnostic information of children's literacy development, they do not portray fully the potential of children as meaning-makers. A small number of children from those who performed poorly in assessments of reading and writing were subjected to a further study in which they participated in a 'designing and making' activity. Here, the multiple modes through which children communicated meaning and understanding became the focus of the assessment. This means that we did not look solely at the linguistic mode but focused also on 'mediated action' as a mode through which meaning is made. Thus the potential of children to represent meaning and to create and shape 'new' texts through collaborative engagement with each other, as well as with the material and linguistic resources being used in the activity, became the prime focus of assessment. The paper shows that children who performed poorly on tests of reading and writing were potentially creative meaning-makers when other modes of representation like action and speech were considered. The paper concludes that large-scale studies of children's literacy are necessary and will continue to provide important sources of information for governments attempting to alleviate poverty and create equitable access to education and other social services. On the other hand, data obtained in this fashion mask the potential of children as creative meaning-makers. The study reported here shows that teacher-based assessment, expanded to recognise modes of meaning-making other than language, can be a vital, additional source of information for those interested in children as learners.  相似文献   

15.
This paper discusses concepts of learning through ‘collaborative multimodal dialogue’. It draws on an ESRC‐funded study (RES‐000‐22‐2451) investigating 3‐ and 4‐year‐old children's encounters with literacy as they engage with a range of printed and digital technologies at home and in a nursery. The study goes beyond analysis of spoken language, giving a more complete understanding of literacy learning processes through detailed analysis of how children use multiple communicative modes as they experience literacy in different media. These experiences underpin metacognitive development and are crucial to children's abilities to act strategically in future situations. Drawing on notions of literacy as social practice, this paper discusses how the advent of new technologies has introduced new dimensions into young children's literacy learning, the implications of which have not yet been fully recognised in early years policy guidance, training or practice.  相似文献   

16.
The current study examined the social and language development of 345 Spanish-speaking pre-kindergartners who attended pre-kindergarten programs that varied widely in how much Spanish was spoken in the classroom by the teacher. Previous studies on English language learners have focused on how the language of instruction impacts children's language proficiency, ignoring the context in which children are learning. The current study found better social skills and closer teacher—child relationships in classrooms where teachers spoke some Spanish. Teacher ratings of children's peer social skills and assertiveness were positively associated with increased amounts of Spanish being spoken. More Spanish language use in the classroom was also related to a decrease in children's likelihood of being victims of aggression as rated by independent observers. The findings have implications for better understanding how policy decisions regarding language of instruction impact children in the social domain. As early education programs are faced with the challenging task of developing best practices for English language learners, it is essential that programs are attentive to the social implications of language.  相似文献   

17.
This study describes a pilot project that included senior volunteer readers reading aloud to third graders in diverse schools across a district in northeast Florida. The researchers interviewed students about their perceptions of the aging process before and after the read aloud as well as their view of the read aloud events. The children enjoyed being read to by the senior volunteers, who were able to support the children's understanding of a fairly complex book. Further, the senior volunteers, who had expressed some hesitancy about reading to older children, greatly enjoyed the interaction. The study supports the idea that children's ideas about aging may be impacted both by book selection and the reader, and it posits that reading aloud to older children by senior volunteers may be beneficial to all parties involved.  相似文献   

18.
This study examined the hypothesis that general cognitive resources moderated 5-year-old children's performance differences between the Concrete Identical and the Pure Quantity conditions on inversion problems (a + b – b) but not on standard problems (a + b – c). Study 1 (N = 104) showed that children who experienced higher visuospatial working memory burden performed significantly poorer in solving the inversion problems in the Pure Quantity condition than in the Concrete Identical condition, whereas those who experienced lower working memory burden showed no such difference. Study 2 (N = 194) demonstrated that children with lower levels of inhibitory control solved significantly fewer inversion problems in the Pure Quantity condition than in the Concrete Identical condition, whereas no such difference was found in children with higher levels of inhibitory control. These findings suggest that inhibitory control and visuospatial working memory may support children's use of quantitative inversion.  相似文献   

19.
Researchers have been aware for some time of the differences between extensive and intensive quantities but the significance of these differences has not been recognized in mathematics curricula. In England children are provided with many opportunities in their first few years in school to manipulate, measure and reason about extensive quantities but have virtually no opportunity to do the same with intensive quantities. This paper contrasts extensive and intensive quantities and describes the obstacles to primary school children's understanding of intensive quantities: the need to consider two variables simultaneously and the difficulty of understanding inverse relations between variables. Study 1 shows that children have considerable difficulty in using inverse relations reasoning. Study 2 shows that this form of reasoning is more difficult in the context of intensive than extensive quantities problems. Implications for education are considered and examples of experiences with intensive quantities that could provided in school are presented.  相似文献   

20.
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   

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