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1.
Deleuze’s children 总被引：1，自引：0，他引：1
Anna Catherine Hickey-Moody 《Educational Philosophy and Theory》2013,45(3):272-286
Children, the image of the child, and the gendered figures of the girl and the boy are thematics that run through the work of Deleuze and feature prominently in his joint writing with Guattari. However, there are many different children in Deleuze’s writings. Various child figures do distinct things in Deleuze’s work. In this article, I argue that his work on children can be utilized to rethink popular, teleological notions of childhood and ‘growing up’. 相似文献
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In Haiti, large numbers of vulnerable children and the country's particular historical context has led to a unique phenomenon known as the “restavèk” system. An estimated 300,000 Haitian children are restavèks, living as unpaid domestic servants. Child-welfare advocates describe the restavèk system as modern slavery, but researchers and advocates lack information about restavèk children's circumstances, particularly vis-à-vis other children in Haiti. In a cross-sectional analysis of a nationally representative sample, we evaluated differences in well-being (school attendance, work responsibilities, physical abuse, and hunger) between restavèk children and: (a) all non-restavèk children; and (b) the poorest quintile of non-restavèk children. As compared to all Haitian children and the poorest Haitian children, restavèk children have statistically significantly lower school attendance rates and more labor responsibilities. However, restavèk children experience statistically significantly less physical abuse and less hunger than non-restavèk Haitian children. The restavèk system remains active in Haiti because poor families lack basic resources to support their children, and restavèk children are at risk for mistreatment due to their vulnerable social status. The surprising finding that restavèk children are better off in some respects than their non-restavèk peers highlights the desperate poverty in Haiti and suggests that structural changes for poverty reduction will be required before the restavèk system will end. 相似文献
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Jane Seale 《欧洲特需教育杂志》2013,28(2):220-236
The role of supporters in facilitating access to and use of technology by people (adolescents and adults) with learning disabilities has not been the primary focus of much of the research that has been undertaken to date. The review of literature presented in this paper suggests, however, that issues of support, risk and safety are emerging as factors that have a significant influence on the quality of technology access and use that adults with learning disabilities experience. There is a need for more research into how the relationship between supporters, technologies, adolescents and adults with learning disabilities is mediated by risk, and this paper offers an original perspective on how positive risk-taking might be a useful conceptual framework to aid in the exploration of this relationship. 相似文献
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Reading and Writing - Children’s ability to write letters automatically has been linked to academic achievement. Despite the importance of handwriting, handwriting instruction is often... 相似文献
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Children with dyslexia are believed to have very poor phonological skills for which they compensate, to some extent, through relatively well-developed knowledge of letter patterns. We tested this view in Study 1 by comparing 25 dyslexic children and 25 younger normal children, chosen so that both groups performed, on average, at a second-grade spelling level. Phonological skill was assessed using phoneme counting and nonword spelling tasks. Knowledge of legal and illegal letter patterns was tested using a spelling choice task. The dyslexic children and the younger nondyslexic children performed similarly on all the tasks, and they had difficulty, for the most part, with the same linguistic structures. Supporting the idea that older dyslexics spellings are quite similar to those of typical beginners, we found in Study 2 that experienced teachers could not differentiate between the two groups based on their spellings. 相似文献
7.
Goulart Maria Inês Mafra Germanos Erika Roth Wolff-Michael 《Cultural Studies of Science Education》2022,17(2):251-276
Cultural Studies of Science Education - The link between science education and early childhood education is still blurred. This is so because many science education researchers apparently, but... 相似文献
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Jennifer Yusun Kang 《Reading and writing》2012,25(2):411-431
This study examined whether there are bilingual advantages in terms of phonological awareness (PA) for children acquiring
two phonologically and orthographically different alphabetic languages and investigated the emergent literacy factors that
explain variances in their PA, in comparison to monolingual children. The study participants comprised seventy 5- to 6-year-old
Korean-English bilingual children who had attended English-medium kindergartens for at least 2 years and fifty-six Korean
monolingual children whose age and L1 oral language proficiency were matched to the bilingual participants. They were tested
on a range of PA and emergent literacy skill measures including decoding skills in both Korean and English. The study findings
indicated that (1) the bilingual children had a bilingual advantage in PA tasks in both L1 and L2, (2) there was language
transfer in processing L1 and L2 PA for both bilingual and monolingual children, and (3) the PA of the two groups was explained
by different factors. The results are discussed in terms of language-specific L1 characteristics and the potential effects
of instructional differences in language arts. 相似文献
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Che Kan Leong 《Annals of dyslexia》1999,49(1):195-220
The goal of this study was to predict children’s spelling from their performance on pseudohomophone choice and rhyme matching
tasks. A total of 222 nine- to twelve-year-old children in grades 4, 5, and 6 participated. The children were given, individually,
a computerized pseudohomophone choice task with 30 item pairs in two conditions, and a computerized rhyme matching task with
68 word pairs in four conditions. Accuracy and speed of processing were assessed. Three memory tasks, a Spoonerism task, a
general ability test, and a written spelling test were also administered. Analyses of variance and multiple regression analyses
showed that both accurate and rapid choice of pseudohomophones sounding like real words and rhyme matching contributed substantially
to variations in spelling. Orthographic knowledge played a role in spelling as shown by the contribution of word pairs that
rhymed but were orthographically dissimilar. Phonological coding as tested by pseudohomophone choice was also important. 相似文献
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This paper investigates the relationship between non-parental care and toddlers’ behavioral outcomes using data from Australia. In particular, we explore heterogeneity in the relationship using the unique data on quality attributes: carer/child ratio, share of qualified staff, and expert ratings. The results suggest that full-time non-parental care, particularly center care, is negatively associated with toddlers’ behavioral outcomes. The negative association is however mitigated when centers have a larger number of carers per child. The negative association between non-parental care and behavioral outcomes also appears to be larger for children with better-educated parents. 相似文献
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This paper investigates the motivational power of children to change teachers' beliefs about teaching. Weekly and summary reflections written by 18 preservice teachers served as data sources. Preservice teachers were learning from the children what they expect their teachers to know, to do, and to be, and in consequence of the face‐to‐face encounters with children, teachers were likely to establish and change their beliefs about children and how to teach. Teacher educators may encourage this learning by asking preservice teachers, during and after their work in classrooms, to respond to the questions: ‘As I related to the children, what did they require from me?’, and ‘How did I respond to these demands?’. The work of Emmanuel Levinas on the relationship in the face‐to‐face encounter between people provided an interpretive framework for evaluating responses to these questions. 相似文献
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This paper presents an example of how usability design strategies for children can be designed into educational material using CD-ROM based multimedia application for assisting parents and teachers to develop children＇s learning and knowledge in decreasing as well as motivate children aged 7-9 years old to reduce their anxious feelings towards dental treatment. In this paper, the authors provide usability design strategies for children in designing the information interfaces and presentation of a PMLE （persuasive multimedia learning environment）. PMLE is designed based on the six design categories of guidelines for children which have been applied to this study： general interaction, text, multimedia, navigation and search, graphical user interface and content. The results authors were able to on presenting this PMLE to 240 primary school children selected at random show how the decrease children＇s dental anxiety and motivate the children to get ready for dental visit. 相似文献
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The term “intellectually gifted rural-to-urban migrant children” refers to intellectually gifted children who are in migration from rural to urban areas. We compared performances on seven attention tasks among intellectually gifted (n = 26) and average (n = 30) rural-to-urban migrant and intellectually gifted urban children (n = 31). Our results showed that intellectually gifted rural-to-urban migrant children performed more correctly and faster on some attention tasks than did the intellectually average rural-to-urban migrant children, but they did not perform as well on some attention tasks as did the intellectually gifted urban children. Based on the attentional structures, it was evident the intellectually gifted rural-to-urban migrant children developed more mature than did either the intellectually gifted urban or the intellectually average rural-to-urban migrant children. This suggests the intellectually gifted rural-to-urban migrant children’s attention is overall superior to that of their intellectually average peers. However, there are advantages and disadvantages in terms of the quality of their attention compared to the intellectually gifted urban children. While their attentional structures seem to develop earlier, their accuracy on some of the attention tasks seems to suffer. This suggests that rural-to-urban migration is a double-edged sword for intellectually gifted children. 相似文献
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Bertrand Troadec Benaissa Zarhbouch Valérie Frède 《European Journal of Psychology of Education - EJPE》2009,24(4):485-498
The non-computational brand of cognitivism is based on the premise that performances, including those of children, are generated
by mental models or representations, i.e., “internal” resources. The sociocultural approach, on the other hand, regards context,
i.e., an “external” resource, as the chief means of elaborating knowledge. The results of empirical research on how Moroccan
children develop their understanding of the shape and properties of the Earth highlight some of the limitations not only of
the representationalist paradigm but also of the more “radical” socioculturalist approach. They show that, while the sociocultural
context does indeed play a vital role in the development of understanding, the latter in turn helps to increase children’s
autonomy of mind. 相似文献
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Marc Marschark Rebecca Bull Patricia Sapere Emily Nordmann Wendy Skene Jennifer Lukomski 《欧洲特需教育杂志》2013,28(4):483-497
Perspectives on academic and social aspects of children’s school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children’s friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children having deaf parents, attending a school for the deaf and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings. 相似文献
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Julia A. Leonard David M. Lydon-Staley Sophie D. S. Sharp Hunter Z. Liu Anne T. Park Danielle S. Bassett Angela L. Duckworth Allyson P. Mackey 《Child development》2022,93(2):e222-e236
Children's behavior changes from day to day, but the factors that contribute to its variability are understudied. We developed a novel repeated measures paradigm to study children's persistence by capitalizing on a task that children complete every day: toothbrushing (N = 81; 48% female; 36–47 months; 80% white, 14% Multiracial, 10% Hispanic, 2% Asian, 1% Black; 1195 observations collected between January 2019 and March 2020). Children brushed longer on days when their parents used more praise (d = .23) and less instruction (d = −.22). Sensitivity to mood, sleep, and parent stress varied across children, suggesting that identifying the factors that shape an individual child's persistence could lead to personalized interventions. 相似文献
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The objective of this study was to investigate whether acute pain in abused children was under recognized by doctors and nurses compared to children evaluated for accidental injuries. We hypothesize that an abused child’s reaction to physical pain could be an additional symptom of this challenging diagnosis. For the observational prospective case control study in an emergency department, children were eligible when: younger than six years old, the reported trauma occurred within the previous seven days, the trauma comprised a bone injury or burn, and the child was able to express his or her pain. The case group comprised children for whom the medical team reported their abuse suspicions and supporting information to a court, and whose cases of abuse were subsequently confirmed. The control group consisted of children with a plausible cause for their injury and no obvious signs of abuse. The children were matched according to their age and type of trauma. The pain was assessed by doctors and nurses before analgesic administration using a certified pain scale.Among the 78 included children, pain was significantly less recognized in the abused children vs. the controls (relative risk = 0.63; 95% CI: 0.402–0.986; p = 0.04). We observed a discrepancy between the nurses’ and doctors’ scores for the pain assessments (Kappa coefficient = 0.59, 95% CI: 0.40–0.77). Our results demonstrate that pain expression in abused children is under recognized by medical staff. They also suggest that abused children may have reduced pain expression after a traumatic event. Paying particular attention to the pain of abused children may also optimize the analgesic treatment. 相似文献