首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 46 毫秒
1.
以3—5岁幼儿为被试,采用自然实验法探讨幼儿心理理论能力的任务特性问题。研究的结果再次支持3—5岁为幼儿心理理论发展的关键时期这一论点,并发现对于事实真相的双重抑制比传统的错误信念任务需要更多的认知加工,任务难度也随之显著提高。还讨论了心理理论各项任务之间既存在显著的一致性、又具有一定的特异性方面的问题。  相似文献   

2.
The present study empirically examined three theoretical approaches designed to predict risk for delinquency during adolescence: an individual difference perspective, a social interactional model, and a social contextual approach. Hypotheses derived from each perspective were tested using two independent samples of early adolescents followed over a 4-year period. Six-hundred sixty-seven children (in sixth grade at Time 1), and their parents comprised the first sample (Project Family); and 451 children (in seventh grade at Time 1), their parents, and a close-aged sibling made up the second sample (Iowa Youth and Families Project). Results from a series of structural equation models suggested that a social contextual approach provided the best fit with the data across both samples and genders. Consistent with the social contextual approach, results indicated that a lack of nurturant and involved parenting indirectly predicted delinquency by increasing children's earlier antisocial behavior and deviant peer relationships; child antisocial behavior also predicted similar decreases in nurturant parenting over time. Both child antisocial behavior and deviant peer affiliations at Time 2 predicted delinquency 1 year later. Implications for theoretical development and future research priorities are discussed.  相似文献   

3.
Most research into interactions between mothers and their infants with hearing impairments focuses on mothers' and infants' behaviors separately, speculating about the interplay among these behaviors and their effects on child development. In the present article, an intersubjective developmental theory focusing on the development of the "interworld" between deaf and hearing mothers and their deaf infants is used to integrate and interpret the seemingly incoherent research on early mother-deaf child interaction. Inspired by Stern's work (e.g., Stern, 1985), the intersubjective developmental theory distinguishes four stages in the development of intersubjectivity: emerging (birth-2 months), physical (2-8 months), existential (8-13 months), and symbolic (13 months and older), each characterized by a different type of mother-infant interaction. The integration of research findings on early mother-deaf child interaction into these four developmental stages offers new perspectives that can advance research and resolve certain early-intervention issues.  相似文献   

4.
OBJECTIVE: Although reports of child maltreatment have increased yearly since national data were first collected in 1976, little information is available about changes in the characteristics of children reported. Therefore, to examine changes over time in recognition and reporting in a medical setting, we compared referrals to a hospital-based child abuse committee in the late 1960s and early 1990s. DESIGN: Retrospective, cross-sectional review of medical records and logs of the hospital's child abuse committee. SETTINGS: Ambulatory, emergency, and inpatient services at Yale-New Haven Hospital. Patients: Medical records were reviewed for 101 of the 165 children referred to the child abuse committee in 1968-1969 (early group) and 107 of the 843 children referred in 1990-1991 (late group). Cases of sexual abuse were excluded. RESULTS: Referrals for nonsexual abuse cases increased from 80 children per year in the early group to 181.5 per year in the late group; the late group was characterized by a larger number of newborn referrals (1% vs. 52%, p < .001). When non-newborns were compared, the two groups were similar with respect to gender and race, but the late group had fewer patients with private insurance (31% vs. 12%, p < .05). The late group also had more female-headed households (32% vs. 67%, p < .05) and more parents with a history of substance abuse (4% vs. 49%, p < .001). Excluding newborns, who were all classified as "at-risk," the types of problems were classified as abuse (41% early vs. 29% late), neglect (41% vs. 35%), and "at-risk" (16% vs. 35%). Although the types of injuries were similar: superficial injuries (20% vs. 16%), burns (9% vs. 8%), and fractures (6% vs. 4%), fewer maltreated children suffered physical injuries in the late group (71% vs. 49%, p < .05). CONCLUSIONS: A substantial change has occurred in referrals to the hospital's child abuse committee for abuse or neglect. Most referrals have become socially high-risk newborns and children or children with minimal injuries. This shift is likely due to broader definitions of maltreatment and earlier recognition of troubled families.  相似文献   

5.
This study builds on existing research into how young people’s emergent sexual development is connected to parent–child sex-related communication through avoidance vs. disclosure. Over the course of one year, a total of 21 young people (age range 12–17.5) reported in longitudinal qualitative diaries their (1) everyday sexual experiences and (2) sex-related conversations with their parents. Using a mixed-methods approach, findings show that less sexually experienced participants reported greater avoidance of parent–child sex-related conversations than more experienced participants. The sex-related conversations of more experienced participants mainly concerned overt experiences in the form of everyday issues with their romantic partner, while the conversations of less experienced participants were characterised by more covert experiences such as opinions about romantic relationships in general. These results suggest that the degree to which young people feel comfortable talking about sexuality with their parents partly depends on when the conversation takes place during a young person’s romantic and sexual development.  相似文献   

6.
OBJECTIVES: The purposes of this study were: (1) to ascertain the incidence and nature of severe physical child abuse in Wales; (2) to ascertain the incidence of all physical abuse in babies under 1 year of age; and (3) to determine whether child protection registers (CPR) accurately reflect the numbers of children who are physically abused. METHODS: This is a population-based incidence study based in Wales, UK, for 2 years from April 1996 through March 1998. Children studied were under the age of 14 with severe physical abuse consistent with the criminal law level of Grievous Bodily Harm. This included seven categories of injury (death; head injury including subdural hemorrhage; internal abdominal injury; physical injury in Munchausen Syndrome by Proxy including suffocation; fracture; burn or scald; adult bite). Cases were ascertained by a pediatrician surveillance reporting system (WPSU). A criterion for inclusion was multidisciplinary agreement that physical abuse had occurred (at case conference, strategy meeting, or Part 8 Review). The incidence of all babies under 1 year of age with physical abuse was also studied. Ascertainment of babies under the age of 1 year was undertaken from CPR as well as the WPSU. RESULTS: Severe abuse is six times more common in babies [54/100,000/year (95% CI +/- 17.2)] than in children from 1 year to 4 years of age [9.2/100,000 (95% CI +/- 3.6)]. It is 120 times more common than in 5- to 13-year-olds [0.47/100,000 (95% CI +/- 0.47)]. This is mainly because two types of serious abuse (brain injury including subdural hemorrhage and fractures) are more common in babies under the age of 1 year than older children. Using data from two sources (the WPSU and CPRs), the incidence of physical abuse in babies is 114/100,000 (CI 114 +/- 11.8) per year. This equates to 1 baby in 880 being abused in the first year of life. The largely rural Health Authority area in Wales had incidence figures for abuse in babies that were 50% of the three other predominantly urban Health Authority areas. Boys throughout the series were more at risk of being severely abused than girls (p < .025). Only 29% of the babies under 1 year of age on the CPR had actually been injured. Thirty percent of abused babies under the age of 1 year and 73% of severely abused children over the age of 1 year had caused previous concern to health professionals regarding abuse or neglect. Conclusions: Physical abuse is a significant problem in babies under the age of 1 year. Very young babies (under 6 months old) have the highest risk of suffering damage or death as a result of physical abuse. Severe abuse, in particular subdural hematoma and fracture, is much more common in babies than in older children. There is evidence of failure of secondary prevention of child abuse by health professionals, with a greater need to act on concerns regarding abuse and neglect. Interagency child protection work in partnership with parents should focus more on protecting babies under age 1 year from further abuse than on maintenance of the infant within an abusive home. The CPR is not intended as an accurate measure of children suffering abuse. It is a record of children requiring a child protection plan and must not be used as a measure of numbers of abused children.  相似文献   

7.
In this article, Anthony Feiler, senior lecturer in the Graduate School of Education at the University of Bristol, and Elaine Logan, lecturer in early years education at the City of Bristol College, present a case study of a child who made strong progress with literacy during his first year at school. The child and his family participated in the Literacy Early Action Project (LEAP), a home-visiting scheme for children judged by school staff to be at risk of struggling with literacy. A teaching assistant made weekly home visits during the year and developed literacy support activities with the child's mother and grandparents. Five key factors underpinning the child's progress are identified here: the flexibility in the teaching assistant's approach that enabled extended family members to become engaged in literacy support; the teaching assistant's sensitivity to family culture; the playful approach to learning adopted by the teaching assistant; putting the child at the centre of the intervention; and the existence of a school culture that strongly promoted involvement for parents. Anthony Feiler and Elaine Logan conclude that teaching assistants in the UK might be given more scope to develop support strategies for early childhood education that involve collaborative work with parents.  相似文献   

8.
With increased numbers of women employed in their children's first year of life and with increased attention being paid by parents and policy makers to the importance of early experiences for children, establishing the links that might exist between early maternal employment and child cognitive outcomes is more important than ever. Negative associations between maternal employment during the first year of life and children's cognitive outcomes at age 3 (and later ages) have been reported using data from the National Longitudinal Survey of Youth-Child Supplement. However, it was not known whether these findings would be replicated in another study, nor whether these results were due to features of child care (e.g., quality, type), home environment (e.g., provision of learning), and/or parenting (e.g., sensitivity). This study explored these issues using data on 900 European American children from the National Institute of Child Health and Human Development Study of Early Child Care, which provides information on child cognitive scores at 15, 24, and 36 months, as well as data about the home environment (as assessed by the Home Observation of the Measurement of the Environment Scale), parental sensitivity, and child-care quality and type over the first 3 years of life. Maternal employment by the ninth month was found to be linked to lower Bracken School Readiness scores at 36 months, with the effects more pronounced when mothers were working 30 hr or more per week and with effects more pronounced for certain subgroups (i.e., children whose mothers were not sensitive, boys, and children with married parents). Although quality of child care, home environment, and maternal sensitivity also mattered, the negative effects of working 30 hr or more per week in the first 9 months were still found, even when controlling for child-care quality, the quality of the home environment, and maternal sensitivity. Implications for policy are also discussed.  相似文献   

9.
Relations of duration and developmental timing of poverty to children's development from birth to age 9 were examined by comparing children from families who were never poor, poor only during the child's infancy (0–3 years of age), poor only after infancy (4–9 years of age), and chronically poor. Chronically poor families provided lower quality childrearing environments, and children in these families showed lower cognitive performance and more behavior problems than did other children. Any experience of poverty was associated with less favorable family situations and child outcomes than never being poor. Being poor later tended to be more detrimental than early poverty. Mediational analyses indicated that poverty was linked to child outcomes in part through less positive parenting.  相似文献   

10.
This paper studies the linguistic input attended by a deaf child exposed to cued speech (CS) in the final part of her prelinguistic period (18-24 months). Subjects are the child, her mother, and her therapist. Analyses have provided data about the quantity of input directed to the child (oral input, more than 1,000 words per half-an-hour session; cued ratio, more than 60% of oral input; and attended ratio, more than 55% of oral input), its linguistic quality (lexical variety, grammatical complexity, etc.), and other properties of interaction (child attention and use of spontaneous gestures). Results show that both adults provided a rich linguistic input to the child and that the child attended most of the input that the adults cued. These results might explain the positive linguistic development of children exposed early to CS.  相似文献   

11.
3-5岁流动儿童心理理论发展与家庭功能的关系   总被引：1，自引：0，他引：1  
本研究以135名3-5岁流动儿童为被试,考察其心理理论发展与家庭功能的关系,研究发现:(1)3-5岁流动儿童心理理论发展水平存在显著的年龄差异,随着年龄的增长流动儿童心理理论发展水平也越稳固,且其发展具有一定的滞后性;(2)是否独生子女对3-5岁流动儿童心理理论发展影响显著,非独生子女被试心理理论水平显著高于独生子女;(3)母亲的文化水平对幼儿心理理论任务成绩影响显著,母亲文化程度越高,幼儿心理理论任务成绩越好;(4)家庭功能类型中,中间型与平衡型、中间型与极端型家庭儿童在心理理论发展水平上存在显著差异,中间型家庭流动儿童心理理论发展水平明显高于其他两种类型家庭,且家庭亲密度与流动儿童心理理论任务成绩呈显著正相关.为促进流动儿童心理理论的发展,流动儿童家长应加强对子女的精神关爱,经常与其交流、谈话;应鼓励子女更多地与他人交往,并为其提供假装游戏的机会;应努力营造家庭成员之间感情亲密、家庭功能健全的家庭氛围,多与子女进行情感层面的互动.  相似文献   

12.
Although comprehensive and ecological approaches to early childhood prevention are commonly advocated, there are few examples of long-term follow-up of such programs. In this monograph, we investigate the medium- and long-term effects of an ecological, community-based prevention project for primary school children and families living in three economically disadvantaged neighborhoods in Ontario, Canada. The Better Beginnings, Better Futures (BBBF) project is one of the most ambitious Canadian research projects on the long-term impacts of early childhood prevention programming to date. Bronfenbrenner's ecological model of human development informed program planning, implementation, and evaluation. Using a quasi-experimental design, the BBBF longitudinal research study involved 601 children and their families who participated in BBBF programs when children were between 4 and 8 years old and 358 children and their families from sociodemographically matched comparison communities. We collected extensive child, parent, family, and community outcome data when children were in Grade 3 (age 8–9), Grade 6 (age 11–12), and Grade 9 (age 14–15). The BBBF mandate was to develop programs that would positively impact all areas of child's development; our findings reflect this ecological approach. We found marked positive effects in social and school functioning domains in Grades 6 and 9 and evidence of fewer emotional and behavioral problems in school across the three grades. Parents from BBBF sites reported greater feelings of social support and more positive ratings of marital satisfaction and general family functioning, especially at the Grade 9 follow-up. Positive neighborhood-level effects were also evident. Economic analyses at Grade 9 showed BBBF participation was associated with government savings of $912 per child. These findings provide evidence that an affordable, ecological, community-based prevention program can promote long-term development of children living in disadvantaged neighborhoods and produce monetary benefits to government as soon as 7 years after program completion.  相似文献   

13.
The NIMH Diagnostic Interview Schedule for Children, a highly structured interview covering a broad range of clinically relevant symptoms and behaviors, was administered to 242 disturbed children and their parents. Parent and child were interviewed separately and were assessed twice at a median interval of 9 days. Intraclass correlations between symptom scores derived from the interviews indicated that parents were generally more reliable than children in reporting child symptoms. However, test-retest reliabilities showed an opposite age pattern for parent and child. The reliability of the child's report increased with age and was lower for children aged 6-9 than those aged 10-13 and 14-18. Conversely, the reliability of the parent's report decreased with the age of the child and was slightly higher for children aged 6-9 than those aged 10-13 and 14-18. These findings were interpreted in terms of children's cognitive development and age-related shifts in parents' perceptions and awareness of their children's behavior.  相似文献   

14.
In view of conflicting claims about children's sensitivity to the needs of other children in learning situations, the present study was designed to explore the sensitivity of child and adult tutors in one‐to‐one tutoring interactions. Sixteen adults and 31 11‐ and 9‐year‐olds tutored 47 9‐year‐old tutees on an animal classification task. Tutors were tested on their ability to apply the rules and knowledge they had obtained after training, and tutees were tested after being tutored. On all the verbal and nonverbal tutoring indices adult tutors showed greater sensitivity than child tutors: they were more likely to display behaviours which promoted efficient learning in their tutees. Results suggested that tutors operated on the basis of an implicit theory of teaching which involves three types of sensitivity: (1) sensitivity to the learner's need to have sufficient information for understanding the task, coupled with adequate checks on the learner's understanding; (2) sensitivity to the learner's need to participate actively in the learning process; and (3) sensitivity to differences in learning abilities among individual learners, and being able to accommodate to them.  相似文献   

15.
This paper describes a research project currently running in Cambridgeshire Foundation Stage settings exploring the development of independent learning in young children. In the first year the project has explored the work of 16 practitioners working with 3–5 year old children, using a range of methodologies including questionnaires, interviews and reflective dialogues (based on video recordings of particular classroom episodes), reflective journals and child assessment checklists. The development of the range of abilities involved in becoming a self-regulating, independent learner has been conceptualised in terms of research and theory relating to the development of ‘metacognitive’ abilities and dispositions.

It is argued that, while the development of independent learning is generally accepted as an important educational aim, current trends in Primary education which have encouraged a more teacher-directed approach, are not helpful. The paper advances a model of independent learning which is based on developmental psychological research, and presents interim findings from the project which suggest that even our youngest children are capable of considerable independence in their learning. While particular pedagogical techniques and approaches need to be developed, many of these are well-established and researched, and can be shown to be effective in fostering independent learning abilities within the Primary school context.  相似文献   

16.
The education of child‐centered early childhood practitioners involves issues of content, pedagogy, relationships and context. Recent insights on the nature of child‐centered teaching generated by collaborative research with teachers, has highlighted its complexity and suggests that new ways of thinking about teacher education are needed. But developing a more learner‐centered approach to early childhood teacher education will be difficult, given the instrumentalist orientation in many institutions and in societies at large. This paper discusses the broad issues surrounding the development of a more learner‐centered approach to early childhood teacher education and describes several initiatives the authors have been involved in, in Australia and the United States.  相似文献   

17.
OBJECTIVE: To assess the cost-effectiveness of two alternate forms of Family Connections (FC), a child neglect prevention program, in relation to changes in risk and protective factors and improvements in child safety and behavioral outcomes. METHODS: In the original FC study, a sample of 154 families (473 children) in a poor, urban neighborhood, who met risk criteria for child neglect, were randomly assigned to receive either a 3- or 9-month intervention. CPS reports and self-report and observational data on risk and protective factors, safety, and behavioral outcomes were collected prior to, at the end of, and 6-months post intervention. The current study compared the costs of delivering the 3- or 9-month intervention in relation to reported improvements in risk and protective factors, safety, and behavioral outcomes for each group. RESULTS: The 3-month intervention was more cost effective than the 9-month intervention in relation to positive changes in risk and protective factors and child safety. However, cost-effectiveness analysis indicated that the 9-month intervention was more cost effective (CE ratio=$276) than the 3-month intervention (CE ratio=$337) in relation to improved unit changes in the child's behavior between baseline and 6 months after service closure. CONCLUSIONS: This study successfully explored the cost-effectiveness of the FC intervention in relation to its intended outcomes. More extensive cost analyses are currently being conducted in the replication of this program in multiple jurisdictions across the United States. PRACTICE IMPLICATIONS: Practitioners in community-based programs must make difficult decisions about the optimal length of time to serve children and families. Prevention programs may be more competitive for funding when they have demonstrated cost-effectiveness. Study results indicated that a 3-month intervention was more cost effective than a 9-month intervention in enhancing protective factors and reducing the risk of child neglect; 9-month intervention was more cost effective than 3-month intervention in reducing problematic child behavior. Further research is needed before practitioners should consider these findings in relation to their own decisions about the timing of service closures.  相似文献   

18.
This study investigated the emergent literacy and language skills of four-year-old children in New Zealand during their kindergarten year prior to school-entry. A total of 92 four-year-old children from a range of socio-economic areas were seen individually at their local kindergarten and were assessed on code-related measures (letter name knowledge, initial phoneme awareness, emergent name writing) and meaning-related measures (story comprehension and retelling ability). Approximately, 60% of the parents completed a home literacy questionnaire. Regression analyses showed no effect for age on any of the code-related measures. In contrast, significant effects for age were found on story comprehension and retelling ability. There were no differences in performance based on gender with two exceptions: Girls performed better than boys on letter name knowledge and early name writing. Questionnaire results suggested literacy activities were valued in the home environment with most parents reporting reading to their child each night, and the majority of parents reported owning more than 60 children’s books. Results from the current study suggest more explicit teaching may be necessary within the kindergarten curriculum to facilitate the code-related skills linked to successful word recognition ability and early spelling development.  相似文献   

19.
《教育心理学家》2013,48(3):113-120
Much of the disagreement among educators of young children is about the extent la which programs should follow an approach emphasizing development from within (romantic school), development through interaction (developmental/progressive school), or development from without (behavioral/cultural transmission school). Early-intervention programs for children with disabilities have tended to be aligned with the latter; daycare and nursery school programs for nonhandicapped, with the former two. A natural question for educators is the extent to which these historic schools of thought can be rationally joined. This article reviews the various positions on combining the schools—they are mutually incompatible, they can be combined by instructional area, they can be combined by a separation of means and ends, and they can be combined by type of child A schema is then suggested for a tripartite theoretical amalgamation that takes into account the interlocking relationships among objectives, methods, and child-nature. Such a proposal is particularly appropriate in early education where educational purposes tend to be broad and, increasingly, the nature of the children, diverse.  相似文献   

20.
Literacy and mathematical competencies are essential for a successful school career and precursors of these abilities develop in kindergarten. In addition to children’s early cognitive abilities, family characteristics such as the socioeconomic status and the home learning environment (HLE) are predictors of early child competencies. However, few studies outside the US and the UK have analyzed long-term effects of the early HLE on child development, simultaneously considering various explanatory factors. In this longitudinal study, data of 920 German children were obtained in kindergarten some 18 months before school entry (child mean age: 4;10). At this point, precursors of reading, spelling and mathematics were assessed. In addition, parents were asked to complete surveys on family characteristics. Child assessments were repeated with standardized measures of mathematical and literacy abilities at the end of Grade 1 and in the middle of Grade 4 (child mean age: 9;9), the final grade in German elementary schools. In Grade 4, teachers were also asked to provide their recommendation for children’s secondary school track (“Hauptschule” for lowest secondary school track, “Realschule”, or “Gymnasium” as highest secondary school track). HLE was not only a good predictor of early abilities, but also directly predicted competencies at the end of elementary school when precursors, former academic achievement and child and family characteristics were controlled for. In addition, children living in more favorable HLEs were more likely to be recommended for higher secondary school tracks by their teachers.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号