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1.
Jane M. Danielewicz Dwight l. Rogers George Noblit 《International journal of qualitative studies in education》2013,26(3):311-331
This study investigates children's language and interaction patterns during sharing time in a first grade classroom. When sharing time shifted from a teacher‐led to a child‐led event, corresponding changes appeared in children's language, including in discourse routines, style, content, and frequency of verbal interactions. In child‐led formats, peer culture flourished. Several linguistic routines were developed and used by children as a means of social control, as an agent for group bonding, and as expressions of care and concern. Two different child‐led formats revealed how the event's structure regulated participation and length of turn during sharing sessions. We suggest that teachers create speech situations that children are allowed to control. Such occasions encourage children's language development, learning through language, and the kind of collaboration essential for growth of peer culture. 相似文献
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Lori A. Caudle Min-Jung Jung Hillary N. Fouts Heather S. Wallace 《The Teacher Educator》2014,49(1):61-74
Observations of preservice teachers often lack information about specific strategies they use when guiding children's behavior. This study investigated how preservice teachers used verbal and non-verbal behavior modification techniques within structured and transition classroom contexts. Using an on-the-mark 20-second observe and 10-second record method, eleven preservice teachers were observed in classrooms for two morning hours. A repeated measures MANOVA revealed two significant two-way interactions, which included types of modification techniques and types of contexts (Wilks's λ = .38, F(2, 9) = 7.37, p .05, Cohen's f = .88) and types of communication skills and types of contexts (Wilks's λ = .64, F(1, 10) = 5.53, p .05, Cohen's f = .74). Implications for future research and practice include more focused observations of preservice teachers and children's responses to various verbal and non-verbal strategies along with more education about how to use positive guidance strategies in real-life classroom situations. 相似文献
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Kathleen Moritz Rudasill Sara E. Rimm-Kaufman 《Early childhood research quarterly》2009,24(2):107-120
Young children's relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacher–child relationship quality both directly and indirectly through the frequency of teacher–child interactions in the classroom. Using an NICHD SECCYD sample of 819 first grade children, four findings emerged: (a) children's shyness, effortful control, and gender contributed directly to teacher–child conflict and closeness; (b) children's shyness contributed to the frequency of child-initiated teacher–child interactions, and children's effortful control contributed to the frequency of teacher-initiated teacher–child interactions; (c) shyness related to teacher–child closeness indirectly through the frequency of child-initiated teacher–child interactions; (d) the frequency of child- and teacher-initiated interactions contributed to each other. Results inform practitioners and researchers of characteristics that put children at risk for failure to form positive relationships with teachers. 相似文献
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《Journal of moral education》2012,41(1):47-60
The study was designed to examine 8-12-year-olds' peer assessments of prosocial behaviour and their relationship to self-assessments, teacher-assessments and peer acceptance. Although prosocial behaviour has been studied for many years, it has been narrowly operationalised and research has tended to lack ecological validity. To rectify these weaknesses, child-generated normative prosocial behaviours were used to generate peer nomination items for the purpose of rating children's performance of prosocial behaviour in peer interactions. Children also filled out self-ratings of social behaviour and peer sociometric nominations. Teachers assessed children's social behaviour, rating the same child-generated prosocial behaviours. Popular children were rated as significantly more prosocial than all other sociometric groups and rejected children were rated as significantly less prosocial than all other groups. The highest correlation was found between teacher and peer reports of prosocial behaviour. Self-ratings and peer-ratings of prosocial behaviour were significantly related, as were self-ratings and teacherratings of prosocial behaviour. Implications of research findings are discussed. 相似文献
6.
Joan M. Love Alan Van Biervliet 《International Journal of Disability, Development & Education》1984,31(2):114-127
The purpose of this study was to evaluate the effectiveness of a procedure for teaching parents of mildly retarded children to be home reading tutors and to examine generalization of the children's acquired skills from the home to the school setting. The parent‐tutor procedures were based on Glynn, McNaughton, Robinson and Quinn (1979). Four children aged 8 to 10 years, attending a special class, participated in the project. The reading tutor training procedure was implemented in a multiple baseline across participants design. Tutor behaviours measured were attention to errors, delayed attention, modelling, prompting and the use of praise; child reading behaviours assessed were accuracy of reading, number of errors, self‐corrections and prompted corrections. During intervention and maintenance phases substantial increases in targeted tutor behaviours and corresponding improvements in child reading behaviours were observed. Improvements in the children's home reading behaviours, particularly self‐correcting, generalized to the classroom setting. 相似文献
7.
Phyllis Schneider Barbara Frant Hecht 《International Journal of Disability, Development & Education》1995,42(1):41-56
Mothers and their preschool children with developmental delays participated in a storybook activity. Data analysis focused on the relations between maternal and child behaviours in the activity. Several aspects of mothers’ behaviour were related to children's engagement and responsiveness during the task. The more responsive and engaged the child, the more the mother attempted to involve the child in the book activity. Interviews indicated that children's positive attitude towards reading was associated with frequency of reading activity. We conclude that mothers were sensitive to their children's developmental levels and organized the activity in ways appropriate to the child's ability and willingness to participate. 相似文献
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Karin Ishimine Rachel Wilson David Evans 《International Journal of Early Years Education》2010,18(2):159-175
This study investigated the relationships and interactions between childcare quality (Early Childhood Environmental Rating Scale – Revised edition [ECERS‐R]/Early Childhood Environmental Rating Scale – Extension [ECERS‐E]) and children's social skills (SSRS) in different sociodemographic areas within one Australian city. Multiple regression analysis revealed that some subscales of ECERS‐R and ECERS‐E (language–reasoning, programme structure, space and furnishings, parents and staff, literacy, mathematics, science and environment) predicted the level of children's social skills and the frequency of problem behaviour, with positive and negative effects. Interestingly, although total scores for ECERS‐R and ECERS‐E were not significant predictors of social skills scores, interaction between total ECERS‐R and ECERS‐E scores was a significant predictor. With some qualifications the study provides evidence that both the childcare centre's neighbourhood and the quality of childcare provision are related to children's social skills. The interaction between social/emotional and academic aspects of quality suggests that we need to consider synergistic dimensions in quality in order to optimally enhance social skills in children. 相似文献
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The current study aimed to examine the relationships between dimensions of parental scaffolding and children's self-regulated learning (SRL). One hundred and thirty Chinese kindergarten children participated in a range of problem-solving tasks with their parents and independently. Parent-child interactions and child-alone behaviours were video-recorded for an in-depth observational analysis. Parental cognitive support, emotional support, and contingency were coded in parent-child interactions. Children's cognitive, metacognitive, and motivational strategic behaviours and task performance were coded and assessed within the context of child-alone tasks. Results showed that contingency was particularly important for children's SRL. Parental contingency was the only independent predictor of children's SRL among the three aspects of parental scaffolding and mediated the effect of parent education levels on children's SRL. 相似文献
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Robyn Gillies 《Asia Pacific Journal of Education》2002,22(1):28-37
This study investigates the long‐term effects of training in small‐group and interpersonal behaviours on children's behaviours and interactions as they worked in small groups two years after they were initially trained. Forty‐eight third grade children, who had been trained two years previously in cooperative group behaviours, were assigned to the Trained condition and 44 third grade children who had not previously been trained were assigned to the Untrained condition. The children in the trained and untrained groups were reconstituted from the pool of students who had participated previously in either trained or untrained group activities. The results showed that there was a long‐term training effect with the children in the Trained groups demonstrating more cooperative behaviour and providing more explanations in response to requests for help than their untrained peers. 相似文献
11.
John Raven 《High Ability Studies》1991,2(2):189-200
The RPM exhibit the same scale properties for children from a wide variety of socioeconomic and ethnic backgrounds. At any point in time, the norms for many different cultures are similar. Yet the scores have increased dramatically over time – and in such a way as to demonstrate that the current differences between ethnic groups are alterable. The increase is probably due to improved nutrition, welfare, and hygiene. Conventional education has little effect on scores. Nevertheless, involvement in democratic childrearing practices and open education does increase scores. The RPM correlates only about .5 with verbal ability. Thus, even within the “cognitive” area, it is important to think about abilities rather than ability. This huge variance in children's scores, both within and between tests, poses serious problems for educators in general and for those who proffer traditional forms of gifted education in particular. It is necessary to change the educational process radically, so as to nurture the wide variety of talents that are present in every classroom. 相似文献
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There are various opinions concerning the value of positive reinforcement when discussing modifying behaviors of young children. In some cases, individuals considered positive reinforcement difficult to implement and, in extreme cases, even felt it to be detrimental. Educators often use praise interchangeably with positive reinforcement when indeed an important distinction exists between the two. This paper discusses the differences between positive reinforcement and praise and demonstrates how to effectively apply positive reinforcement to help manage behavior of young children. 相似文献
13.
表扬与儿童失败后反应的关系 总被引：1，自引：0，他引：1
翟秀军 《周口师范学院学报》2006,23(5):135-137
有关表扬的研究非常丰富，但对于表扬是否必然对儿童有积极影响这一问题，已有的研究结论并不一致．本文通过大量文献研究发现表扬与儿童失败后反应的关系：（1）个人表扬将儿童取得的好成绩归因于个人特质，过程表扬则将儿童取得的好成绩归因于解决问题的过程；（2）个人表扬更可能使儿童失败后表现出无助反应，而过程表扬更可能使儿童失败后表现出掌握取向反应． 相似文献
14.
Nurture groups are now being established in many parts of the UK, as research evidence continues to confirm both their effectiveness and cost-efficiency in helping children with emotional and behavioural difficulties to remain within mainstream schools. Their conceptual framework is based on Bowlby's attachment theory, in which impaired early care is seen to have led to low self-esteem, mistrust of others and behaviour that impedes success in school. The nurture group provides the opportunity to re-experience early nurturing in a warm and accepting environment, which fosters positive self-regard and the development of secure relationships with the nurture group staff. The study reported in this article sought to determine a reason for the effectiveness of this early intervention by focusing on the enhancement of self-esteem. John Colwell, Senior Lecturer in Psychology at De Montfort University, and Tina O'Connor, a teacher at Oakthorpe Primary School in the London Borough of Enfield, conducted an observational study of nurture groups and normal classrooms in order to compare climates in terms of self-esteem enhancement strategies. Results confirmed that teachers' verbal and non-verbal communications in the nurture group were much more positive and more likely to enhance the self-esteem of pupils. In contrast, the communications of normal classroom teachers were found to be less likely to create an environment conducive to fostering positive self-esteem. The authors conclude that their evidence supports conceptual explanations of the effectiveness of nurture groups and propose that mainstream schools could become more inclusive if whole-school nurturing approaches were adopted. 相似文献
15.
《Ethnography and Education》2013,8(2):230-241
The article synthesises data from two ethnographic projects, which both explore interactions of children in age-mixed groups in primary schools. It illuminates critical perspectives on social orders and children's interactions in age-mixed classes by showing how pupils in age-mixed groups become involved in power relations and how the teacher's authority and institutional rules are intricately interwoven into the social orders of the peer culture. The article highlights children's complicity with the teacher and her expectations and accordingly questions the notion of an increase of children's autonomy in age-mixed groups. 相似文献
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《Literacy》2017,51(1):36-43
With the goal of developing culturally appropriate approaches for assessing and supporting children's language use, teachers of 4‐to 6‐year‐old children in northern Canadian rural and Indigenous communities are involved in a 6‐year collaborative action research project. Teachers video record children's interactions during dramatic and construction play and then meet with university researchers to carry out inductive analyses of ways in which children use language to achieve social purposes. From these analyses, a Play‐based Communication Assessment has been created. Examples from two teachers' classrooms in one Indigenous community are used to show how play contexts and the still‐evolving play‐based communication assessment provide opportunities for teachers to recognise and build upon the linguistic and cultural resources that children bring to classrooms. Through the play‐based assessment and action research processes, teachers have come to recognise the richness of children's language when they are engaged in play and have gained understandings of their community's culture. Teachers and researchers are exploring ways to capture children's non‐verbal communication abilities through this assessment approach. 相似文献
18.
Teachers' scaffolding behaviours during cooperative learning 总被引：1，自引：0，他引：1
This paper outlines the types of verbal interactions teachers engage in to challenge children's thinking and problem‐solving during cooperative learning. The paper also provides examples of how children model many of the verbal interactions they have seen demonstrated in their discourse with each other. It appears that when teachers are explicit in the types of thinking they want children to engage in, it encourages children to be more focused and explicit in the types of help they provide. Understanding the key role that teachers play in promoting thinking and problem‐solving in their students is particularly important given that it is the quality of talk that children generate that is a significant predictor of their learning. 相似文献
19.
In this study, we examined how effectively parents learn and apply the techniques of reinforcement, effective praise, instructive praise, direct teaching, and corrective teaching with noncompliant children in their homes. Four children considered at risk for antisocial behavior problems participated with their parents in the project. The parents received training from a parent coach in techniques that they then implemented to teach their child to be compliant. A multiple baseline‐probe design was used to evaluate the procedures. Throughout the study, the parents' implementation of the techniques and the children's responses were observed. The results showed an increase in the parents' application of these skills and an increase in the children's overall compliance in the home. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 337–350, 2004. 相似文献
20.
《Early education and development》2013,24(3):214-226
Block (1984) postulated that children develop a personal premise system concerning the nature of relationships from the kind of responsiveness, balance, and control they experience when interacting with the caregiver and the caregiver's degree of accessibility during caregiver–child interactions. Block's theory was used in this review to discuss how children's personal premise systems or models of relationships develop through the process of attachment to the caregiver, and how, as children establish more extensive social relationships, this premise system becomes a more generalized model of self and others which shapes all interactions with others including peer relationships during early and middle childhood. The review also suggests continuity in the organization of behavior, for just as the nature of the early personal premise system is shaped by caregiver responsiveness, control, consistency, and availability, so the quality of ties youngsters form with their peers seems also to be shaped by the tone of children's responsiveness to peers, the degree and kind of control youngsters exert in peer interactions, the consistency of behaviors with peers, and children's emotional and physical availability to peers. 相似文献