共查询到20条相似文献，搜索用时 506 毫秒
1.
Deborah Phillips Debra Mekos Sandra Scarr Kathleen McCartney Martha Abbott&#x;Shim 《Early childhood research quarterly》2000,15(4):475-496
This study reports data from a multisite study of typical center-based child care and children’s development regarding (a) associations among quality of care defined by structural features, process indicators, and compliance with state regulations, (b) variation in quality based on the stringency of state child care regulations and center compliance, and (c) specific quality indicators that show especially strong links to children’s experiences in child care. Findings confirmed prior evidence regarding the importance of ratios, teacher training, and group size for high quality classroom processes, but demonstrated the more significant contribution of teacher wages and parent fees. Both structural and process measures of quality varied with the location of the center in a state with more or less stringent child care regulations. The results indicate the importance of incorporating economic and regulatory considerations into future studies of childcare quality. 相似文献
2.
Community Level Factors and Child Maltreatment Rates 总被引：8，自引：1，他引：8
Using census and administrative agency data for 177 urban census tracts, variation in rates of officially reported child maltreatment is found to be related to structural determinants of community social organization: economic and family resources, residential instability, household and age structure, and geographic proximity of neighborhoods to concentrated poverty. Furthermore, child maltreatment rates are found to be intercorrelated with other indicators of the breakdown of community social control and organization. These other indicators are similarly affected by the structural dimensions of neighborhood context. Children who live in neighborhoods that are characterized by poverty, excessive numbers of children per adult resident, population turnover, and the concentration of female-headed families are at highest risk of maltreatment. This analysis suggests that child maltreatment is but one manifestation of community social organization and that its occurrence is related to some of the same underlying macro-social conditions that foster other urban problems. 相似文献
3.
Hakim M. Rashid 《Early Childhood Education Journal》1983,11(1):13-15
At its most essential level, the child care process is an experience in human relations. As such, the interpersonal behaviors that are manifested in the child care setting are likely to reflect the social structural realities of the broader society. Since America continues to be a society plagued by racial, socioeconomic and sex discrimination, we must realistically expect these behavioral aberrations to be reflected in those settings where child care is provided. 相似文献
4.
Though quality in early childhood education and care has attracted last decades enormous research interest there is still
not a unanimous agreement about its definition. Yet, almost all definitions attempted include interaction, group size, adult:child
ratio and early childhood educators’ level of education, as important indices of quality. Relationships are key resources
for young children. There is agreement among researchers that the quality of caregiving by professional caregivers in child
care centres has been established as an important influence on various aspects of child development. Thus, structural characteristics
have been proven to affect programs’ quality of services provided. The purpose of this research study was twofold: (1) to
explore the quality of interaction between Greek early childhood educators and children; and (2) to record the structural
characteristics of Greek child care centres. Correlations among structural characteristics and type of interaction were also
examined. Research data indicate that Greek early childhood educators are positive but at the same time detached and permissive
during their interaction with children, a finding that disputes their positive interaction. Thus, Greek child care centres
have been found to adopt, based on Greek legislation, high ratios and group sizes, a finding which raises questions about
the effects on children’s well being and development. Limited correlations have been found between the type of interaction
and the structural characteristics. Research data highlight the need for further research to undergone and for changes in
Greek legislation, concerning the operation of Greek child care centres. 相似文献
5.
In this study we test a number of different claims about the nature of stylistic variation at the "single-word" stage by examining the relation between variation in early vocabulary composition, variation in early language use, and variation in the structural and functional propreties of mothers' child-directed speech. Maternal-report and observational data were collected for 26 children at 10, 50, and 100 words, These were then correlated with a variety of different measures of maternal speech at 10 words, The results show substantial variation in the percentage of common nouns and unanalyzed phrases in children's vocabularies, and singficant relations between this variation and the way in which language is used by the child. They also reveal singficant relations between the way in whch mothers use language at 10 words and the way in chich their children use language at 50 words and between certain formal properties of mothers speech at 10 words and the percentage of common nouns and unanalyzed phrases in children's early vocabularies, However, most of these relations desappear when an attempt is made to control for ossible effects of the child on the mother at Time 1. The exception is a singficant negative correlation between mothers tendency to produce speech that illustrates word boundaries and the percentage of unanalyzed phrases at 50 and 100 words. This suggests that mothers whose sprech provides the child with information about where new words begin and end tend to have children with few unanalyzed. phrases in their early vocabularies. 相似文献
6.
Margaret R. Burchinal Joanne E. Roberts Laura A. Nabors Donna M. Bryant 《Child development》1996,67(2):606-620
The relations between quality of center-based child care and infant cognitive and language development were examined in a sample of 79 African-American 12-month-old infants. Both structural and process measures of quality of child care were collected through interviews with the center director and observation of the infant classroom. Results indicated that quality of infant care positively correlated with scores on standardized assessments of cognitive development ( Bayley Scales of Infant Development ), language development (Sequenced Inventory of Communication Development), and communication skills (Communication and Symbolic Behavior Scales). In addition, quality of care in child care centers and at home was positively related. Analyses that adjusted for this association between quality of care at home and in child care suggested that the process measure of quality of child care independently related to the infant's cognitive development, and one structural measure, the infant-adult ratio, independently related to the infant's overall communication skills. Neither child nor family factors was found to moderate the association between child care quality and infant development. These findings, in conjunction with the growing child care literature, suggest that researchers and policymakers should focus on how quality of child care can be improved to enhance, not impair, infant development. 相似文献
7.
This paper presents how the medico‐hygienist model of childhood, which had prevailed throughout the nineteenth century, was replaced at the turn of the twentieth century by the novel developmental model, which arose in the first decades of the 1900s and was later systematised by Piaget, Spock, etc. The medico‐hygienist model revolved around core constituents such as regulation, firmness and discipline, standardisation whose historical specificity could be, according to Elias, related to the civilising process. The developmental model, on the other hand, is linked to the systematic scientific investigation of childhood and pertains, foremost, to the proposition that growing up was best figured in the concept of development: the figure of the child as a human who develops consistently in time and space. The key element can be worded as follows: Why is such child maturation almost universally constructed as development? The second crucial idea of the model consists in understanding child development in terms of a (rather linear) sequence of particular stages. The equation of child maturation, both physically and psychologically, with development is crystallised in the figure of a uniform, inevitable and universal sequence of developmental stages and, accordingly, its schedule; therefore, maturation, development, stages and sequences are closely connected to children's socialisation. My aim is to trace developmental thinking in its historical specificity by bringing to light some neglected social processes that contribute to the regulation of children and the transformation of generational relationships. These processes have always occurred in various societies, andyet I am trying to put forward an original perspective that pertains to the intersection of developmental thinking and social change. I attempt here to introduce a historic juncture of developmental thinking and social transformations that moulded children. I also attempt to track down the historical roots of the developmental framework: how it became the central principle by which we think about children today. 相似文献
8.
Infusing a Diversity Perspective into Human Development Courses 总被引：1，自引：0，他引：1
Students of human development must be well versed in issues of diversity if they are to appreciate the importance of developmental contextualism, and comprehend policy and professional issues related to poverty and ethnicity. One difficulty in addressing diversity issues is the minimal empirical foundation, a fact that was confirmed in Study 1 by content analyses of research on child and adolescent development. More problematic, sampling patterns reinforce a deficit perspective on low-income minority adolescents. Study 2 describes evaluation findings from a curriculum enhancement project, in which multicultural content was infused into a sequence of human development courses. Significant changes in attitudes toward poverty and racial minorities were observed in targeted courses, relative to comparison groups. Evidence is presented that this curriculum project decreased ethnocentrism and increased critical thinking skills and awareness of poverty as a developmental risk factor. Implications for pedagogy, research, and the culture of higher education are discussed. 相似文献
9.
《Child abuse & neglect》2014,38(10):1671-1682
This article addresses the question of the structure of local child welfare activities in light of community-level factors. It poses the following research questions: how are different community-level factors related to child welfare client structures in communities and what is the extent to which these factors explain structural differences? The applied theoretical framework is based on social disorganization and strain theories as well as human developmental approach. The data has been collected from two Finnish national databases and it consists of variables containing 257 Finnish municipalities. The method of analysis is multinomial logistic regression. The results suggest that the local child welfare structures are tied to social disorganization, policing and culture as well as to the intensity of control in the communities. In general, the more fragile the communal structures, the more last-resort child welfare there is in the community. Combining fragile communal structures with weak dependency ratio and high proportion of social workers, the more intense the level of child welfare statistics indicated. The results indicate that the theoretical framework for the application of child welfare activity analysis is justified, but they also suggest that it requires further development through both context-bound reflection and application. 相似文献
10.
Economic Hardship and the Development of Five- and Six-Year-Olds: Neighborhood and Regional Perspectives 总被引：2，自引：0，他引：2
The present study examines the association between neighborhood characteristics and the development of 5- and 6-year-olds. We also explore how region might moderate the effects of neighborhoods on children, thus considering both larger (regional) and smaller (community) contexts of families. We find that structural aspects of the neighborhood at the census tract level are associated with child development in the early school-age period. For the sample as a whole, neighborhood factors play a role in both cognitive and socioemotional outcomes, even when family factors are controlled. Yet only modest support for neighborhood influences on child development is evident in our main effects models. It appears that neighborhood influences on child development are underestimated or masked unless the associations are examined separately by two areas of the United States: the Midwest and Northeast versus the South and West. Significant associations between neighborhood variables and children's development are seen in the Northeastern and Midwestern regions, but less so in the Southern and Western regions of the United States. Greater economic and social resources as measured by average neighborhood SES (income, education, occupation) and greater ethnic congruity as measured by more neighbors of the same racial heritage as the child are related to higher cognitive functioning, but only in the Northeast and Midwest. Furthermore, children in these regions show more competent behavioral functioning when the relative presence of adults to children in the neighborhood is higher. In these regions, African-American but not white children show higher levels of behavior problems when community male joblessness rates are higher. We speculate about processes that might underlie these neighborhood and regional effects and point to directions for further research. 相似文献
11.
M Reite 《Child abuse & neglect》1987,11(3):347-355
We review the several areas in which research on nonhuman primates contributes to our understanding of child abuse and neglect in human children. One special advantage of primate studies is that the experimental method can be utilized to examine the short- and long-term effects of relatively well-defined and circumscribed alterations in early experience and the manner in which they can affect later behavioral and physiological development. Four studies in M. nemestrina (pigtail) monkeys are described in which relatively short social separation experiences in infancy were associated with evidence of persistent changes in certain aspects of social behavioral functioning and immunological functioning, up to six years later, when the previously separated animals were in late adolescence or early adulthood. Such findings suggest that nonhuman primates may be used as animal model systems with considerable relevance to issues surrounding human child abuse and neglect. 相似文献
12.
《Early childhood research quarterly》2005,20(3):306-328
The purpose of this study was to examine the effects of otitis media (OM) and the quality of child care on the social and communicative behaviors of toddlers, using a cumulative risk framework that included moderation. The study followed 72 children who began child care in infancy. Both process and structural aspects of the quality of 11 child care centers were measured and children received weekly ear examinations from the time they entered child care. At 24 months of age children were observed in their classrooms during free play when they were well. Children in the chronic OM, low quality care group exchanged more negative gestures with peers, initiated less verbally to teachers and peers and were talked to less by teachers and peers in comparison to all other children. The results suggest the importance of the moderating effect of the quality of child care in understanding the effects of OM on social/communicative development. 相似文献
13.
Hope K. Gerde Nell K. Duke Annie M. Moses Jessaca Spybrook Meagan K. Shedd 《Early education and development》2014,25(3):421-441
Research Findings: Examining the effects of professional development of the early childhood workforce that fit within the constraints of government policy is crucial for identifying types and amounts of effective training and informing child care policy. The present study used a cluster-randomized trial to evaluate the effects of a professional development program for child care providers designed to meet the criteria for 2 state-level policies: (a) that child care providers working in licensed centers engage in 10 hr of professional development annually and (b) that all licensed child care settings provide 30 min of developmentally appropriate literacy activity daily. Results indicated that 10 hr of professional development focused on literacy was effective for significantly improving the literacy practices and knowledge of child care providers. However, it was not effective in eliciting substantial growth in child literacy outcomes, at least in the short term. The lack of child outcomes illustrates the importance of measuring professional development effects at both the provider and child levels. Practice or Policy: This study illustrates the importance of critically questioning and analyzing state policy, particularly dosage. In practice, dosage is an influential factor in how professional development is selected by programs and providers, because most policies only specify a required number of hours to be completed. The design of policy, which can influence both provider practice and child outcomes, relies upon alignment between early childhood research and policy. 相似文献
14.
Marinus H. van IJzendoorn Jesús Palacios Edmund J. S. Sonuga‐Barke Megan R. Gunnar Panayiota Vorria Robert B. McCall Lucy Le Mare Marian J. Bakermans‐Kranenburg Natasha A. Dobrova‐Krol Femmie Juffer 《Monographs of the Society for Research in Child Development》2011,76(4):8-30
Children exposed to institutional care often suffer from “structural neglect” which may include minimum physical resources, unfavorable and unstable staffing patterns, and socially emotionally inadequate caregiver‐child interactions. This chapter is devoted to the analysis of the ill effects of early institutional experiences on resident children's development. Delays in the important areas of physical, hormonal, cognitive, and emotional development are discussed. The evidence for and against the existence of a distinctive set of co‐occurring developmental problems in institutionalized children is weighed and found to not yet convincingly demonstrate a “postinstitutional syndrome.” Finally, shared and nonshared features of the institutional environment and specific genetic, temperamental, and physical characteristics of the individual child are examined that might make a crucial difference in whether early institutional rearing leaves irreversible scars. 相似文献
15.
A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development 总被引：1，自引：0，他引：1
Rowe ML 《Child development》2012,83(5):1762-1774
Quantity and quality of caregiver input was examined longitudinally in a sample of 50 parent–child dyads to determine which aspects of input contribute most to children’s vocabulary skill across early development. Measures of input gleaned from parent–child interactions at child ages 18, 30, and 42 months were examined in relation to children’s vocabulary skill on a standardized measure 1 year later (e.g., 30, 42, and 54 months). Results show that controlling for socioeconomic status, input quantity, and children’s previous vocabulary skill; using a diverse and sophisticated vocabulary with toddlers; and using decontextualized language (e.g., narrative) with preschoolers explains additional variation in later vocabulary ability. The differential effects of various aspects of the communicative environment at several points in early vocabulary development are discussed. 相似文献
16.
A small but growing body of literature has begun to provide an understanding of child abuse in India. However, there is a dearth of empirical evidence to support general observations. Because it is believed that child abuse in India has not received adequate attention primarily because of a general lack of sensitivity to the issue, this study sought to assess perceptions of child abuse by Indian nationals. Comparisons between social workers, other human service professionals, and those not involved in human services fields revealed that there was negligible variation in perceptions of the severity of different forms of abuse. Cross-cultural comparisons with a U.S. study indicated some differences in perceptions. Implications of the findings are discussed. 相似文献
17.
When a child has some hearing loss, a great number of interdependent factors of human development, and more particularly linguistic development that come into play, is apparent. From a school perspective, some requirements can be met in order to make school the best place to enhance this linguistic development, while at the same time the deaf child is educated in a normalized environment. The aim of this paper is to carry out a longitudinal follow‐up of a group of five deaf pupils educated in mainstream schools, considered as optimal for school integration, and to analyse their linguistic development considering both the excellence of the school and the use of a programme of musical education with deaf pupils throughout the period of study. These data are compared with those obtained from another sample of deaf pupils, educated in similar settings, who did not follow the aforementioned hearing training programme. The main results show that musical education has some positive effects on supra‐segmental aspects of language, on voice quality and on the structuring of simple sentences. 相似文献
18.
《Early childhood research quarterly》1998,13(3):501-521
This investigation used structural equation modeling to examine sources of children's reading, vocabulary, general information, mathematics, and letter recognition skills upon entrance to kindergarten. Potential predictors included ethnicity, gender, child IQ, family literacy environment, maternal education, and months in child care centers. Family literacy environment had positive causal links with four of five academic measures. Greater number of months in child care centers was associated with higher mathematics scores among children from less educated mothers who scored low on a measure of family literacy environment. In contrast, no effects of child care were found for children from mothers with more education. Implications include the need for strong parental involvement in children's development and subsidized child care for children in need. 相似文献
19.
Further Reflections on an Evolutionary Theory of Socialization 总被引：1，自引：0，他引：1
In response to Maccoby's and Hinde's thoughtful commentaries, we highlight points of concurrence and disagreement. In particular, we note that mating and reproduction are affected by many factors beyond those to which our theory draws immediate attention; that the data linking socialization experiences and social structural conditions with pubertal timing are not restricted to either correlational studies or investigations of contemporaneous associations; that there may be more reason to question the theory's applicability to males than to females; that the question of whether male behave and develop the way we propose and Maccoby doubts is an empirically testable one; and that the data on relations between antecedent socialization conditions and pubertal timing and on variation in parental investment in the case of females run counter to Maccoby's doubts about the theory's applicability to females. Attention is drawn to the potential benefits of asking questions about proximal and ultimate causation simultaneously, and thus the need for child developmentalists to think both about the how and why of development. 相似文献
20.
《Educational Philosophy and Theory》2013,45(5):571-583
Abstract As we speak about time in the context of everyday life, we have no problem with what we mean by time. We take time as given. Different kinds of theories of development rely on the ordinary concept of time. Time is a sequence of instants, and we are moving along from the past to the future, from birth to death. Moving in time also means development. It does not take into account how a human being is in the time. It flattens our view of human life and cannot describe our manifold being. According to theories of development, if a child does not behave in a certain instant as the theories expect, there must be a problem with that child or she has not developed as well as others. Heidegger uses terms like time-space, temporality and ecstases of time. The question of time is of the same kind as the question of Being. We are in the world and in time in the same way. We all have experience of time, how it sometimes goes quickly and sometimes very slowly. Time is not experienced as moments one after another. It is time-space. Time-space means that time has three dimensions and it consists of the ecstatical opening up of the future, the past and the present. In this article, I will open up the question how the traditional understanding of time and the ecstatic understanding of time understand children differently. What does it mean that little children live exclusively in the present? 相似文献