共查询到20条相似文献，搜索用时 46 毫秒
1.
Peter Nikken Tom H.A. Van der Voort Ellen Van Bochove 《Learning, Media and Technology》1996,22(1):41-54
On the basis of telephone interviews carried out among a random sample of mothers with children between three and 12 years of age (n = 357), this study investigated the standards mothers use to evaluate the quality of four types of children's television programs: cartoons, news programs for children, educational children's programs, and dramatic children's programs. A factor analysis resulted in a list of seven types of quality standards that, in mothers' eyes, children's programs should satisfy. The three quality standards mothers considered most important for children's programs were: (a) comprehen‐sibility, (b) aesthetic quality, and (c) elicitation of involvement. Additional standards were: (d) entertainment, (e) innocuousness (absence of detrimental effects), (f) credibility, and (g) presence of role models. According to mothers, credibility was a standard that should be fulfilled primarily by news and educational programs for children. For news programs, aesthetic quality, entertainment, and the presence of role models were thought to be minor considerations. Less‐educated mothers were more concerned about the entertainment value of children's programs than better‐educated mothers. As compared to mothers with older children, mothers with younger children were more likely to consider innocuousness important, and to view credibility as unimportant in children's programs. 相似文献
2.
Extending a recent study of the standards mothers apply in evaluating the quality of children's programs (Nikken et al., 1996), this study investigated the standards children between 9 and 12 years of age (N = 427) use to evaluate the quality of four types of children's programs: children's news programs, educational programs for children, dramatic programs for children, and cartoons. Data were collected by means of questionnaires. A factor analysis resulted in a list of nine types of quality standards. The two quality standards children considered most important were: (a) comprehensibility, and (b) aesthetic quality. Additional standards were: (c) entertainment, (d) involvement, (e) credibility, (f) innocuousness, (g) restfulness, (h) thought provocation, and (i) presence of role models. The importance children attached to the nine quality standards varied with both program type and child characteristics. Seven of the quality standards found in the present study are similar to the maternal quality standards observed in Nikken et al. ‘s study. The children in the present study generally viewed these seven quality standards as less important than the mothers in Nikken et al.’s study. However, the relative importance children and mothers attached to these quality standards showed similarity, especially in the case of cartoons, and to a lesser extent for children's news programs and dramatic programs. 相似文献
3.
《Early childhood research quarterly》1998,13(3):485-499
Forty mothers of preschoolers with autism were interviewed about their children's child care programs and about factors that influenced program selection. Mothers also rated the importance of program features, their knowledge of the care settings, and their frequency of involvement in their children's settings. These mothers of children with autism had many of the same concerns as mothers of typically-developing children: they valued safety; warm, loving, and competent caregivers; and cleanliness. However, these mothers were also concerned about program features that might be especially important for their special-needs children, such as a focus on adaptive skills, the availability of special services, and an individualized program. In spite of relatively low levels of search behavior (e.g., visiting settings before making a decision) and uncertainty about some characteristics of their children's programs, mothers reported high involvement in activities such as field trips, parent-teacher conferences, and observing in the classroom. We highlight the need for additional research in this area. 相似文献
4.
Using data from a diverse sample of low-income African American and Latino mothers, fathers, and their young children who participated in Early Head Start (n = 61), the current study explored the association between parents’ reading quality (i.e. metalingual talk) while reading with their 2-year-old children and their children's receptive vocabulary skills at pre-kindergarten. It further examined whether children's interest in reading mediated this association. There were three main findings. First, most mothers and fathers in our sample read relatively often to their children (a few times a week) and used some metalingual talk; fathers used more than mothers. Second, controlling for parental education, mothers’ and fathers’ early reading quality significantly predicted children's receptive vocabulary skills at pre-kindergarten. Third, children's interest in reading mediated the association between mothers’ and fathers’ reading quality and children's receptive vocabulary scores. These findings have important implications for programs aimed at fostering low-income children's vocabularies and suggest that both mothers and fathers need to be included in programs. 相似文献
5.
《Parenting, science and practice》2013,13(3):237-265
6.
For 25 years, Israeli television operated as a virtual monopoly, with one single channel shared by Educational TV and the Public Broadcasting Authority. Young viewers were exposed to non‐commercial quality programs primarily geared for children. The introduction of cable television challenges the ways parents control their children's viewing and fills the role of mediators between television and the child. This study is based on two surveys among parents of Israeli children aged 2‐8. The first was conducted with 537 parents in 1989, prior to the introduction of cable TV, and the second with 552 parents who had cable in 1993, when cable TV penetrated half of all Israeli homes. The results indicate that the introduction of cable TV changed strategies of parental control and mediation and parents’ assessment of television's influence on children. Active parental mediation was closely related to the attribution of learning values to children's viewing and to gratifications attributed to educational television broadcasts. Loosening of control and allowance for independent children's viewing was closely related to the attribution of entertainment value to children's viewing and to viewing of cable television. 相似文献
7.
《Early education and development》2013,24(4):317-334
The aim of this study was to examine Japanese preschool children's social conflicts and methods of conflict resolution in order to shed light on existing cultural characterizations of Japanese preschool education and social development. Japanese preschool-age children were observed during school-time free-play and they and their mothers were interviewed about teacher methods of conflict resolution in the preschool setting. The results showed that Japanese children's conflicts stemmed from a wide range of issues, including concerns about justice, rights, and fairness. Moreover, teachers encouraged children to work out conflicts on their own, stressing self-reliance and autonomy. Japanese children and mothers chose resolution choices which pertained to the intrinsic consequences of the acts. Japanese children and mothers, however, preferred teacher-directed nonintervention over punishment as a form of teacher response. This was in contrast to previous research which has shown that American children and mothers prefer punishment over nonintervention. The results indicated that issues of independence (e.g., autonomy) and interdependence (e.g., group orientations) were both present in Japanese children's social interactions and in children's and mothers' judgments about teacher methods of conflict resolution. 相似文献
8.
《Early education and development》2013,24(3):321-338
This study examined the social competence and mental health of homeless and permanently housed preschool children enrolled in the Head Start program. Mothers and Head Start teachers rated the social skills and behavior problems of 38 homeless and 46 housed preschoolers twice during the school year. The researchers compared the behavior of the homeless and housed preschoolers soon after they entered Head Start, as well as changes in children's behavior six months after their initial assessment. Both parents and teachers reported that homeless children exhibited more behavioral problems than housed children at the beginning of the study, but perceived no significant differences in the two groups' social skills. Mothers reported significant declines in homeless children's compliance relative to their housed peers at the conclusion of the study, while teachers noted significant declines in homeless children's compliance and expressive skills. Both mothers and teachers reported that homeless children exhibited significantly greater increases in behavior problems than their housed peers over the study period. Findings indicate the need for Head Start and other early childhood programs to develop interventions designed to moderate the negative effect of homelessness on young children's social-emotional development. 相似文献
9.
Young children under 6 years old are over-represented in the U.S. child welfare system (CWS). Due to their exposure to early deprivation and trauma, they are also highly vulnerable to developmental problems, including language delays. High quality early care and education (ECE) programs (e.g. preschool, Head Start) can improve children's development and so policymakers have begun calling for increased enrollment of CWS-supervised children in these programs. However, it is not a given that ECE will benefit all children who experience maltreatment. Some types of maltreatment may result in trauma-related learning and behavior challenges or developmental deficits that cause children to respond to ECE settings differently. The current study uses data from a nationally representative survey of children in the U.S. child welfare system, the National Survey of Child and Adolescent Well-Being II, to assess whether young CWS-supervised children (N = 1,652) who were enrolled in ECE had better language development outcomes 18 months later than those not enrolled in ECE. We also explore whether the type of maltreatment that brought children to the CWS’ attention moderates the relationship between ECE and children's language development. After controlling for children's initial scores on the Preschool Language Scale (PLS-3), type(s) of maltreatment experienced, and child and caregiver demographics, we found that ECE participation predicted better PLS-3 scores at follow-up, with a positive interaction between ECE participation and supervisory neglect. ECE seems to be beneficial for CWS-involved children's early language development, especially for children referred to the CWS because they lack appropriate parent supervision at home. 相似文献
10.
Associations between classroom quality and children's vocabulary and executive function skills in an urban public prekindergarten program 总被引：1，自引：0，他引：1
Christina Weiland Kchersti Ulvestad Jason Sachs Hirokazu Yoshikawa 《Early childhood research quarterly》2013
Despite evidence that high-quality preschool programs have substantial, long-lasting impacts on young children's developmental outcomes, associations between preschool quality measures and children's cognitive outcomes within preschool programs are generally small or null. Using data from a large urban prekindergarten program, we examined associations between children's receptive vocabulary and executive function skills and several indicators of classroom quality. Ours is the first such study within a program that has been shown to have small-to-large causal impacts on children's language, literacy, mathematics, executive function, and emotional development outcomes. Consistent with prior literature, we found small or null associations between quality predictors and children's outcomes and we found that some of these relationships were curvilinear. Findings are discussed in light of several hypotheses in the literature regarding the general pattern of small or null associations, including the psychometrics of commonly used quality measures and possible range restriction of quality indicators. 相似文献
11.
Hope Lunin Klapper 《Learning, Media and Technology》1976,2(4):109-112
The content of television, as perceived by researchers and other adults, is widely regarded as a major determiner of the effects of television on children. Yet the field of communications research has long since documented that it is not content per se but rather the audience perceptions of that content that functions as a major determiner of effects. A shift in research and analytic emphasis from adult‐defined content to audience perceptions of content becomes crucial when the audience consists of children. The literature of child development clearly indicated that children perceive their environment differently than do adults. In this article, Piaget's theory of cognitive stage is shown to be a predictor of children's perceptions of television. 相似文献
12.
《Early childhood research quarterly》1998,13(1):67-86
Although including children with developmental disabilities in preschool classes has become increasingly common, little is known about how experiences in an inclusive classroom affect young children's development. In Study 1, 36 typically developing children (mean age = 55.2 months) attending an inclusive, university-based early childhood program were interviewed about their knowledge of and attitudes toward children with disabilities. Parents answered questions about: (a) expectations for their children's prosocial behaviors and (b) their own beliefs about interacting with children with disabilities. Parents' beliefs and children's attitudes toward children with disabilities were positively related to the frequency of children's actual contacts with classmates with disabilities during free play time. In Study 2, the beliefs and behaviors of 20 children from an inclusive university-based early childhood program and 18 children from an inclusive community-based program were compared. There was no difference between the two programs in the amount of contact typically developing children had with classmates with disabilities. 相似文献
13.
Claire E. Baker 《Early education and development》2014,25(3):338-355
Research Findings: Home literacy involvement (e.g., shared book reading) has been linked to enhanced cognitive development and school readiness during early childhood. Furthermore, precursory reading and math skills are key predictors of high school achievement. This study examined prospective relations between Mexican mothers’ English proficiency, their home literacy involvement, and their children's school readiness (i.e., preschool reading and math scores). A large, nationally representative sample of preschool-age Mexican American children (N = 826) was used to test a theoretically derived path analysis that demonstrated that mother-reported home literacy involvement mediated the relation between mother-reported English proficiency and children's reading achievement, but not math. Results were evident even after key family and child characteristics were controlled. Practice or Policy: Findings suggest that Mexican American children's early education and development may be enriched by family literacy programs that enhance their mothers’ English proficiency and increase the frequency of home literacy activities. 相似文献
14.
Based on a review of studies on children's and adolescents’ attitudes and conceptions about aging and older people and on studies analyzing media content such as children's literature, textbooks, and public television programs to determine how older persons are portrayed, a rationale is provided for systematic education about aging in the public schools of the United States. 相似文献
15.
Booyeun Lim 《Journal of Early Childhood Teacher Education》2013,34(4):367-373
Abstract This study describes early childhood teachers’ own beliefs and concepts of aesthetic experience in young children. The teachers involved in this study were directly engaged in preschools for 4 and 5 year‐olds where arts and aesthetic education are a primary consideration of their integrated curriculum. These teachers identified a variety of features of aesthetic experience in three dimensions, which develop in a dynamic, non‐linear cycle. This study suggests that early childhood teacher's awareness and knowledge of aesthetic experience is critical to support the high quality of young children's learning through the arts. It concludes with implications for both teacher education programs and early childhood teacher educators. © 2005 Published by Elsevier Inc. 相似文献
16.
Based on survey responses from 187 parents of students who attended the Saturday Enrichment Program (SEP) at the Center for Talent Development (CTD) of Northwestern University, this study showed that overall, parents perceived favorable effects of the program on their children's talent development, especially academic talent development. As a result of participation in the CTD program, parents perceived that their children gained scholastic skills or knowledge, were more motivated to learn and interested in the subject areas they studied, and gained academic competence. After the program parents had higher academic expectations for their children. Parents felt positively about instructional aspects of the program such as focusing on a single subject in depth and breadth, experiencing interdisciplinary perspectives across subject areas, and having experiential learning opportunities. They also perceived that the SEP classes provided their children with both challenge and enjoyment. Despite the perceived benefits of SEP, results also showed that the majority of parents were still reluctant to pursue additional further educational actions inside or outside of school for their children after completing the program. However, of those who contacted their children's local schools, almost half said that their children received more challenging work (e.g., accepted and/or placed into advanced enrichment programs or other gifted programs/groupings in school, recommended for gifted programs, given additional materials or work, or skipped grades) as a result. 相似文献
17.
Liz Brooker Corresponding author Sang‐Jin Ha 《Early Years: An International Journal of Research and Development》2005,25(1):17-30
This article discusses some findings from a small‐scale investigation of children's gendered beliefs and behaviours in a Korean kindergarten which was attempting to challenge gender stereotyping through the anti‐bias intervention of a ‘cooking curriculum’. A sample of 14 children, some with ‘working’ mothers and some with ‘housewife’ mothers, was observed for two months, and informally interviewed on several occasions. The children's mothers were also interviewed. The findings are situated in the context of the changing, but still traditional, culture of Korean society, as well as in the contexts of early childhood education and theories of gender acquisition. They confirm that, although children are highly likely to reproduce the beliefs current in their home environment, they are open to reconstructing these views when actively challenged to consider alternatives, either by the school curriculum or by engaging in debate with a researcher or practitioner. The nature of the ‘alternative’ views available may however be problematic. 相似文献
18.
Publicly funded prekindergarten programs have achieved small‐to‐large impacts on children's cognitive outcomes. The current study examined the impact of a prekindergarten program that implemented a coaching system and consistent literacy, language, and mathematics curricula on these and other nontargeted, essential components of school readiness, such as executive functioning. Participants included 2,018 four and five‐year‐old children. Findings indicated that the program had moderate‐to‐large impacts on children's language, literacy, numeracy and mathematics skills, and small impacts on children's executive functioning and a measure of emotion recognition. Some impacts were considerably larger for some subgroups. For urban public school districts, results inform important programmatic decisions. For policy makers, results confirm that prekindergarten programs can improve educationally vital outcomes for children in meaningful, important ways. 相似文献
19.
20.
The 37 Caldecott Medal award‐winning children's books and 129 runner‐up books were subjected to a content analysis in order to evaluate the portrayal of adults in children's literature, both fictional and nonfictional. Of the total 166 books analyzed, 43 were excluded from the data because they contained no adult portrayals. For the 123 books subjected to final content analysis, and the 751 characters contained in these books, the data revealed statistically significant differences on four variables: (1) more male than female adults were represented; (2) more healthy than physically handicapped adults were portrayed; (3) more positive than negative or neutral illustrations of adults occurred; (4) adults were represented more in fictional than in nonfictional children's books. Results were interpreted as demonstrating that children's literature portrays neither adult figures nor adult life in a realistic manner. 相似文献