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1.
Guoping Zhao 《Educational theory》2007,57(1):75-88
A bstract . The postmodern critique of modernity has focused on the construction of the modern subject and the self-disciplining and self-cancellation tendencies within it. This critique, however, fails to consider what happens during the early years of children's development — the period during which the modern subject is made, and the one in which the paradoxes and ambiguities inherent in modern subjectivity are established. In this essay Guoping Zhao analyzes how children's developmental process affects the definition and formation of the self in the United States. She uses a cross-cultural lens, comparing the dominant cultural ideas and practices associated with child development in the United States (stemming from the ideology of liberal individualism) with those influenced and supported by Confucianism. Zhao argues that children's paths of development are not natural but cultural ones guided by underlying ideologies, and ultimately concludes that this cultural process determines the shapes and forms of the modern subject and the nature of individual freedom and autonomy. 相似文献
2.
Julia T. Reguero de Atiles Dolores A. Stegelin Janie K. Long 《Early Childhood Education Journal》1997,25(2):101-105
Biting behavior occurs frequently among young children in child care settings. Research indicates several possible reasons for biting behavior including developmental as well as emotional issues. This study examines procedures that have been established to handle childhood biting by early childhood education child care facilities in a southeastern state of the United States. We were interested in whether these child care providers considered biting a normal developmental behavior or an abnormal, dysfunctional behavior. Additionally, how did their philosophy about childhood biting relate to their handling of biting incidents in their facilities? 相似文献
3.
Cross-cultural studies in early childhood education assist in expanding perspectives and gaining increased understanding and appreciation of programs in other countries. Because both Sweden and the United States are interested in parent involvement in early childhood programs, a survey was conducted to assess parent's perceptions of these programs. Following a review of family life and early childhood education in Sweden and the United States are the specific components of the cross-cultural study. A stratified random sample of parents whose children were involved in early childhood programs was done in St. Louis County, MN, United States, and Kronobergs Lan, Småland, Sweden. In the first section of the five-part survey, parents indicated the degree to which they agreed or disagreed with statements about such areas as governmental support of children and families. Parents in Sweden felt more support of the government, whereas parents in the United States used early childhood programs as a support mechanism to increase their confidence. In the other four sections of the survey, parents rated the importance of various types of parental involvement and the importance of various materials, activities, and caregiver actions in their children's programs. In general, parents in Sweden valued informal contact and inner-directed creative materials and activities. Parents in the United States valued more confining activities such as rote counting, community-based experiences, and compliance with adult expectations. The influence of the macro-society on parents' perceptions as well as microsystem interactions and environments is evident in this study. As early childhood educators learn about and adapt new ideas to their own programs, the potential of cross-cultural studies becomes realized in improved opportunities for young children and their families. 相似文献
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5.
Kimberly A. Sharkins Sarah E. Leger James M. Ernest 《Early Childhood Education Journal》2017,45(4):493-498
Early childhood poverty is a prevalent social issue, both in the United States and in the wider international community. It has been well established that factors associated with poverty, including familial income and parental education level, can negatively affect children’s language and cognitive development, which can result in academic achievement deficits that compound across the lifespan. Additional environmental factors, specifically maternal and children’s own social–emotional development, have also been shown to impact these sensitive early childhood developmental processes. Although individual components that relate to language and cognitive development in young children have been identified, additional examination of potential associative relationships between these components is warranted. Therefore, this study explored socio-economical, health, and developmental relationships between 122 caregiver–child dyads enrolled in an Early Head Start Program where children were 1–36 months old. Results indicated strong bidirectional correlations between children’s cognitive and language development. Multiple linear regression path analysis indicated that children’s cognition and social–emotional wellbeing have a significant direct effect on their language development. Additionally, language and fine motor development were found to have a significant direct effect and social–emotional wellbeing mediated an indirect effect through language on children’s cognitive development. In light of socioeconomic and sociocultural challenges, the importance of nurturing children’s social–emotional development in relation to language and cognitive development is discussed. 相似文献
6.
Children's language and behavioural,social and emotional difficulties and prosocial behaviour during the toddler years and at school entry 总被引：1，自引：0，他引：1
Dimitra Hartas 《British Journal of Special Education》2011,38(2):83-91
The ability of young children to manage their emotions and behaviours is an important prerequisite for social adjustment and school readiness. With an increase in early‐onset behavioural difficulties in children, understanding changes in child behaviour during the preschool years and the factors that influence it is a priority for policy and practice. Despite much evidence on the association between language and behavioural difficulties in children, few studies have examined longitudinally language and problem/prosocial behaviour in early years. Using a UK community‐based sample, Dimitra Hartas, from the University of Warwick, examines the association between language, gender and behavioural, social and emotional difficulties and prosocial behaviour during the toddler years and at school entry. The findings showed a moderate decline in behavioural and social difficulties during preschool, and stability in emotional difficulties. Moderate associations were found between vocabulary and problem behaviour but not prosocial behaviour, with literacy‐based language emerging as a substantive predictor of teacher‐rated behaviour. These findings have important implications for early years provision. 相似文献
7.
Dermod MacCarthy 《Child abuse & neglect》1979,3(2):423-428
The reason for presenting the subject of emotional privation or maternal rejection in the context of a symposium on child abuse is that it affords another example, with a different presentation, of a child evoking hostility in a parent. The maladjustment is however more continuous and less impulsive so that the child escapes the severer forms of abuse resulting in injuries that require treatment, but suffers instead from a gradual impairment of health, growth and personality development. A syndrome of dwarfism with other physical signs and characteristic behaviour is produced, which when discovered in early childhood is a certain sign of long standing severe emotional privation. The consequences of this to mental health in childhood and after are serious. Although well known to some the picture in all its physical and behavioural manifestations is perhaps not sufficiently widely recognised, especially as fringe forms exist for which, if taken in time, intervention might be more effective. 相似文献
8.
ABSTRACTMany behavioural and emotional characteristics are associated with children’s peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and self-evaluations of their behavioural and emotional strengths and difficulties. Teacher evaluations are also used to assess the children’s academic competencies and behaviour. Univariate analysis of variance (ANOVA) is used to analyse the data. Results indicate that children in the popular status group assess their behavioural and emotional strengths as being better than children in the rejected status group. The behavioural profile of the controversial status group is similar to that of the rejected status group. Children in the neglected status group differ from other sociometric status groups in some behavioural and emotional strengths. Issues pertaining to gender differences are also discussed. 相似文献
9.
美国非常重视个性化教育 ,这与杜威的思想有着直接的渊源。杜威从实用主义哲学思想出发 ,强调“从经验中学习” ,奠定了美国个性化教育的理论基础 ;而从杜威的“儿童中心说”出发 ,强调以儿童为本 ,则直接促成了儿童个性的发展 相似文献
10.
本研究采用问卷调查法对深圳市22所托幼机构亲子班的867名月龄为30～36个月的婴幼儿的母亲进行随机抽样调查,探讨婴幼儿早期社会性发展与母亲个性的关系。研究结果显示:(1)婴幼儿早期社会性发展异常与母亲的情绪不稳定有关。(2)母亲的个性特点对婴幼儿早期社会性发展具有预测意义,母亲情绪的不稳定是导致婴幼儿出现心理和行为问题的危险因素,而母亲的外向型个性有利于婴幼儿早期社会性的良好发展。 相似文献
11.
Baji Rankin 《Early Childhood Education Journal》2004,32(2):81-85
Loris Malaguzzi, founder and guide for 50 years to the schools of young children in Reggio Emilia, Italy, passed away in January 1994. In this interview, conducted in 1990, Malaguzzi speaks directly to early childhood educators in the United States. He blends theory and practice as he clarifies the theoretical base of the Reggio schools and discusses pedagogical implications for early childhood practitioners who want to work from a deep understanding of children's thinking and questions. 相似文献
12.
This research examined children's interdependent self-construals as manifest in their seeing their relationships with their parents as self-defining. Four times over early adolescence, 825 children (mean age = 12.73 years) in the United States and China reported on their inclusion of their relationships with their parents in their self-construals as well as other dimensions of their psychological functioning. Although there was continuity in children's inclusion of their relationships with their parents in their self-construals, American, but not Chinese, children decreased their inclusion over time. In both the United States and China, the more children defined themselves in terms of their relationships with their parents, the more their perceptions of the quality of these relationships mattered for their subsequent emotional functioning. 相似文献
13.
Sonia Burnard 《Emotional and Behavioural Difficulties》2013,18(3):17-23
All staff at this primary school and training centre for emotionally and behaviourally disturbed children are participating In a research project. Action research will be used as a basic methodology. Because of all the constrains on time and resources that extra work of this nature adds to staff responsibilities, each area Is created to fit to the interests, activities and time of each member of staff. All the components are devised to obtain a baseline, develop areas of the child's language and reflect on any changes that have taken place. Not only are the staff involved, but parents also have their area of investigation and it is envisaged that external groups such as the behaviour management team will contribute long term. The research proposal is based on the idea that children with emotional and behavioural difficulties will not initially have the language and therefore the reasoning capacity to understand social expectations. Their restricted language means that their inappropriate behaviour substitutes for talk and they are unlikely to have the skills to itemise their own linguistic behavioural controls. Inability to express emotional or behavioural difficulties does not make the child a candidate for talk therapies. The large numbers of children with this problem, means that the school environment is best to explore its capacities to deal with the difficulties. This paper is about the organisation of this initiative, its possible development and manifestations. It includes the Initial reactions of staff and initial responses observed by staff. The research also hopes to increase staff awareness and shared interests. Various perceptions create new insights Into what form help might take in the future for the emotionally and behaviourally disturbed child. 相似文献
14.
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
15.
The changing ways child observation is being used by preschool teachers in the United States and Australia are described in relation to the accountability movement pressuring young children and their teachers in both countries. The costs of the accountability movement in early childhood education are explored, and a call for genuine accountability based on assessment strategies such as traditional child observation is made. 相似文献
16.
Parents' involvement in children's learning in the United States and China: implications for children's academic and emotional adjustment 总被引：2，自引：0，他引：2
This research examined parents' involvement in children's learning in the United States and China. Beginning in seventh grade, 825 American and Chinese children (mean age=12.74 years) reported on their parents' involvement in their learning as well as their parents' psychological control and autonomy support every 6 months until the end of 8th grade. Information on children's academic and emotional adjustment was obtained. American (vs. Chinese) parents' involvement was associated less with their control and more with their autonomy support. Despite these different associations, parents' heightened involvement predicted children's enhanced engagement and achievement similarly in the United States and China. However, it predicted enhanced perceptions of competence and positive emotional functioning more strongly in the United States than China. 相似文献
17.
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
18.
Poor emotional competence has been identified as a precursor to later social, emotional, and behavioral difficulties in children. Aspects of parenting, including modeling, reactions to and coaching of children's emotions, have been associated with the development of emotional competence in children. In this paper, a parenting program with this theoretical basis is outlined and a pilot study of the program is presented. The six-session parenting program was delivered in preschool centers to 47 parents with a four or five year old child, and data were collected about parenting and children's functioning twice prior to program commencement, following program completion, and at three month follow-up. Pre and post program teacher assessments were also collected. Following the program parents reported that they were more encouraging of their children's emotional expression, used emotion-focused approaches more frequently in interactions with their children, and were less critical and dismissive of their children's emotional expression. Their children showed less emotional negativity and had significant reductions in difficult behaviors, especially those who had behavior problems prior to their parents' participation in the program. This program offers a promising approach to fostering the development of children's emotional competence and consequently enhancing social and behavioral functioning. 相似文献
19.
Quality of teacher–child relationship and preschoolers’ pro-social behaviour in German kindergartens
Teacher–child relationships in early childhood are a crucial prerequisite for children's emotional, social and academic development. Therefore, it is important to be able to measure accurately the quality of interactions among them. The Student–Teacher Relationship Scale (STRS) is a widely accepted instrument in measuring the quality of teacher–child relationships. The purpose of this study was to examine the adapted STRS in the German early childhood education settings and to investigate it's associations with children's pro-social and problematic behaviour. Seventy-eight preschool teachers rated the quality of their relationships with 153 children aged 2–7 years and their pro-social and problematic behaviour. An explorative factor analysis revealed three consistent factors: closeness, conflict and dependency. The former inconsistent dependency scale showed good internal consistency. The item constellation was the same as of the adapted STRS. As expected preschool teachers rated girls closer compared to boys. Closeness was positive associated with pro-social behaviour and conflict and dependency was positive correlated with externalising behaviour. The results of this study support the reliability and validity of the adapted STRS in the German kindergarten context. 相似文献
20.
Wang Q 《Child development》2006,77(6):1794-1809
The relations of maternal reminiscing style and child self-concept to children's shared and independent autobiographical memories were examined in a sample of 189 three-year-olds and their mothers from Chinese families in China, first-generation Chinese immigrant families in the United States, and European American families. Mothers shared memories with their children and completed questionnaires; children recounted autobiographical events and described themselves with a researcher. Independent of culture, gender, child age, and language skills, maternal elaborations and evaluations were associated with children's shared memory reports, and maternal evaluations and child agentic self-focus were associated with children's independent memory reports. Maternal style and child self-concept further mediated cultural influences on children's memory. The findings provide insight into the social-cultural construction of autobiographical memory. 相似文献