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1.
This paper explores the determinants of child labour vis-à-vis child schooling. It further examines the influence of non-governmental organisations (NGOs) which are engaged in social labelling, on the incidence of child labour and schooling trade-off. The empirical results show that the probability of child schooling increases as well as child labour decreases if a carpet firm has adopted a labelling scheme. It can also be shown that labelling NGOs have a significant positive influence on sending the ex-child labourers to school.  相似文献   

2.
We conducted real-time analyses of the videotaped free play of 24, 3–4-year-olds, half of whom had disabilities, in four University-sponsored, inclusive, child-centered preschool classrooms. There were 7–10, 20-minute observations for each child. Despite significant differences related to child condition in the frequencies of interactions with peers and one-on-one with adults, the same pattern obtained for both groups: Across observations, the proportions of time that each child spent interacting with peers and with adults were negatively correlated for 21 of the 24 children. Analyses of event-sequences revealed that adults were more likely than expected by chance to initiate interactions with a child when s/he was alone and less likely to do so when s/he was interacting with a peer. Within-child patterns of choices also indicated that, after an adult had initiated an interaction with them, the children were less likely to initiate an interaction with a peer and more likely than expected to initiate another interaction with an adult. Additional, exploratory analyses yielded results consistent with the view that some kinds of exchanges with adults may interfere with peer interactions. Implications both for theory and for planning curricula are discussed.  相似文献   

3.
The purpose of the present study was to investigate the existing transactional associations between mother–child conflict and the child’s internalising and externalising problems. To this end, longitudinal data were used, covering ages 7–15. The sample consisted of 1,136 mothers and their children who participated in the National Institute of Child Health and Human Development longitudinal study. The current analysis employs the Autoregressive Latent Trajectory (ALT) model that enables the simultaneous investigation of (1) the developmental stability, (2) the developmental change, (3) the longitudinal inter-relations, (4) the time-specific associations and (5) the directionality of the relations among the variables under examination. It was found that mother–child conflict increased across time and externalising problems decreased from childhood to adolescence, while internalising problems showed intra-individual stability. Further, mother–daughter conflict increased at a higher rate than mother–son conflict. The cross-lagged regressions suggested that the association between conflict and externalising problems is bi-directional from age 7 to age 9. However, a child effect was found from age 9 to age 15, in that the child’s externalising problems continually influenced mother–child conflict but not the other way around. In contrast, the association between internalising problems and conflict was limited to cross-sectional and overtime associations suggesting that the association between internalising problems and conflict is mostly due to the co-variation between them.  相似文献   

4.
When children experience conflict in relationships with their teachers during early education, they perform more poorly on measures of language development and overall academic competence. Whereas children who have close relationships with teachers, often perform better on these measures. A close teacher–child relationship may be important for children learning to write, given the complex and personal nature of writing. Yet, scholars have not examined associations between teacher–child relationship quality and children's early success in writing. The current study examined associations between quality of the teacher–child relationship (defined as teachers’ perceptions of closeness and conflict and children's feelings about teachers) and children's writing quality in kindergarten and first grade. Children's receptive language was also investigated as a moderator of these associations. Results indicated teacher–child conflict was significantly associated with children's writing quality, after accounting for grade level, initial reading status, and type of instruction. Findings of the study have important implications for future research and practice. Attention to the importance of conflict in teacher–child relationships and its’ influence on children's literacy learning and development should be included in future research studies.  相似文献   

5.
The mechanism of parent choice is sometimes viewed as a way of improving the quality of child care centres. This study looks at whether parent choice is constrained by family variables such as socio‐economic status, education and family income and to what extent parents do select quality. The sample for the present study included 100 child care centres catering for under two year old children from around New Zealand. The quality of each centre was assessed using two measures, a checklist (the Abbott‐Shim Assessment Profile) and an interval observational procedure focusing on child‐staff interactions (the Howes/Melhuish Observational Schedule). Two under two year‐olds from each centre were observed for 100 minutes and their parents filled in a questionnaire about their satisfaction with the child care centre. The study showed modest correlations (‐.18 to .27) between socio‐economic status, education and family income and the Abbott‐Shim Assessment Profile but none with observations of child/staff interactions. Eighty‐six per cent of parents in the study said that this centre was their first choice and ratings of quality were highly positive. Yet for most measures there were zero correlations between research‐based measures of quality and parent satisfaction. Qualitative data showed that there was some overlap between the criteria which parents mentioned as the ‘best’ or ‘worst’ things and criteria incorporated into research methods. Parents, however, were concerned about cost, location and convenience which were not part of the research measures. Comments on centres which were of high quality and low quality made by parents and early childhood trained researchers were compared.

Parents were much more positive and uncritical in their comments than researchers. It was concluded that many parents make passive choices of centres rather than actively choosing between alternatives and that many do not have knowledge or awareness of specific aspects of quality to look for. It was concluded that parent choice is not currently a viable means of controlling quality and that policy makers need to look to other mechanisms.  相似文献   


6.
The relationships between parents’ age, education, literacy activities and shared reading with the child and children’s language skills and early interest in books were examined in a longitudinal study of 108 children. Parents reported on their children’s lexical and grammatical development by using the MacArthur Communicative Development Inventories (the CDIs) at the ages of 14 and 24 months. The Bayley Scales of Infant Development were administered to the children in a laboratory setting at 24 months. Information on parental background variables was obtained through a questionnaire before the children’s birth. Book reading habits were inquired when the children were 2 years of age. Mothers’ education, literacy activities and shared reading with the child were shown to be more strongly associated with the 2-year-olds’ lexical and grammatical skills than were those of father. A corresponding association to parental background variables emerged regardless of whether parental report data or scores on the structured test were employed as the child language measure. Shared reading with the father was found to be linked to children’s early interest in books. The children who exhibited greater interest in books were likely to be read to by mothers and fathers more frequently than other children. These children also had larger vocabularies than did children with low interest in books. The role of endogenous and exogenous variables in explaining children’s language skills and early book reading interest are discussed.  相似文献   

7.
Reading and Writing - Research on parent–child shared book reading (SBR) has focused primarily on a single reading of a book and on the reading of the text itself. Yet parents often...  相似文献   

8.
It is widely known that parent–teacher partnerships are vital to children's progress in their development and learning in schools. These partnerships involve parent–teacher conferences, parents helping in the classroom, teachers making home visits and parent education seminars. However, partnerships rarely extend to having parents involved in the assessment process of their children in a significant way. In Singapore, opportunities for parents to be involved in the assessment process exist but only when invited by a professional, and this is only to a limited extent. Routinely, when professionals assess a child, parents are asked for their observations of their progress at home. However, such information gathered from parents is informal, unorganized and used on a supplementary basis. Hence, it was the purpose of this research project to develop a child‐screening instrument that utilized observations of Singaporean parents in an organized fashion by the help of computer technology. With this, it is hoped that the involvement in the assessment process will educate and empower parents to make decisions and play a more active role in the identification of their children's learning needs.

This paper reports the use of parents' observations of their children across five developmental domains in the device of a computer‐based child‐screening questionnaire in Singapore. The Developmental Screening Questionnaire (DSQ) is developed as an initial screening tool to detect potentially at‐risk children within the age range of one to six years. This paper also describes the validity and utility of the instrument, making use of computer technology in the test administration process.  相似文献   


9.
This study examined four questions: (1) How does family structure (specifically, single parenthood, married parent, and cohabitating parent) affect children's delinquency and math test scores? (2) Do these effects differ by race? (3) Do parenting practices mediate the links between family structure and children's outcomes? and (4) Does this mediation differ by race? Unlike some previous work in this area, the present study distinguished between the effects of single parenthood and cohabitation. Using fixed-effects techniques to control for unobserved heterogeneity between children in the various family structures, single parenthood was found to be associated with reduced well-being among European American children, but not African American children. Cohabitation was associated with greater delinquency among African American children, and lower math scores among European American children. No evidence was found to indicate that parenting mediated the links between family structure and children's outcomes. Finally, it was found that for African American children, measures of maternal warmth and the provision of rules had direct effects on children's delinquency.  相似文献   

10.
The present study assessed concordance between child reported and adult observed strategies to depict single and mixed emotion in the same human figure drawings. 205 children (104 boys, 101 girls) aged 6 years 2 months to 8 years 3 months formed two age groups (6 years 2 months–7 years 2 months and 7 years 3 months–8 years 3 months) across two conditions drawing either themselves or another child. They heard vignettes designed to elicit single and mixed emotion and drew a baseline drawing, counterbalanced happy and sad, and a mixed emotion drawing. Categories of children’s verbal reports and adults’ observations were similar with some variation of use by condition, age group and emotion type. Mixed emotion strategies were more similar to those observed and reported in happy drawings. Findings are discussed in relation to a framework theory of art and social display rules.  相似文献   

11.
In this article the concept of spirituality, especially with relation to school age children and young people, is discussed. Some of the possibilities and constraints present in this area are noted, especially the unease with which many researchers and practitioners view such a difficult to define topic and also its traditional association with religious organisations.

However, in more recent literature, the spiritual dimension has been seen as a universal human characteristic (within which spirituality in religion is viewed as a sub‐set), which is characterised by a deeper state of meaningfulness. In the case of children and young people, modern writers have argued that the encouragement of spiritual growth is important because it is related to a non‐material, ethical and self‐awareness aspect of their development and is a necessary counterbalance to the attainment‐focused demands of the National Curriculum.

As an aid to future study in this area, a possible measurement of spirituality in school‐aged children (The SQ Pupil Inventory) is reproduced at the end of this article. This inventory represents the work in progress of the late Beverley Ruddock who was carrying out her doctoral research in this topic until her sudden death in late 2008.  相似文献   


12.
This paper proposes combining theories about, and practices of, using archetypes and adaptation in education for the purposes of multimodal literacy learning. Within such contexts, children of primary school age act as readers, performers and researchers, exploring and analysing existing adaptations of archetypal stories and images across time, space and platforms, as well as writers constructing and producing their own adaptations of archetypes in varying forms. Our suggestions are that ‘revisiting’ and ‘remaking’ existing texts and practices in the multimodal primary classroom can be a route to a deeper and more sophisticated learning experience, and one which challenges current definitions of reading, writing and literacy.  相似文献   

13.
Central registries for child abuse and neglect have been criticized because the high proportion of unsubstantiated cases are alleged to represent an unwarranted intrusion into family life. The response to this criticism is usually a spirited defense of the social worker investigation and data distinguishing false ("fictitious") claims from unsubstantiated cases. This article asks what a reasonable substantiation rate would be in a system that operates flawlessly and examines the impact on substantiation rates of noninvestigatory variables, such as technical, legal, and policy factors. The research concluded that technical factors, such as number of maltreatment categories and number of disposition categories, did not affect substantiation rates. Legal factors, such as standards of proof, provision of notice and right to review records, were somewhat associated with lower substantiation rates, but changes in legal standards are definitely not recommended as a method of increasing substantiation rates. Of the policy factors, use of risk assessment models is an excellent way to improve substantiation rates without compromising due process safeguards.  相似文献   

14.
This article suggests that students’ characteristics play a more important role in classrooms than has previously been thought. To investigate this, a computerized literacy search was conducted, finding 19 studies that focused on the topic. On the basis of these studies a meta-analysis was carried out in which 23 effect size estimates were computed. The results showed that teachers reported more conflict and child dependency, and less closeness in teacher–child relationships when interacting with students who exhibited either a high level of external or a high level of internal problem behavior. In contrast, teachers reported less conflict and more closeness in teacher–child relationships when interacting with students exhibiting high levels of motivation and engagement as compared to other children. Furthermore, teachers reported less conflict, less child dependency and more closeness in teacher–child relationships when interacting with students showing a high level of academic performance.  相似文献   

15.
ObjectiveWe assessed the self-reported experience, comfort and competence of primary care pediatricians in evaluating and managing child maltreatment (CM), in rendering opinions regarding the likelihood of CM, and in providing court testimony. We examined pediatricians’ need for expert consultation when evaluating possible maltreatment.MethodsA questionnaire was mailed to 520 randomly selected AAP members. Pediatricians were asked how frequently they evaluated and reported children for suspected maltreatment, and whether child abuse pediatricians were available to and used by them. Pediatricians were asked to rate their knowledge, comfort and competence in the management of CM. Demographic information was also gathered. Pediatricians’ experience with CM, their comfort, self-reported competence, and need for expert assistance is described. Logistic regression was used to assess factors that predicted pediatricians’ sense of competence while controlling for covariates found to be significant in bivariate analyses.ResultsOne hundred forty-seven questionnaires were eligible for analysis. The majority of respondents had little experience evaluating and reporting suspected CM, and was interested in having expert consultation. While pediatricians often felt competent in conducting medical exams for suspected maltreatment, they felt less competent in rendering a definitive opinion, and did not generally feel competent to testify in court. Sense of competence was particularly low for sexual abuse. Increased practice experience and more courses in CM led to increased sense of competence in some areas.ConclusionsPediatricians acknowledged many limitations to providing care to maltreated children, and expressed interest in subspecialist input.Practice implicationsThese findings add additional support to the American Board of Pediatrics’ decision to create a Child Abuse Pediatrics subspecialty. The findings also indicate a need to ensure funding for fellowship training programs in this field.  相似文献   

16.
Learning about letters is an important component of emergent literacy. We explored the possibility that parent speech provides information about letters, and also that children’s speech reflects their own letter knowledge. By studying conversations transcribed in CHILDES (MacWhinney, 2000) between parents and children aged one to five, we found that alphabetic order influenced use of individual letters and letter sequences. The frequency of letters in children’s books influenced parent utterances throughout the age range studied, but children’s utterances only after age two. Conversations emphasized some literacy-relevant features of letters, such as their shapes and association with words, but not letters’ sounds. Describing these patterns and how they change over the preschool years offers important insight into the home literacy environment.  相似文献   

17.
BackgroundPublic health surveillance is essential to inform programs that aim to eradicate child maltreatment (CM) and to provide services to children and families. However, collection of CM data imposes a burden on child welfare workers (CWWs). This study assesses the feasibility of hiring coders to abstract the required information from administrative records and case narratives.MethodsBased on a convenience sample of child welfare data from Manitoba, Canada, two coders abstracted information on 181 alleged CM cases. The coders completed a short web-based questionnaire for each case to identify which of five types of CM had been investigated, level of substantiation for each type, and risk of future CM. The CWWs responsible for each case completed the same questionnaire. Percentages of the occurrence of CM by the three sources were compared. The validity of the coders’ classifications was assessed by calculating sensitivity, specificity, and positive and negative predictive values, against the CWWs’ classifications as the “gold standard.” Cohen’s kappa was also calculated.ResultsThe coders’ classifications of physical abuse, sexual abuse and neglect generally matched those of CWWs; for exposure to intimate partner violence, agreement was weak for one coder. Coding of emotional maltreatment and risk investigations could not be evaluated.ConclusionResults were promising. Abstraction was not time-consuming. Differences between coders and CWWs can be largely explained by the administrative data system, child welfare practice, and legislation. Further investigation is required to determine if additional training could improve coders’ classifications of CM.  相似文献   

18.
Drawing on teaching manuals, government reports and school inspectors’ reports from the 1830s up to the early twentieth century, this paper traces the changing conceptual and social distance between childhood and adulthood in Ireland. Using Norbert Elias’s figurational approach, it is argued that children became increasingly involved in both unplanned civilising processes and deliberate civilising missions framed by state functionaries, religious elites and pedagogic experts. Young children were civilised in the broader context of unintentional, but ordered social processes developing over the course of the nineteenth century. While both pupils and teachers were at first addressed and depicted in similar ways, a growing social and cultural differentiation between adult and child gradually developed. This is related to the increasing status of teachers, their position as civilising agents of the state, and the gradual acceptance by elites that Irish teachers of humble social origins had become more emotionally self-controlled.  相似文献   

19.
This paper examines the schematic underpinnings in the drawings of a four-year-old girl, Thea. The paper reviews literature on graphic representations, signs and meaning-making before discussing schematic form in children’s drawings, the theoretical background for the study. The paper discusses ethical issues and methodological approaches to the study where data include drawings made at home and school, Thea’s recorded talk about drawings, and video recordings of her drawing sessions over a four-month period. These were coded manually and using NVivo to identify schemas. The paper discusses examples of Thea’s exploration of enclosure and trajectory schematic form, which are represented by rich content derived from her experiences and imagination. The paper concludes that Thea’s drawings included many schematic signifiers with clear evidence of complex thinking around enclosures and of vertical and horizontal trajectories. The paper evidences the importance of listening to children’s talk as they draw in order to understand more fully, the meanings they are making. Through signs, symbols and personal narratives, Thea used drawing as a meaningful semiotic space where her persistent schematic concerns were manifest.  相似文献   

20.
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   

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