首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 21 毫秒
1.
The current study examined the social and language development of 345 Spanish-speaking pre-kindergartners who attended pre-kindergarten programs that varied widely in how much Spanish was spoken in the classroom by the teacher. Previous studies on English language learners have focused on how the language of instruction impacts children's language proficiency, ignoring the context in which children are learning. The current study found better social skills and closer teacher—child relationships in classrooms where teachers spoke some Spanish. Teacher ratings of children's peer social skills and assertiveness were positively associated with increased amounts of Spanish being spoken. More Spanish language use in the classroom was also related to a decrease in children's likelihood of being victims of aggression as rated by independent observers. The findings have implications for better understanding how policy decisions regarding language of instruction impact children in the social domain. As early education programs are faced with the challenging task of developing best practices for English language learners, it is essential that programs are attentive to the social implications of language.  相似文献   

2.
Objective. To determine how parents evaluate decisions about children's autonomy, Korean mothers and fathers as well as nonparental female and male adults, all living in the United States, were interviewed about parental decisions regarding children's engagement in gender consistent and gender inconsistent extracurricular activities. Design. A homogeneous sample of parents and nonparental adults (N = 80) participated to control for social experience beyond parental status. Participants were interviewed about whether it was acceptable for parents to allow their sons and daughters to engage in gender consistent (boy plays baseball, girl takes ballet), gender inconsistent (boy takes ballet, girl plays baseball), and gender neutral (boy goes to a sleepover, girl goes to a sleepover) peer activities, along with questions about autonomy, gender preferences, parental jurisdiction, cultural change, and stereotype knowledge. Results. Whereas all participants promoted autonomy, parents were more likely to sacrifice autonomy to conform to gender stereotypic expectations than were nonparental adults and to use social-conventional reasoning to justify their evaluations. Parents were more likely than nonparental adults to promote boys' autonomy than girls' autonomy in the absence of stereotypic expectations but were less likely to do so in gender inconsistent contexts. Conclusions. Korean parents and nonparental adults differ in their decisions about children's engagement in gender related peer activities. In contrast to nonparental adults, parents used multiple forms of social reasoning when evaluating children's autonomy in the context of gender expectations. These findings shed light on the complex decision-making that parents engage in when granting children autonomy and promoting social development.  相似文献   

3.
Developmental coordination disorder (DCD) is a chronic disability that impacts children's performance of everyday motor‐based activities and is associated with the development of secondary social and mental health problems. The purpose of this study was to investigate peer victimization and depression in children who were and were not at risk for DCD. Selected from a population‐based sample, 159 at‐risk fifth graders were matched for age and gender to 159 controls. Children completed measures of depression and frequency of peer victimization. Results showed that children at risk for DCD reported more symptoms of depression and more frequent verbal and relational victimization than their peers. Being at risk for DCD and being bullied more frequently, especially relationally, significantly predicted increased depression symptoms. Findings highlight the importance of school psychologists remaining aware that children with DCD are at increased risk of experiencing bullying and depression. © 2012 Wiley Periodicals, Inc.  相似文献   

4.
Research Findings: Fostering the social competence of at-risk preschoolers would be facilitated by knowing which of children's emotion skills are most salient to social outcomes. We examined the emotion skills and social competence of 44 children enrolled in a Head Start program. Emotion skills were examined in terms of children's emotional lability and emotion regulation, whereas social competence was measured in terms of three aspects of preschoolers' social relationships: social skills, student–teacher relationships, and peer likeability. Although emotion regulation emerged as an important predictor for social skills and positive relationships with teachers, emotional lability was a significant predictor of student–teacher conflict and peer likeability. In fact, emotional lability mediated the relation between student–teacher conflict and peer likeability. Practice or Policy: The findings are discussed in terms of the complex associations between children's emotion skills and early social relationships.  相似文献   

5.
The results of previous research suggest that while preschool children have a beginning understanding of disabilities that involve the use of adaptive equipment, they have little awareness of disabilities such as Down syndrome which have less overt distinguishing characteristics. In this study, videotaped segments from the children's television show, Sesame Street, were used to explore children's ideas about Down syndrome and physical disability. Participants included 41 preschool children. While a majority of participating children were aware that each child in the videotapes had some difficulties performing age-appropriate tasks, children had significantly fewer ideas about why the child with Down syndrome had this difficulty. Significantly more thought that the child with Down syndrome could do more "if he tried really hard" when compared with the child with a physical disability. These results are discussed in terms of children's developing understanding of disabilities and implications for using media to teach preschoolers about people with disabilities.  相似文献   

6.
Abstract

This project examined the personal and the social basis of children's self‐concepts about reading. Study 1 [N= 55] was a correlational study. Results suggest a stronger personal than social basis for children's self‐concepts about reading. In particular, children made stronger comparisons among content areas than gender groups. Study 2 [N= 18] was an intervention study. The focus was on the personal basis of self‐concepts, for children with reading difficulties. Results showed that self‐concepts were responsive to the intervention, with associated change in task choices. Findings support a self‐categorization approach to understanding children's self‐concepts, and imply that this approach would be useful in motivating children about reading.

Reading is regarded as integral to general living skills and is central to children's learning across many areas of schooling. This means that we need to understand more about the self‐concepts that motivate children to take up and persist with reading activities. H is a particularly pressing issue for children who experience difficulties with reading. This project therefore examined the personal and social basis of children's self‐concepts about reading. The focus was the salience of children's personal and social categorisations about reading that underpin reading self‐concepts and associated choices of reading tasks.  相似文献   

7.
Research Findings: Media representations of physical disability can influence the attitudes of child audiences. In the current study, the depiction of physical disability was analyzed in more than 400 episodes of children's television programming to better understand how media depict physical disability to children and, in turn, how exposure may influence children's attitudes toward this social minority. Characters with a physical disability were rare. When present, characters with a physical disability tended to be older White males. The disabilities were not central to the characters' importance, but the characters themselves were not central to the plot. A majority of characters with a physical disability were depicted as morally good, attractive, and satisfied with life. Able-bodied characters were shown as treating characters with a physical disability the same way they treated other able-bodied characters. Practice or Policy: The results of the current study could be utilized by policymakers, media professionals, and educators in an effort to increase depictions of physical disability in children's programming as a method of integrating individuals with physical disabilities into a predominantly able-bodied society.  相似文献   

8.
Block (1984) postulated that children develop a personal premise system concerning the nature of relationships from the kind of responsiveness, balance, and control they experience when interacting with the caregiver and the caregiver's degree of accessibility during caregiver–child interactions. Block's theory was used in this review to discuss how children's personal premise systems or models of relationships develop through the process of attachment to the caregiver, and how, as children establish more extensive social relationships, this premise system becomes a more generalized model of self and others which shapes all interactions with others including peer relationships during early and middle childhood. The review also suggests continuity in the organization of behavior, for just as the nature of the early personal premise system is shaped by caregiver responsiveness, control, consistency, and availability, so the quality of ties youngsters form with their peers seems also to be shaped by the tone of children's responsiveness to peers, the degree and kind of control youngsters exert in peer interactions, the consistency of behaviors with peers, and children's emotional and physical availability to peers.  相似文献   

9.
This large-scale and longitudinal study examines early home support for learning, formal/informal home mathematics activities, and their associations with children's mathematical development between age two and six. Data were collected in Germany between 2012 and 2018, N = 1184 (49% girls, 51% boys), and 15% of children had parents with a migration history. Linguistically and mathematically stimulating, attentive, and responsive parent–child engagement at age two predicted children's mathematical skills at age four and six (small-to-medium effect size). Both formal and informal home mathematical activities at age five predicted children's mathematical skills at age six (small effect size), and were associated with children's prior mathematics attainment. This study also provides indicators where individual differences and social circumstances are relevant to understanding different early mathematics outcomes.  相似文献   

10.
Establishing positive peer relationships is integral to children's social development and is linked to a variety of long-term outcomes and life skills. The present study provides an in-depth examination of the ways in which child care providers guide young children in their early social experiences with peers during infancy, when social competence with peers is first being developed. Findings documented multiple avenues through which child care providers help to scaffold infants’ naturally occurring social encounters with their peers, including creating opportunities for peer interaction, preventing and interrupting peer interaction, communicating to children about their peers and peer relations, providing direct instructions and rules for peer interaction, and modeling social behavior during group interactions. Scaffolding strategies were categorized as adult-centered, child-centered, and group-based. Results also revealed some specific effects of scaffolding on infant social competence with peers over a 6-month time period.  相似文献   

11.
This study describes pre-kindergarten teachers’ use of kindergarten transition practices and examined the extent to which these practices were associated with kindergarten teachers’ judgments of children's social, self-regulatory, and academic skills upon their entry into kindergarten. Participants were 722 children from 214 pre-kindergarten classrooms participating in the National Center for Early Development and Learning's (NCEDL) Multi-State Pre-kindergarten Study. Of nine transition practices intended to promote children's adaptation to kindergarten, pre-kindergarten teachers reported implementing, on average, six transition practices, with notable variation across pre-kindergarten classrooms. Children were judged by their kindergarten teachers to have more positive social competencies and fewer problem behaviors when they attended pre-kindergarten classrooms in which more transition activities were implemented and, specifically, in which teachers discussed curricula or specific children with kindergarten teachers. In addition, positive associations between kindergarten teachers’ perceptions of children's social competence and pre-kindergarten transition activities (total number of activities and activities that children experience directly) were stronger for children who experienced social and economic risks. Implications of these findings related to alignment across the pre-kindergarten to kindergarten settings to improve children's school readiness are discussed.  相似文献   

12.
School psychologists and teachers are frequently asked to assess the level of social competence of preschool children as one indicator of their academic readiness. However, many assessment instruments available to psychologists working in early childhood settings fail to consider important contexts where children acquire social competencies. This study presents a comprehensive picture of multiple constructs that play a role in understanding African American preschool children's social competence. Domains of temperament, language, self‐regulation, and peer play were assessed within a classroom context for a sample of 139 low‐income African American children attending Head Start. Findings support the importance of considering both children's developmental stage and their gender when evaluating aspects of social competence, particularly temperament and interactive peer play abilities. As a group, younger boys experienced the greatest difficulties with initiating and sustaining play activities with classmates. Language abilities and self‐regulation were significantly greater among older preschool children. Implications for school psychologists conducting preschool assessment, intervention, and outreach to parents and teachers within early childhood settings are discussed. © 2002 John Wiley & Sons, Inc.  相似文献   

13.
This study takes an ecological approach to examine how children with developmental language disorder (DLD) interact with their classmates within early childhood special education (ECSE) inclusive classrooms. Participants were 124 children with DLD, 56 children with other disabilities, and 247 typically developing children (Mage = 52.42 months, SD = 6.27) from 56 ECSE inclusive classrooms. Results of social network analysis showed that children with DLD had significantly smaller peer social networks and were more likely to be isolated. Children tended to interact with peers with the same DLD status. These effects of children's DLD status were above and beyond the effects of children's social pragmatics skills.  相似文献   

14.
  相似文献   

15.
This study used a short-term longitudinal design to examine the role of effortful control, behavior problems, and peer relations in the academic adjustment of 74 kindergarten children from primarily low-income families. Teachers completed standardized measures of children's effortful control, internalizing and externalizing problems, school readiness, and academic skills. Children participated in a sociometric interview to assess peer relations. Research Findings: Correlational analyses indicate that children's effortful control, behavior problems in school, and peer relations are associated with academic adjustment variables at the end of the school year, including school readiness, reading skills, and math skills. Results of regression analyses indicate that household income and children's effortful control primarily account for variation in children's academic adjustment. The associations between children's effortful control and academic adjustment do not vary across the sex of the child or ethnicity. Mediational analyses indicate an indirect effect of effortful control on school readiness through children's internalizing problems. Practice or Policy: Effortful control emerged as a strong predictor of academic adjustment among kindergarten children from low-income families. Strategies for enhancing effortful control and school readiness among low-income children are discussed.  相似文献   

16.
The present study investigated relationships among false belief, emotion understanding, and social skills with 60 3- to 5-year-olds (29 boys, 31girls) from Head Start and two other preschools. Children completed language, false belief, and emotion understanding measures; parents and teachers evaluated children's social skills. Children's false belief performance related to their understanding of their friend's emotions and to teacher's ratings of social skills. Aspects of emotion understanding related to social skills. Head Start (n =30) and non-Head Start preschoolers (n = 30) performed similarly on social skills and emotion understanding measures, however, non-Head Start children performed significantly better on false belief tasks than Head Start children. Results demonstrate the importance of including diverse groups of children in studies of social cognition.  相似文献   

17.
Research Findings: We examined whether affective social competence, or the ability to effectively send and receive emotional signals and to manage one's own emotional experience, contributes to preschool children's peer relations. Forty-two previously unacquainted preschoolers were observed while participating in a week-long playschool. Greater nonstereotypical emotion knowledge was related to girls' popularity and boys' likelihood of having a reciprocal friendship. Girls with greater skill at sending emotional communications and managing emotions were more likely to have a reciprocal friendship. Boys who were better at managing emotions compared to others in their group were less popular. The role of social context in the influence of affective social competence on children's peer relations is discussed. Practice or Policy: Results have implications for early childhood educators' promotion of children's socioemotional skills.  相似文献   

18.
This research lends insight into disabling discourses on South Asian families of children with disabilities. It explores immigrant Pakistani maternal understanding of their children's disability, uniquely through an educational perspective, highlighting maternal roles which schools must acknowledge to improve outcomes for children. The findings of this research, supported by a literature review, highlight various ideological threads shaping maternal understanding of disability and their children's schooling experiences. Data were collected through multiple case studies of immigrant Pakistani mothers of disabled children at Westchester School, incorporating semi‐structured interviews and reviewing pupils’ school files. After a process of open coding, the main themes emerging from interviews suggested maternal perceptions of disability evolved from a medicalised lens, onto identifying with structural barriers to children's progress, and a gendered lens. Both maternal perceptions and their professional interactions determined maternal accounts of their children's schooling experiences. This research highlights positive familial factors shaping maternal understanding of disability, supporting further studies into maternal advocacy and empowerment within UK special education.  相似文献   

19.
Play can occur at any time or in any place; it bears directly on the development of such fundamentals as the learning of language and mathematical ideas and the development of thinking skills and social roles. The following three activities focus on how playthings and play activities contribute to children's intellectual development. We want to state at the outset, however, that play also contributes to children's physical, social, and emotional development. We recognize that play is important to all these areas. But here we consider the contribution of play to one area of development, that is, intellectual growth, or what children can learn.  相似文献   

20.
We examined the extent to which positive interactions with peers and the amount of English exposure received from them during social interactions in the fall of preschool contributed to low-income Spanish-speaking children's (N = 107; Mage = 53 months; SD = 4.30 months; 56% boys) English vocabulary and letter-word skills in the spring (controlling for parents’ language use, family income, number of English books at home, and children's nonverbal cognitive abilities). We also examined the mediating roles of children's learning behaviors (e.g., attentiveness, independence, initiative, persistence, and participation) and English oral proficiency in the classroom. The association between positive peer interactions and English vocabulary skills was mediated by children's English oral proficiency, whereas the association between positive peer interactions and English letter-word skills was mediated by children's learning behaviors and English oral proficiency. The associations among peer English exposure and children's English vocabulary and letter-word skills were mediated by children's English oral proficiency. There was also evidence of a transactional association between positive peer interactions and children's learning behaviors and between peers’ and children's English oral proficiency. The findings highlight the importance of peer experiences in fostering Spanish-speaking preschoolers’ English vocabulary and letter-word skills.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号