共查询到20条相似文献，搜索用时 78 毫秒
1.
木子 《小雪花(小学生成长指南)》2003,(16)
Marycan'tgotoschoollikeltheotherchildren.Hertheralwaysdrinksandermotherdoesn'tcarerher,either.Theyoftenarrel,sotheyaren'todparents.Maryhasntawarmhome.Oneight,whensheiswalk鄄galongthestreet…小朋友，看懂上面的故事开头吗？有兴趣续写接下来的故事？第三季度接龙正急待你的中续文呢！赶快参与呀，比一比，的想像力更丰富！The Poor Child@木子… 相似文献
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《中学英语园地(高三版)》2006,(12)
有时候我很乖,有时候我淘气。我乖,妈妈就高兴。我淘气,妈妈就生气。所以,我永远不再淘气。Sometimes I*m good,Sometimes I*m bad.When I*m good,Mother is glad.When I*m bad,Mother is mad.So I try to be good.Child and Mother!山东@刘宏 相似文献
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现在的WaT是日本乐坛史上最快出席红白歌会的组合,曾经的WaT却无人知晓;现在的瑛士在屏幕上大显身手,曾经的瑛士也是活宝一个。除了唱歌,瑛士还演戏,《利家和松》、《轮舞曲》都有他的身影。而开朗活泼的他,情绪也是随着环境的不同而不同哦! 相似文献
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Research Findings: Early child care policy and practice are grounded in a growing understanding of the importance of the first years of life. In earlier studies, associations between child–staff ratios and peer skills yielded inconsistent findings. The current study used data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,364) to test the existence of curvilinear associations between child–staff ratios and observed peer skills at the ages of 3 and 4.5 years in order to derive optimal ratios featuring higher levels of peer skills. The findings indicated curvilinear associations between child–staff ratio during the first 3 and 4.5 years and the frequency of positive and negative peer interactions—especially positive peer interactions. Furthermore, these curvilinear associations characterized positive play with a friend at 4.5 years. Optimal child–staff ratios featuring higher levels of peer skills were somewhat lower for positive play with a friend than for the frequency of positive peer interactions. Practice or Policy: Curvilinear associations that point to an optimal value of child–staff ratio may be used to validate child care standards. Optimal child–staff ratios found in the current study coincided with recommended early care standards. 相似文献
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Research Findings: The teacher–child relationships that develop in infant/toddler child care provide a critical caregiving context for young children’s socioemotional development. However, gaps remain in researchers’ understanding of the individual-level processes that facilitate socioemotional development, specifically in center-based child care programs. Guided by ecological theory, this article offers a review of the current literature on this topic, including influential factors and developmental outcomes associated with teacher–child interaction quality, the teacher–child relationship as a compensatory mechanism for children facing risk, and differential susceptibility to caregiving experiences. Practice or Policy: Within the context of infant/toddler child care, many opportunities exist for researchers to refine the measurement of individual teacher–child interactions, test young children’s self-regulation as an outcome variable, and develop understanding of compensatory and differential susceptibility mechanisms. Clarifying these processes will inform early childhood education teacher training in terms of how teachers can best facilitate healthy socioemotional outcomes, especially for the most vulnerable children. 相似文献
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在锐角△ABC中,记R、r分别为其外接圆与内切圆半径,s为其半周长。∑表示循环和。 文[1]将文[2]中的Child不等式 sum secB·secC≥12 (1) 相似文献
7.
Kevin William Huff 《中学生英语读写(高中版)》2003,(9)
“Whose child is this?”I asked ore daySeeing a little one out at play“Mine,”said the parent with a tender smile“Mine,to keep a little whileTo bathe his hands and comb his hairTo tell him what he is to wearTo prepare him that he may always be goodAnd each day do the things he should” 相似文献
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Child不等式:设P是△ABC内的任一点,记PA=R_1,PB=R_2,PC=R_3,P点到BC、CA、AB的距离分别为h_1、h_2、h_3,则R_1R_2R_3≥8 h_1h_2h_3① 相似文献
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Chinahaseffectivelycontrolledherpopulationgrowthsinceshebe-gantocarryoutbirthplanninginthewholecountry.Thegovernmenthasmadepreferentialpoliciestoencourageeachcoupletogivebirthtoonlyonechildsoastoensurehealthybirthandsoundcare.Anonlychildisusuallybroughtupineasycircumstancesbyhisorherparents.Thesechildrenenjoyspecialtreatmentintheirfamilies.Theirparentsdontletthemdoanythingthattheyshouldorcouldandtryeverypossiblemeanstosatisfytheirneeds.Asaresult,someofthechildrenbe-comelazierandlazier.Theyget… 相似文献
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春阳 《小雪花(小学生成长指南)》2004,(22)
Teacher:What is the plural of man,Tom?Tom:Men.Teacher:Good.And the plural of child? 相似文献
13.
Self-confidence is closely related to L2 learning.In order to make their learners enjoy English learning,English teach ers need to strengthen the learners’English learning confidence.This article is to find out English teachers’role to strengthening learners’self-confidence in ELL by means of class observation.The writer concludes improving speaking ability;giving praise and offering gentle error correcting can help to strengthen the learners’confidence. 相似文献
14.
CLAIRE CARTER 《英语辅导》2003,(8)
How can you inspire a child to read?Today, many children never develop a love for books. A 1980 California study revealed that nearly 70 percent of sixth-graders polled said they rarely read for pleasure-an identical percentage said they watched four or more hours of TV a day.How can you help a child discover the magic, joy and wonder that come from reading a book? To find out, I spoke with Charles Schulz, the cartoonist, Maurice Sendak, who draws and writes books for children, Judy Blume, who writes for young adults, and Jim Trelease. an authority on motivating children to read,CHARLES SCHULZ, the creator of Peanuts, doesn't think it matters what children read, as long as they read something. As a child, Schulz loved reading comic strips-especially Buck Rogers and Popeye-but in his day, says the cartoonist, " teachers frowned on that kind of reading material." 相似文献
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Jane Blakely Keat 《Early Childhood Education Journal》2008,36(2):155-160
Teachers report that teaching young children who exhibit defiant and challenging behavior is the most difficult component
of their work. This article explores four decades of textbook and research literature recommendations and 4 years of teacher
reflections. Common themes of control, power, and anger were identified. A significant finding was that systematic teacher
inquiry fostered teacher development of ability to decrease child defiance while fostering children’s emotional self-regulation. 相似文献
18.
Quality Child Care: At Whose Expense? 总被引：1，自引：0，他引：1
Marilyn J. Roseman 《Early Childhood Education Journal》1999,27(1):5-11
Quality child care is related to the number of adequately prepared practitioners who are available to children on a long-term basis. Unfortunately, child care practitioners subsidize the true cost of quality child care by working for substandard wages, few benefits, and little recognition of their true worth. The need for adequate compensation for qualified caregivers is the most critical issue facing the profession, because adequate compensation enables trained and educated caregivers to remain in the field, invest in professional development, and it also attracts new students into the field. The true cost of quality should be shared by all members of society, for everyone benefits from investing in the citizens of the future. 相似文献
19.
《英语辅导》2005,(1)
What is the best age for a child to begin learning a foreign language? It is commonly believed that children are supposed to form their learning skill gradually, according to the development of their age and language learning mechanism. But some hold the view that one of the keys to raising a linguistically proficient child is to have him study from as early an age as possible. In this way, one can make full use of a child's natural aptitude. 相似文献
20.
Garrah M. Packer 《Journal of Experimental Education》2013,81(2):117-153
A prototype treatment developed to significantly reduce symptoms of stress among inservice teachers was tested in this experiment. Thirty participants selected for high stress levels were randomly assigned to treatment and control groups. They were assessed on environmental, personality, and emotional variables, using self-report and expert-judge measures, at both pre- and posttreatment. The experimental treatment was holistic, incorporating all processes previously found to be related to reducing teacher stress. At posttreatment, the treatment group averaged 1.02 standard deviations lower on the stress measures than the control group. Significant differences in the posttest means, favoring the experimental group, were found for 23 of the 39 variables measured on the three self-report instruments. As a group, the participants demonstrated substantially lower stress levels than the control group after the treatment, with a substantial decrease from their pretreatment stress levels. Since the control group received no treatment, some of the difference may be due to Hawthorne effect. 相似文献