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1.
讲解:1.chesty cough:咳嗽,多指病理性的咳嗽。cough 和 chesty cough 的中文都是“咳嗽”,但“cough”可以是生理性的,也可以是病理性的。闻到刺激性的气味时的咳嗽毕竟与得了肺炎后的咳嗽不同。2 bring up bile:吐出胆汁更周全、更严密的说法应是:bring up bile-stained fluid.前者更象是一位病孩家长说的话,而后者倒象出自医生之口。 相似文献
2.
《Early education and development》2013,24(4):411-422
The purpose of this paper was to examine the processes and outcomes of teacher–child attachment relationship formation in a therapeutic preschool. Although the average child did not form a secure teacher–child attachment relationship, as a group and over time children became more secure in their teacher–child attachment relationships. Children who were least secure, most avoidant, and most resistant in their initial teacher–child relationship were the children who moved the most rapidly towards security. Children who moved the most rapidly towards security were the least resistant, and most likely to seek comfort within their teacher–child relationships by the final data collection point. 相似文献
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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
5.
《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
6.
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
7.
The case study presented in this article is designed to provide an in-depth understanding of how a highly trained and experienced early childhood educator thinks about her interactions with children within the context of a setting identified as providing quality childcare for 3-, 4-, and 5-year-olds. Qualitative research methods are used, including interviews, participant observation, videotaping, and the teacher's reflections on interactions with children. Verbal and nonverbal patterns emerging from videotaped observations demonstrate how the teacher integrates information about specific children into these interactions. Although children's conceptions of time and space are consistently embedded in her thinking and reflected in her behavior, she never explicitly acknowledges these dimensions. The paper concludes with a discussion of the implications of the discrepancy between the teacher's implicit and explicit understanding of her interactions with children to childcare and the preparation and development of early childhood practitioners. 相似文献
8.
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
9.
Katherine C. Driscoll Lijuan Wang Andrew J. Mashburn Robert C. Pianta 《Early education and development》2013,24(4):593-619
Research Findings: Banking Time is a set of techniques designed to promote positive, supportive relationships through 1-on-1 interactions between teachers and children. Web-based training resources were made available to 252 preschool teachers who received different levels of support as a component of a professional development intervention, and the purpose of this study was to examine teachers' implementation of Banking Time. Teachers with greater levels of professional development support were more likely to implement Banking Time with children in their classes. Teachers were more likely to choose to implement Banking Time with children who had lower social-emotional skills (e.g., more problem behaviors). Teachers developed greater relational closeness with children who participated in Banking Time than with children who did not participate. Practice or Policy: The implications of these preliminary findings for fostering supportive teacher–child relationships are discussed. 相似文献
10.
Aesha John Diane Montgomery 《International Journal of Disability, Development & Education》2016,63(3):293-308
This study with families caring for an individual with an intellectual disability in a mid-sized Indian city explored the diverse explanatory models that parents constructed of causes, preferred treatment approaches and perceived social effects of their child’s intellectual disability. Seventeen mothers and three fathers rank ordered 48 disability related statements and participated in a qualitative interview. The intercorrelations and factor analysis of participant sorts helped to generate three parental explanatory models which were named religious resilience, in search of treatment and social change, and it is a burden to bear. The three models extracted 23%, 20% and 9% variance respectively. Interpretations based on factor arrays, consensus and differentiating statements, and qualitative interviews indicated that the first explanatory model utilised religion and spirituality to positively frame their child’s intellectual disability. The second explanatory model rejected religious notions and did not dwell on the cause of disability, but rather focused on optimal rehabilitation of individuals with an intellectual disability. The third model was characterised by maladaptive religious attributions and rehabilitation approaches. 相似文献
11.
Research Findings: Research on teacher–child relationships is important, as the quality of this relationship is linked to numerous child outcomes in the areas of academic and social functioning. In addition, parent involvement has been identified as a significant factor in the successful development of a child. This study attempted to join these two lines of research by assessing the extent to which teacher–child relationship quality varies as a function of parent involvement. We used a sample of 894 third-grade children, mothers, and teachers from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care. Regression analyses were conducted to examine the relation between teacher–child relationships and parent involvement while controlling for known determinants of teacher–child relationship quality (i.e., gender and income). All variables were significantly related to teacher–child relationship quality. Parent involvement was negatively related to conflict. Furthermore, more parent involvement predicted less teacher–child conflict, but only for children from low-income families. Practice or Policy: The results are discussed in terms of the importance of parent involvement to children's school adjustment, with specific importance for parents of low-income children. 相似文献
12.
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
13.
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
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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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Maternal reminiscing styles and mother–child memory features were examined in a cross-cultural context. Fifty-five Chinese (Guangzhou, China) and 48 Australian (Melbourne, Australia) mother–child dyads (child age: 3–6 years) independently retrieved autobiographical memories and jointly discussed past events. Australian mothers used greater elaborative and supportive reminiscing and provided more specific memories than Chinese mothers. Australian children provided greater memory elaboration than Chinese children, but they did not differ in memory specificity. Maternal reminiscing styles and cultural group were independently predictive of child memory elaboration but not specificity. Nonetheless, moderation analyses showed that the two maternal reminiscing styles (elaborative and supportive) interacted to predict child memory specificity. These findings indicate the importance of culture and types of reminiscing on memory development. 相似文献
18.
Increasing numbers of Spanish-speaking preschool children require attention to improve the likelihood of success in school.
This study, part of a larger 2-year ethnographic study of a Head Start classroom, elaborates the role of teachers’ interactions
with students who were learning English. Using an interactional ethnography approach, the authors focus on the social nature
of these interactions. The study illuminates the kinds of teacher interactions with students that support and hinder the students’
language learning. It reinforces the importance of student engagement in social interactions with teachers and with English
other than codes of obedience and authority. Finally, it recommends actions teachers can take to provide optimal circumstances
for English learning interactions for students.
相似文献
| Lesley A. RexEmail: URL: http://www.umich.edu/~rex/ |
19.
Heather Montgomery 《Journal of moral education》2014,43(2):169-182
It has been claimed that there are universal goals of child-rearing, such as survival of the child or the promotion of their capacity to contribute to economic and social reproduction. Yet in certain circumstances parents appear to pursue child-rearing practices that actively harm children, threaten their survival and inhibit their ability to grow up to be effective adult members of their communities. This article will discuss these issues in the case of one group of child prostitutes in Thailand and their families at a particular point in time. Although the work they did was physically dangerous and difficult, both parents and children claimed that their families were loving and functional and that selling sex was a way to keep the family together. Morality was seen in terms of reciprocity rather than sexual transgression and this article will explore the morality of child-rearing in this context and the relationships between family members. 相似文献
20.
Despite science learning in settings such as science museums being recognized as important and given increasing attention in science education circles, the investigation of parents’ and their children’s metacognition in such settings is still in its infancy. This is despite an individual’s metacognition being acknowledged as an important influence on their learning within and across contexts. This research investigated parents’ metacognitive procedural and conditional knowledge, a key element of their metacognition, related to (a) what they knew about how they and their children thought and learned, and (b) whether this metacognitive knowledge influenced their interactions with their children during their interaction with a moderately complex simulation in a science museum. Parents reported metacognitive procedural and conditional knowledge regarding their own and their children’s thinking and learning processes. Further, parents were aware that this metacognitive knowledge influenced their interactions with their children, seeing this as appropriate pedagogical action for them within the context of the particular exhibit and its task requirements at the science museum, and for the child involved. These findings have implications for exhibit and activity development within science museum settings. 相似文献