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为了用实验的方法探讨玩具数量对3～6岁幼儿分享行为的影响,选取了某幼儿园小、中、大班各30名幼儿,将各年龄班的幼儿随机分成人数相等的三组,三组进行游戏时玩具的数量不等,即分别为玩具数量多于、等于和少于小组人数。结果表明：小班、大班的幼儿都表现出当玩具数量少于人数时,幼儿做出分享行为的人数明显多于玩具数量等于和多于幼儿人数的情况。但中班幼儿面对不同数量玩具时的分享行为差异不显著。另外,当玩具数量等于人数时,表现出了明显的年级差异,大班幼儿做出分享行为的人数显著多于小班和中班幼儿。当玩具数量多于人数或少于人数时,不同年级幼儿的分享行为差异不显著。本研究的结论是：玩具数量是影响分享行为的因素之一,随着玩具数量的减少,幼儿的分享行为在增加。 相似文献
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玩具所属性对4～6岁幼儿分享行为的影响 总被引：2，自引：0，他引：2
本文采用自然实验法,考察了中班和大班幼儿对于公有玩具和私有玩具的分享意愿和分享行为,结果发现:1.中班幼儿对玩具的所属不太在意.在公有玩具分享上倾向于轮流,忽视同伴以及霸占和争抢玩具的情况较明显.在私有玩具分享上主动性较高,乐于交换.分享行为受成人的引导与暗示较明显.2.大班幼儿对玩具的所属有所顾虑.在公有玩具分享上倾向于共同游戏,出现自主的利他行为.在私有玩具分享上倾向于将交换作为一种手段,道德行为受外界评价的影响较多.研究者据此提出,只有在尊重幼儿心理发展水平的基础上,提高幼儿的道德水平,才能更好地培养其分享行为. 相似文献
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一、问题独生幼儿刚从家庭进入幼儿园.这是他们一生中进入社会,扩大人际联系的第一步.为人"谦让"则是引导他们正确处理个人与集体矛盾的关键.我们试图通过这一调查,了解分析小班独生幼儿在"谦让"行为方面的特点,揭示影响幼儿"谦让"行为的主要原因,为进一步施行教育提供依据.二、方法(一)调查对象:选择本园日托小乙班的29名3岁半—4岁半独生幼儿进行典型调查,由本班的两位老师任调查者.(二)调查内容:调查幼儿谦让玩具和分享食品 相似文献
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受"全面二孩"生育政策影响,我国出现了"独生""准二孩""二孩"三种不同的家庭结构。为探索家庭结构的变化对幼儿亲社会行为意向的影响,本研究以6岁幼儿作为被试,运用艾森伯格亲社会道德两难情境范式,分别考察来自"独生""准二孩""二孩"家庭的幼儿在助人、合作、分享等亲社会行为上的意向表现,结果发现6岁幼儿的亲社会道德推理水平处于他人需求取向阶段,亲社会行为意向整体较高,其中助人意向最突出,其次是合作与分享;6岁幼儿的亲社会行为意向不存在性别差异;来自"独生"和"准二孩"家庭的幼儿的亲社会行为意向高于"二孩"家庭的长子女,可见家庭结构的变化会影响幼儿的亲社会行为意向。政府应为"全面二孩"生育政策启动全方位的家庭服务支持策略;幼儿园应大力开展亲职教育和同胞教育;家长应重视幼儿的家庭角色地位,把握"准二孩"家庭结构过渡阶段的教育契机,提高长子女照料二孩的参与度,发挥幼儿同胞竞争意识的正向作用。 相似文献
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4～6岁儿童分享行为的特点及培养策略 总被引：4，自引：2，他引：2
本研究采用自行设计的实验情境考察天津市某幼儿园4～6岁儿童分享行为的发展特点,结果表明：儿童分享行为随年龄增长而逐渐提高;儿童分享行为没有显著性别差异;儿童对不同分享对象的分享具有显著差异,即通过努力获得的奖品分享最多,自带的心爱玩具次之,意外获得的食品分享最少。在此研究结果基础上,本研究提出了儿童分享行为的培养策略,以增进儿童的亲社会行为。 相似文献
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由于3-6岁幼儿的身心发展具有极大的差异,与同龄班幼儿相比,混龄班幼儿同伴关系的结构更加复杂、多样。本文运用社会网络分析方法,采取同伴提名法和教师提名法,从两个视角对X幼儿园的混龄班29名3-6岁幼儿的同伴关系进行分析。结果表明:第一,不同年龄幼儿的同伴接纳度存在较大差异,其中5-6岁幼儿的受欢迎度和同伴接纳度最高,4-5岁幼儿同伴接纳水平最低;第二,在性别选择上,4-5岁幼儿和5-6岁幼儿出现同性选择偏好,3-4岁幼儿则倾向于选择异性同伴;第三,在年龄选择上,混龄交往关系网络已经形成,75.8%的幼儿交往了异龄朋友;3-4岁幼儿与5-6岁幼儿的同龄朋友连接占绝对优势,但是4-5岁幼儿则以异龄交往为主;第四,幼儿同伴交往以单向选择为主,双向选择形成的关系紧密的友谊相对较少;第五,不同年龄幼儿之间的互动相对充分,班级中界限明确、清晰的小群体相对较少。 相似文献
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本研究通过对3岁～6岁幼儿礼仪行为现状的调查和分析,发现不同性别的幼儿的礼仪行为在体态礼仪、语言礼仪、尊敬长辈礼仪、待客礼仪、公共场合礼仪这五个维度方面没有显著差异,只有在进餐礼仪行为方面有显著差异;不同年龄幼儿在体态礼仪、尊敬长辈礼仪两个维度上差异不显著,而在语言礼仪、待客礼仪、进餐礼仪、公共场合礼仪维度上存在极其显... 相似文献
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189 infants/toddlers and their parents were visited in their homes 2 weeks before starting an out-of-home care arrangement and followed every two weeks until 6 months after care had begun (or its equivalent for parent care groups). At the beginning of the study infant/toddlers ranged in age from 2 to 30 months. In this report, hypotheses examining the role of pre-care family characteristics in determining child care use and later child adjustment were evaluated. Discriminant function analyses reliably separated care type and age of entry groups using pre-care family and infant characteristics as predictors. There were no significant differences in child behavior problems (externalizing and internalizing behavior) as a function of care arrangement type experienced. Mother's pre-care parent stress (PSI parent domain subscale: attachment to child) predicted anxious/withdrawn behavior 6 months later. Aggressive/destructive behavior was related independently to mother's health status and parent stress (PSI parent domain subscale: sense of competence) as measured before out-of- home care was begun. Difficult temperament infants had more behavior problems of all types. 相似文献
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《Early education and development》2013,24(2):107-119
189 infants/toddlers and their parents were visited in their homes 2 weeks before starting an out-of-home care arrangement and followed every two weeks until 6 months after care had begun (or its equivalent for parent care groups). At the beginning of the study infant/toddlers ranged in age from 2 to 30 months. In this report, hypotheses examining the role of pre-care family characteristics in determining child care use and later child adjustment were evaluated. Discriminant function analyses reliably separated care type and age of entry groups using pre-care family and infant characteristics as predictors. There were no significant differences in child behavior problems (externalizing and internalizing behavior) as a function of care arrangement type experienced. Mother's pre-care parent stress (PSI parent domain subscale: attachment to child) predicted anxious/withdrawn behavior 6 months later. Aggressive/destructive behavior was related independently to mother's health status and parent stress (PSI parent domain subscale: sense of competence) as measured before out-of- home care was begun. Difficult temperament infants had more behavior problems of all types. 相似文献
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Nanci Weinberger 《Early education and development》2006,17(4):571-591
The use of retreat spaces by 65 children in 9 family child care homes was assessed in this study. Family child care providers used daily diaries to collect information about children's retreat frequency and associated behavior. The findings revealed that nearly half of the children used informal, readily available retreats during the research period. Playing with toys was the most frequent and stable retreat activity across age groups. Yet the number of passive and engaged behaviors varied based on child characteristics such as age, gender, and child's mood for the day. Retreat use can be viewed as a potentially adaptive environmental strategy that children apply as their needs change in a given day and from one developmental period to the next. Thus, it is recommended that child care professionals provide access to retreats and support children's varied use of retreat space. 相似文献
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《Early education and development》2013,24(4):571-591
The use of retreat spaces by 65 children in 9 family child care homes was assessed in this study. Family child care providers used daily diaries to collect information about children's retreat frequency and associated behavior. The findings revealed that nearly half of the children used informal, readily available retreats during the research period. Playing with toys was the most frequent and stable retreat activity across age groups. Yet the number of passive and engaged behaviors varied based on child characteristics such as age, gender, and child's mood for the day. Retreat use can be viewed as a potentially adaptive environmental strategy that children apply as their needs change in a given day and from one developmental period to the next. Thus, it is recommended that child care professionals provide access to retreats and support children's varied use of retreat space. 相似文献
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Claims that young infants fail to react in a social manner to one another and that toys preempt attention to peers were assessed by comparing the interactions observed between infant peers when they met in the presence of toys versus in their absence. 44 pairs of unacquainted infants (either 10--12 or 22--24 months of age) came with their mothers to an unfamiliar room. Without toys available in the room, infants of both ages more often contacted one another, smiled at and gestured to one another, and duplicated each other's actions. With toys, they showed and exchanged toys and spent more time synchronously manipulating similar play material. The results document that infants as young as 10 months of age are responsive to the person and behavior of an unfamiliar peer and that they are no less responsive than older infants to the social versus nonsocial aspects of a novel setting. 相似文献
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The development of social referencing 总被引：6，自引：0，他引：6
The development of social referencing in 40 infants aged 6-9, 10-13, and 14-22 months was investigated in this study. Social referencing was defined broadly to include children's looks toward parents, their instrumental toy behaviors, affective expressions, and other behaviors toward parents. Children's looks at parents were more selective with increasing age, with older infants preferring to look directly at their parents' faces and younger infants showing no preference for looks to faces over looks elsewhere at the parent. Younger infants looked most often when their parents expressed positive affect, whereas older infants looked most often when parents displayed fearful reactions toward a stimulus. Evidence of a behavioral regulatory effect on instrumental toy behaviors was found only among infants 10-13 months of age. However, only infants older than 14 months of age inhibited touching the toy until after referencing the parent. On some measures these older infants showed a preference for toys associated with fearful messages. Affective expressions were in line with positive and negative behavior toward toys. No support for mood modification or simple imitation as explanations for the effects was found. Results indicated that the looking behavior of younger children may function differently than that of older children, and that social referencing involves a number of component skills that develop during the end of the first year and throughout the second year of life. 相似文献
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We analyze the effects of a school-based program that offers children an opportunity to win prizes if they walk or bike to school during prize periods. We use daily child-level data and individual fixed effects models to measure the effect of the prizes, with variation in the timing of prize periods across different schools allowing us to estimate models with calendar-date fixed effects to control for day-specific attributes, such as weather and proximity to holidays. On average, we find that being in a prize period increases the riding behavior of participating children by sixteen percent, a large impact given that the prize value is just six cents per student. We also find that winning a prize lottery has a positive impact on ridership over subsequent weeks; consider heterogeneity across prize type, gender, age, and calendar month; and explore differential effects on the intensive versus extensive margins. 相似文献
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Linda D. Goetze Nancy Immel Colette M. Escobar Yvonne Gillette Daniel Coury Nancy Hansen 《Early education and development》1993,4(4):275-289
Little is known about the relative cost-effectiveness of the many different types of early intervention services provided to medically fragile infants and their families. This study compared two intensities of services for such infants and their families: (a) a coordinated and comprehensive system of early intervention services initiated prior to discharge from the NICU and designed to transition infants to community-based services were compared with the effects of services (high intensity); and (b) a more traditional hospital follow-up consisting of medical checkups and referrals following discharge (low intensity). High-intensity services resulted in five times more community-based early intervention hours for families and infants when compared with low-intensity services. Annual costs of the high-intensity group were approximately triple the costs of the low-intensity group ($10,814 versus $3,032 per child per year), but there were only a few statistically significant differences on measures of child and family functioning between the groups at 6-, 12-, 18-, and 24months' corrected age. Implications of these findings for research and practice are given. 相似文献
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《Early education and development》2013,24(4):275-289
Little is known about the relative cost-effectiveness of the many different types of early intervention services provided to medically fragile infants and their families. This study compared two intensities of services for such infants and their families: (a) a coordinated and comprehensive system of early intervention services initiated prior to discharge from the NICU and designed to transition infants to community-based services were compared with the effects of services (high intensity); and (b) a more traditional hospital follow-up consisting of medical checkups and referrals following discharge (low intensity). High-intensity services resulted in five times more community-based early intervention hours for families and infants when compared with low-intensity services. Annual costs of the high-intensity group were approximately triple the costs of the low-intensity group ($10,814 versus $3,032 per child per year), but there were only a few statistically significant differences on measures of child and family functioning between the groups at 6-, 12-, 18-, and 24months' corrected age. Implications of these findings for research and practice are given. 相似文献